Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia; Sabbia Tilli, University of Western Australia

Tagged Divisions

Educational Research and Methods

also like to acknowledge contributions from colleagues in theEngineering Learning and Practice Group and Dr. Lesley Jolly of the University of Queenslandfor invaluable help with survey design and methodology.References1. J. P. Trevelyan and S. Tilli, Published Research on Engineering Work. Journal of Professional Issues in Engineering Education and Practice, 2007. Vol. 133, No. 4, pp. 300-307.2. J. P. Trevelyan, Technical Coordination in Engineering Practice. Journal of Engineering Education, 2007. Vol. 96, No. 3, pp. 191-204.3. J. P. Trevelyan. A Framework for Understanding Engineering Practice. in American Association for Engineering Education (ASEE) Annual Conference. 2008. Pittsburgh.(submitted for review).4. R

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Matthew Verleger, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

Educational Research and Methods

Page 13.689.7 standard deviation).• One or more statistical measures (e.g. maximum, range, standard deviation) of height (surface elevation) are used to quantify the roughness of the image. The measure(s) selected are aligned with a clearly stated definition of roughness.• Frequency, 2-d size, and/or distances between significant features in the images is addressed. Procedures that address these issues must also use a measure related to height to quantify roughness. This is necessary as measures of frequency, 2-d size, and distance between features alone cannot define roughness. Either the procedure accounts for these issues or a rationale is provided for not considering these issues within the procedure.• The fact

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 13.32.137. Shuman, L. J., Besterfield-Sacre, M., and McGourty, J. (2005, January). The ABET “Professional Skills”- Can They Be Taught? Can They Be Assessed? Journal of Engineering Education, p. 41-55.8. Brumm, T. J., Hanneman, L. F. & Mickelson, S. K. (2006). Assessing and Developing Program Outcomes through workplace competencies. International Journal of Engineering Education, 22, 1, p. 123-129.9. Shuman, L. J., Besterfield-Sacre, M., and McGourty, J. (2005, January). The ABET “Professional Skills”- Can They Be Taught? Can They Be Assessed? Journal of Engineering Education, p. 41-55.10. Rogers, G. (2006, August). “Direct and Indirect Assessments: What Are They Good For?” Community Matters: A Monthly

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

revitalize our college through the energizing pedagogy of service-learning. The thesis is that service-learning spread throughout the core curriculum is more effective than one intensive course, which is more effective than none at all, that a mixture of required and elective service-learning (s-l) is more effective than either one or the other, and that service-learning will result in less coursework time than traditional programs satisfying ABET 2000 criteria.They define service-learning as a hands-on learning approach in which students achieveacademic objectives in a credit-bearing course by meeting real community needs. Theyhave integrated service-learning into many kinds of courses. They include designcourses

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

Paul Blowers, University of Arizona

Tagged Divisions

Educational Research and Methods

foundation forfuture coursework. This view of teaching and learning was investigated to see if some facultysee teaching as transmitting information and students' learning as receiving this information[17],without much focus on how the information really functions. Hendersen, et al.'s work used aphysics problem to focus an investigation into faculty perceptions of teaching and learningproblem solving. The problem required an average student to use exploratory decision makingas opposed to an algorithmic or "plug and chug" approach. Many faculty were oriented towardsthe algorithmic approach instead of focusing on problem solving; "Much of the material inprerequisite courses prior to the beginning of core engineering courses is oriented greatlytowards

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

recommend something to you but you have to do everything you want, you have to choose what you want to do.’ He always says this to me. I didn’t like this actually because this is like being responsible...He told me that if he train me like this, this is better for my future...if I do this decision[s] on my own.”The guidance that Trisha’s advisor provided in research and the program allowed her toself-manage. Trisha’s interview indicated that her advisor offered a guided approach that did notinfringe, but rather pushed Trisha to be autonomous throughout her graduate experience. We seeclear evidence of this in her description of her advisor’s statements of choice within her research,“you have to choose what you want to do

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Michele Carolynn Williams, University of Texas, El Paso

Tagged Divisions

Educational Research and Methods

literature, PDI deviates from current collaborativelearning approaches in one notable way: the authority in the classroom shifts from the facultymember(s) to Student Instructors (SI). These Student Instructors are students that previouslycompleted the course and returned to take on the responsibility for the design and delivery oflearning experiences in the classroom. Faculty, therefore, assume a coaching role with the SIsand no longer act as the source of knowledge, educational material, and content delivery for thecourse.This research paper delves into the impact that this learning experience has on studentmotivation. Using a survey developed based on the MUSIC Model of Academic MotivationInventory®, the authors asked students to report their

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sixing Lu, University of Arizona; Loukas Lazos, University of Arizona; Roman Lysecky, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

] Freeman, S., S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, M. Wenderoth. ​Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America. PNAS 2014 111 (23), 8410-8415, 2014.[2] Prince M. ​Does active learning work? ​A review of the research. ​Journal of Engineering Education, 93:223–231, 2004.[3] Knight J.K., Wood, W.B. ​Teaching more by lecturing less. Cell Biology Education, 4(4), 298-310, 2005.[4] Michael J. Where's the evidence that active learning works? Advances in Physiology Education, 30(4), 159-67, 2006.[5] McConnell, J.. ​Active learning and its use in computer science. ​In

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

grant from the National Science Foundation (Award # EEC-1730576). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors are grateful to Catherine McGough and Rachel Lanning fortheir assistance in collecting and analyzing survey data.References[1] W. Sarasua, N. Kaye, J. Ogle, N. Benaissa, L. Benson, B. Putman and A. Pfirman, “Engaging Civil Engineering Students Through a ‘Capstone-like’ Experience in their Sophomore Year.” Proceedings of the 2020 Annual American Society of Engineering Education (ASEE) Conference and Exposition, Virtual Conference, June 21 – 24, 2020.[2] Ogle, J.H., Bolding

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael Roger Straus, North Dakota State University; Stanley Shie Ng, University of North Dakota

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

].[5] F. Toney, The Superior Project Organization: Global Competency Standards and Best Practices. New York: Marcel Dekker, 2002, pp. 18.[6] T. Anderson, “Understanding Power Dynamics Will Make You More Persuasive,” Kellogg Insight. [Online]. Available: https://insight.kellogg.northwestern.edu/article/understanding-power-dynamics-will-make-you- more-persuasive. [Accessed Mar. 16, 2020].[7] F. T. Anbari, E. V. Khilkhanova, M. V. Romanova, M. Ruggia, C. H.-H. Tsay, and S. A. Umpleby, “Cultural Differences in Projects - culturally aware leadership.” in PMI® Research Conference: Defining the Future of Project Management, Washington, DC. Newtown Square, PA: Project Management Institute, July 14, 2010. [Online]. Available: https

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

approaches to provide non-trivial classification of large data sets. His main teaching interests are crystal plasticity, sta- tistical mechanics, gas dynamics and kinetic theory, numerical methods in engineering, thermodynamics, solid mechanics, mechanics of materials. He is also interested in developing online courses and using online tools for facilitating active learning techniques in engineering classrooms. c American Society for Engineering Education, 2020 E-Learning And Assessment in the Cloud: Engineering Courses S. Papanikolaou1,2 1 Department of Mechanical & Aerospace Engineering, West Virginia University 2 Department of Physics, West

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

national or regional conference, as well as a poster/presentation atWKU’s annual research week. The faculty is expected to submit publication(s) upon completionof the grant. [15]“The Undergraduate Research Award (URA) program at Miami University encourages studentsto seek out a faculty-mentored experience in developing a research grant proposal [16]”. Thegrant amount varies between ($150 to $500), which are supposed to be spent for researchexpenses, i.e. purchasing supplies and materials for research. All enrolled full-timeundergraduate students in all disciplines on all campuses who have a GPA of at least 2.0 areeligible to apply. The student should approach a faculty member and write the proposal inaccordance with the faculty and submit with

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

), April, 2009, San Diego, CA.[3]. Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage Publication.[4]. Deakin-Cric, R., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: the ELLI project. Assessment in Education, 11(3), 247-272.[5]. Denzin N. K., & Lincoln, Y. S. (2011). The sage handbook of qualitative research (4th ed.). Thousand Oaks, CA: Sage Publication.[6]. Froyd, J., Borrego, M., Cutler, S., Prince, M., & Henderson, C., (2013). Estimates of use of research-based instructional strategies in core electrical or computer engineering courses, Accepted for publication in IEEE

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

William E. Lee III P.E., University of South Florida

Tagged Divisions

Educational Research and Methods

Undergraduate Engineering Education – WIPThis work-in-progress investigates the applicability and relevance of Harvard professor HowardGardner’s theory of multiple intelligences (MIs) to undergraduate engineering education.Gardner developed the theory of multiple intelligences in the early 1980’s, initially identifyingseven distinct intelligences (also referred to as learning styles in the MI literature): 1) visual-spacial; 2) bodily-kinesthetic; 3) musical; 4) interpersonal; 5) intrapersonal; 6) linguistic; and 7)logical-mathematical. Subsequent researchers have sought to add to this list (for example,“naturalistic”), but only Gardner’s original seven MIs will be addressed within this investigation.According to

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

: an overview. Theory into Practice, Vol. 41, 4. College of Education. The Ohio State University.11. Clark, A.C. & Ernst, J.V. (2010). Engineering and technical graphics education; using the revised Bloom’s taxonomy. Journal for Geometry and Graphics, Vol. 4, No. 2, 217-226.12. Ferguson, C. (2002). Using the revised taxonomy to plan and deliver team-taught, integrated, thematic units. Theory into Practice, Vol. 41, 4. College of Education. The Ohio State University.13. Huitt, W. (2011). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cognition/bloom.html14. Writing objectives using Bloom’s

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

).Emergent Codes Definition Example Quote(s)Expecting too Expecting other teammates “Oh, well, you're not working onmuch from others to contribute beyond their anything.” I'd be like, “Well, I did my part “fair share”, especially to already, so that's why I'm not working on avoid responsibility it.” And then they'd be like, “Well, can themselves you pick up my slack and do what I was supposed to do?”Failing to advance Passively failing to add “She just didn’t really contribute astoward project’s value to activities that move much... I know

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

-specific sections. One example of a professional networking design paper, offered in anearly version of this class as a model, included sections titled “Understanding [project]’s gains,”“Implementation details”, and even “Making it work.”18Recently in the broader context of STEM writing, communication scholars have recognized thisvariation and criticized the uniform approach, first for its tendency to apply the Classicalparadigm too liberally to the rhetorics of STEM,19, cited in 17 and second, because the speed withwhich STEM genres and modes of argument - particularly visual modes of argument - outpacesexisting methods communication scholars use to analyze them.20, cited in 17 Indeed, more recentlySwales himself has encouraged methods of move

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hayden Fennell, Purdue University Polytechnic Institute; Camilo Vieira, Purdue University; Genisson Silva Coutinho, Instituto Federal de Educação, Ciência e Tecnologia da Bahia; Alejandra J. Magana, Purdue University, West Lafayette; R. Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Engineering Education Annual Conference. Austin, TX. (2009).2 Blikstein, P. Assessing open-ended scientific computer modeling in engineering education: the role of representations. In Proceedings of the 117th American Society of Engineering Education Annual Conference. Louisville, KY. (2010).3 Papert, S. Mindstorms: Children, computers, and powerful ideas. (Da Capo Press, 1993).4 Sherin, B. L. A comparison of programming languages and algebraic notation as expressive languages for physics. International Journal of Computers for Mathematical Learning 6, 1-61 (2001).5 Jonassen, D., Cho, Y. H. & Wexler, C. Facilitating problem-solving tranfer in physics. In Proceedings of the 115th American Society

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

education: Learning anywhere, anytime. Journal of Engineering Education, 94(1), 131-146.[2]. Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Sloan Consortium. PO Box 1238, Newburyport, MA 01950.[3]. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7 – 23.[4]. Ickenberry, S. (2001). Forward. In Latchem, C. and Hanna, D., (Eds.), Leadership for 21st century learning: Global perspectives from educational perspectives. Sterling, VA.: Stylus Publishing.[5]. Keller, G. (2008). Higher education and the new society

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia M Walter, DiZ - Center for Teaching and Learning in Higher Education; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

” Confrontation Participants “are brought to realize possible inadequacies in their existing conceptions and/or teaching practices and thus create an awareness for the need to change” Exposure Workshop facilitator “provide[s] a direction and a model for improvement”   Commitment Workshop facilitator “encourage[s] teachers building to engage in changes and development”  In the following sections, we describe a professional development program that implements Ho’sconcept in order to foster a constructivist framework and student-centered

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

and Technology (DET) survey. Journal of Engineering Education, 100(4), 800-818.3. Crede, E., & Borrego, M. (2013). From ethnography to items: A mixed methods approach to developing a survey to examine graduate engineering student retention. Journal of Mixed Methods Research, 7(1), 62- 80.4. Daigneault, P.-M., & Jacob, S. (2014). Unexpected but most welcome mixed methods for the validation and revision of the participatory evaluation measurement instrument. Journal of Mixed Methods Research, 8(1), 6-24. Page 26.35.175. Ungar, M., & Liebenberg, L. (2011). Assessing resilience across

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

. 99, no. 2, pp. 159–168, 2010.[5] S. P. Brophy, P. Norris, M. Nichols, and E. D. Jansen, “Development and initial experience with a laptop-based student assessment system to enhance classroom instruction,” in American Society of Engineering Education Annual Conference, Nashville, TN, 2003.[6] S. W. Draper and M. I. Brown, “Increasing interactivity in lectures using an electronic voting system,” J. Comput. Assist. Learn., vol. 20, no. 2, pp. 81–94, 2004.[7] L. Malmi and A. Korhonen, “Automatic feedback and resubmissions as learning aid,” in IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings, 2004, pp. 186–190.[8] A. Mitrovic, “An intelligent SQL tutor on the web,” Int. J. Artif. Intell. Educ

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Page 26.508.5published within engineering education scholarly literature. We borrowed and adapted itemsfrom a number of existing measures, which included the following (for an item-by-itemdescription, see Appendix A):  Zhai and Scheer’s (2004) Global Perspective Scale12  Downey et al.’s (2006) global competency questions13  Braskamp, Braskamp, & Merrill’s (2008) Global Perspective Inventory, and in particular their Interpersonal Social Responsibility Scale14  Hilpert, Stump, Husman, and Kim’s (2008) Engineering Attitudes Survey15Throughout the survey development process, the authors were in dialogue with one another,providing feedback for item clarity, framing, and refinement. Along with evaluating the fitbetween

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

campusDr. Patrick Cunningham, Rose-Hulman Institute of TechnologyDr. Douglas Karl Faust, Seattle Central College PhD in Physics, professor of Mathematics, physics, astronomy and computer science.Dr. Trevor Scott Harding, California Polytechnic State University Dr. Trevor S. Harding is Professor of Materials Engineering at California Polytechnic State University where he teaches courses in materials design, biomedical materials, and life cycle analysis. He has pre- sented his research on engineering ethics to several universities and to the American Bar Association. He Page 26.1323.1 serves as Associate Editor of

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado, Boulder; Frederick A. Peck, University of Montana; Julie Cafarella, University of Colorado, Boulder; Jacob (Jenna) McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

acknowledge a limitation of our analysis. We recognize that such groupgrade-setting meetings are very likely not the norm for courses in the calculus sequence,in other courses that serve as pre-requisites for engineering, or in engineering courses. Inthis sense, we would not expect our findings to generalize to the specific ways in whichstudents are “weeded out” at other institutions. At the same time, we believe that ourstrategy of analyzing practical dilemmas of grading and sorting, whether this work iscarried out individually or in groups, is a potentially productive one in understandingideological aspects of success and failure.Bibliography1. Meyer, M., & Marx, S. (2014). Engineering dropouts: A qualitative examination of why

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, University of Illinois, Urbana-Champaign; Natasha Aniceto Mamaril, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

ranks. The participants worked on acollaborative team project(s) to implement teaching innovations at a Midwestern large research-intensive, predominantly white institution (PWI). The project durations ranged from one to threeyears for sustainable implementation of teaching innovations. The semi-structured interviewscovered the participant’s previous teaching experience prior to joining the SIIP community, adescription of their current role in the community including what did and did not work well, anda description of their vision for the community in the future. Consistent with phenomenologicalresearch, the interviews were evaluated holistically to allow essential themes of the experience toemerge.Preliminary results of the phenomenological

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

research agenda that can propagate engineering educational innovations acrossthe community and to the other STEM fields. Hence, broader impacts will be fully realized uponactuation of the research agenda. However, this work moves beyond broader impacts in that itassists in meeting a national need to increase the U.S.’s economic competitiveness, the STEMworkforce, and potentially partnerships between academia and industry. It is in this latter sensethat the project clearly meets the national need to remain economically competitive.References:i American Society for Engineering Education (ASEE). (2012). Innovation with impact: Creating a culturefor scholarly and systematic innovation in engineering education. Washington, DC: American Society

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Jill K. Nelson, George Mason University; Margret Hjalmarson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Divisions

Educational Research and Methods

- ment at George Mason University, USA. She is an educational researcher and pedagogical scholar with signature work in self-study research methodology including co-editor of Polyvocal Professional Learn- ing through Self-Study Research (2015) and author of Self-Study Teacher Research (2011) and lead editor of Learning Communities In Practice (2008). She is recipient of the Dissertation Research Award, Uni- versity of Virginia, the Outstanding Scholar Award, University of Maryland, a Fulbright Scholar, and a Visiting Self-study Scholar. She served as chair of S-STEP from 2013-2015 and is a current Co-PI of two National Science Foundation (NSF) funded grants: Designing Teaching: Scaling up the SIMPLE Design Framework