Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Tedstone, Clemson University; Karen A. High, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

to examine classroom argumentation from faculty and studentunderstanding of it.Together, these interview data will be used to characterize faculty epistemic beliefs and examinethe relationship between faculty and students’ conceptualizations of disseminated ideas in theclassroom. A pilot study is planned in order to present initial data and get feedback to refineinterview protocols via presentation at the ASEE Annual Conference.SignificanceBeyond the primary outcome of the characterization of the epistemic beliefs of chemicalengineering faculty, some connections between exhibited epistemology and pedagogy may bedrawn from the observations of classroom practices and following interviews. The broader goalof this project in describing these

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Ryan R. Senkpeil, Purdue Engineering Education; Elizabeth K. Briody Ph.D., Cultural Keys LLC; Edward F. Morrison, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Development at Purdue University. Ed has been developing a new approach to developing strategies for complex col- laboration in open, loosely connected networks. Called ”strategic doing”, this methodology emphasizes the strategic value of collaboration in today’s global economy. For over twenty-five years, he conducted strategy projects throughout the U.S. His work won the first Arthur D. Little Award for excellence in economic development presented by the American Economic Development Council. Prior to starting his economic development work, Ed worked for Telesis, a corporate strategy consulting firm. In this position, he served on consulting teams for clients such as Ford Motor Company, Volvo, and General Electric. He

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah E. Parikh, Foothill College; Lori Silverman, Foothill College

Tagged Divisions

Educational Research and Methods

analysis.MotivationWe need more engineers and community colleges provide a pathway for additional engineeringstudents [1, 2]. Currently, there are seven million students in community colleges nationally andover two million students in public California community colleges [3, 4]. Understanding andimproving pathways to engineering via the community college route has the potential tocontribute currently untapped engineering talent to help fill the projected engineer deficit.Metrics should be established in order to assess the current rate of success and identify areas ofimprovement in community college transfer programs.Background on transfer program goalsSuccess of engineering transfer programs can be defined by how well it meets its objectives. Theauthors

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina Cristina Adam, University of California, Santa Barbara; Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Alexa Coburn, California Polytechnic State University, San Luis Obispo; Baheej Nabeel Saoud, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

Paper ID #13115How Misconceptions Might be Repaired through Inquiry Based ActivitiesMs. Gina Cristina Adam, University of California, Santa Barbara Gina C. Adam is pursuing her Ph.D. in Electrical Engineering and a M.A. in Teaching and Learning at University of California, Santa Barbara. Her main research interest is conceptual understanding in engi- neering education. Additionally, she helped as a graduate student researcher in two large scale engineering education projects, one related to developing a taxonomy for the field supervised by Dr. Cynthia Finelli at University of Michigan and one on pioneers in

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Kimberly Kristine Hardy, Boise State University; Dazhi Yang, Boise State University

Tagged Divisions

Educational Research and Methods

). We found no significant relationshipbetween the students’ performance and mastery scores for their favorite course (r = .01, p> .05)but did find a significant relationship when they considered their least favorite course (r = .34,p< .01). Our analysis also revealed a significant negative correlation between courseachievement (grade), and mastery learning in the students’ least favorite course (r = -.29, p< .01)and for their performance scores (r = -.48, p< .01). We found no significant relationshipbetween course achievement and the scores on either form of motivation.Discussion and ImplicationsOur goal with this project was to determine how engineering student motivation shifts due totheir favoritism for their courses and the

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education research projects, with a focus how faculty can best facilitate student learning.Dr. Nanette M Veilleux, Simmons College Nanette Veilleux is a Professor and Director of the Computer Science and Informatics Program at Sim- mons College, Boston, MA. Her research interests include pedagogy in STEM disciplines, particularly with respect to women students and computational linguistics where she investigates the use of intonation in human speech. Page 26.1383.1 c American Society for Engineering Education, 2015 Sometimes, Faculty Matter

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, Freudenthal Institute, School of Education, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Jacquelyn F. Sullivan PhD, University of Colorado, Boulder; Tanya D Ennis, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

becomeinsinuated into the practices of institutions like State U., encoded or “naturalized,” to useBowker & Star’s term, into the institutional infrastructure through such artifacts ascurriculum flowcharts.One way to see this naturalization is to examine the role of math courses on the one hand,and projects courses on the other. First, notice the centrality of math and science courses.This can be seen by examining the dependency trees for courses with pre-requisites. Allof these dependency trees include math and science courses. Now, compare this with thetwo “projects courses” that are part of the first and fourth year. As shown, these coursesare widely separated and generally disconnected from the rest of the curriculum. Withinmath and science

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Alejandra J. Magana, Purdue University, West Lafayette; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Alejandra J. Magana, Purdue University, West Lafayette Alejandra Magana is an Associate Professor in the Department of Computer and Information Technology and an affiliated faculty at the School of Engineering Education at Purdue University. She holds a B.E. in Information Systems, a M.S. in Technology, both from Tec de Monterrey; and a M.S. in Educational Technology and a Ph.D. in Engineering Education

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

Leadership Training at LSI Corporation and received an award LSI Corporation Worldwide Operations Review 1999 for his significant contributions to the Quality Improve- ment Systems. At LSI Wajid was the PE in charge of the world famous APPLE IPOD 2000-2001 proces- sor WW qualification/production. Over the years Wajid has managed several projects related to stream- lining operations with utilization of state of the art technology and digital systems. This has given him significant experience working with ISO standard quality systems. He is a specialist on ABET accreditation procedures and was appointed by the Dean of Engineering, KFUPM, Hafr Al Batin campus to lead the intensive effort of preparing the EEET program for the

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Jeffrey E. Froyd, Texas A&M University; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, Engineering and Mathematics, which was recognized in 1997 with a Hesburgh Award Certificate of Excellence. He served as Project Director a Na- tional Science Foundation (NSF) Engineering Education Coalition in which six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, cur- riculum redesign, and assessment. He has served as a program co-chair for three Frontiers in Education Conferences and the general chair for the 2009 conference. Prof. Froyd is a Fellow of the IEEE, a Fellow of the American Society for Engineering Education (ASEE), an ABET

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Prof. Thomas Martin, Virginia Tech Tom Martin is a Professor in the Bradley Department of Electrical and Computer Engineering at Virginia Tech, with courtesy appointments in Computer Science and the School of Architecture + Design. He is the co-director of the Virginia Tech E-textiles Lab and the associate director of the Institute for Creativity, Arts, and Technology. He received his Ph.D. in Electrical and

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca LeBow, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

and the design process of undergraduate students in project-based courses. c American Society for Engineering Education, 2018 WIP: High-Achieving Students’ Perceptions of and Approaches to Problem Solving in Introductory Engineering Science CoursesThis work-in-progress paper is grounded in the understanding that undergraduate students’approach to solving assigned engineering problems – a component of their engineeringepistemology – influences the substance and quality of what they learn in the moment and in thefuture [1], [2]. Engineering students need meaningful strategies for approaching multiple types ofproblems in order to develop the knowledge and reasoning necessary for success in

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

consent forms, whichwere collected by a graduate student who was unaffiliated with the course and sequestered untilafter final grades were submitted. At that time, we found that 15 students had consented to allowtheir data (i.e., their course assignments) to be used for research. Our research project wasapproved by the local Institutional Review Board (IRB#17595).Data collectionWe collected both quantitative and qualitative data from the students. For quantitative data, weadministered a pre- and post-survey during the first and last week of the course, respectively.The survey had a total of 42 items. To measure mindsets, we included Dweck’s Implicit Theoryof Intelligence Scale (8 items) [9]. To measure goal orientations, we included the scales

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nathan L. Anderson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #30590Increased Performance via Supplemental Instruction and Technology inTechnical ComputingDr. Nathan L Anderson, California State University, Chico Dr. Nathan L. Anderson is an Assistant Professor in the Department of Mechanical and Mechatronic Engineering and Sustainable Manufacturing at California State University Chico. He engages in multiple research projects spanning computational materials science to educational pedagogy. Prior to joining academia, he worked in the semiconductor manufacturing industry for KLA Corporation. Before industry, he spent time at Sandia National Laboratories. He earned his Ph.D. in

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

purpose of this theory paper is to show engineering education researchers how they cancreatively leverage mixed methods in their research such that they can achieve moremethodologically comprehensive integration and transparency. This paper will be of interest toboth newcomers and veterans of using mixed methods research designs. In addition to presentingexemplars within mixed methods research designs, we offer additional strategies for researcherswho find it challenging to integrate mixed methods beyond the data collection and drawinginferences stages of a project. BackgroundMany methodologists have described mixed methods with slight variations in their formulations[9]. At its most fundamental

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

through self-efficacy and funds of knowledge ​[8], [9]​, and how theyexperience engineering by looking at specific experiences in engineering research settings,design teams, and other personal campus experiences ​[10]–[14]​. Researchers have also looked atinclusive values of peer educators, engineering identities, and first years’ behaviors ​[15]–[17]​.There has also been work looking specifically at retention practices for underrepresented groups,such as inclusive environments in first-year classes and reviewing the successes and challengesin this type of work ​[18]–[20]​. Higher education studies have also looked specifically at how toimprove teaching in STEM, with different teaching styles such as Project Based Learning.Higher education

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

? And, you‟re like, we just spent two hours fixing this thing. Now we get an hour to take all our data” (Beth, Senior).Some students also feel less autonomous when their ideas of a reasonable workload conflict withwhat the professors are asking of them, especially when the requirement was not explicitly at thestart of the project: “Senior design is kind of rough. Just the amount of work they expect you to put in outside of class. You know it‟s a three credit hour class so by the general rule it should be like nine hours outside of class and we get like a third of the way through the semester and our teacher‟s like, you know you guys should be doing like 20 to 25 hours outside of class. And we‟re like what?” (Hillary, Senior

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

” mentoring look like?By ―informal‖ mentoring we refer to interactions during a student‘s research experience thatinvolve the student‘s research mentor, but are not explicitly related to the procedures or contentof the research project at hand. These interactions may occur either inside or outside of theformal research setting, but are consistent with the ―anywhere, anytime‖ learning that tends totake place in settings defined as ―informal‖ by the National Science Foundation31, such as ―a Page 22.971.6home, a museum, a street, a virtual or augmented reality game.‖31 The episodes discussed hereare typically one-on-one interactions and may include

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

existing meaning conventions, validation of theory can be established through its“contribution to the formation of meaning conventions in the interpretation community” [50, p.29]. The discussion below identifies this social construction of knowledge in the scientificdiscourse as the crucial factor in establishing overall research quality.DiscussionThis paper presented reflections on a number of challenges to establishing research quality in aqualitative engineering education research project. Based on these challenges a conceptualframework for research quality was presented as a potential starting point for further discoursewithin the research community. From the above reflections, two points emerged that areparticularly pertinent to such a

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mohammed E. Haque P.E., Texas A&M University

Tagged Divisions

Educational Research and Methods

AC 2012-3179: EFFECT OF CLASS ABSENTEEISM ON GRADE PER-FORMANCE: A PROBABILISTIC NEURAL NET (PNN)-BASED GA-TRAINEDMODELDr. Mohammed E. Haque P.E., Texas A&M University Mohammed E. Haque, Ph.D., P.E., is a professor of construction science at Texas A&M University at College Station, Texas. He has more than 20 years of professional engineering experience in analysis, design, and investigation of building, bridges, and tunnel structural projects for various city and state governments as well as private sector. Haque is a registered Professional Engineer in the states of New York, Pennsylvania, and Michigan, and a member of ASEE, ASCE, and ACI. Haque received a B.S.C.E. from Bangladesh University of Engineering

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hannah Kolar, Arizona State University; Adam R Carberry, Arizona State University; Ashish Amresh, Arizona State University

Tagged Divisions

Educational Research and Methods

software problems/errors 7) wire parts of a hardware system together 8) troubleshoot hardware problemsThese questions allowed us to measure mean scores of self-efficacy for individualcomputing tasks as well as an overall mean score for computing self-efficacy of studentsin STEM majors.The instrument was created and validated using both content and criterion-relatedvalidity. Content validity concerns the extent to which a measurement adequatelysamples a specific domain represented in an instrument.16-18 Content validity came byway of two resources. First, we researched past studies on the field of computing andcomputing-related self-efficacy. We used freshman computing and fused computing-engineering project class syllabi to create the

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

what folksonomies looked like10,28.Most of this research used extant social tagging systems such as Flickr and Del.icio.us to collectdata12,20. Now that many of their key properties are better understood, further studies areemploying social tagging as a research tool to investigate research topics beyond socialtagging—often creating their own social tagging system. One well known example is thesteve.museum project where social tagging is being used to collect user descriptions of onlineholdings to enhance access and engagement29,30. Other projects include Jackon’s31 work onknowledge capture using social tagging to establish connections between captured tacit andprofessional knowledge within a large business organization. Another is Yew et al

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert G. Olsen, Washington State University; Ashley Ater Kranov, Washington State University; Kirk A Reinkens, Washington State University

Tagged Divisions

Educational Research and Methods

-semester senior design capstone sequence. She has served as evaluator on a number of multi-institutional, interdisciplinary NSF sponsored grants. She is principal investigator on a NSF Research and Evaluation on Education in Science and En- gineering project called ”A Direct Method for Teaching and Measuring Engineering Professional Skills: A Validity Study.”Kirk A Reinkens, Washington State University Page 22.677.1 c American Society for Engineering Education, 2011 Experience with the College-Wide Transition from Paper to On-Line Course EvaluationsAbstractIn

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

George Ricco, Purdue University; Ida Ngambeki, Purdue University; Russell Long, Purdue University; Matthew Ohland, Purdue University; Demetra Evangelou, Purdue University

Tagged Divisions

Educational Research and Methods

. She currently serves as the President of the Purdue Student Chapter of ASEE. Her research interests include engineering thinking, motivation and vocational choice in engineering, and sustainability policy.Russell Long, Purdue University Russell A. Long is Associate Director of MIDFIELD and Director of Project Assessment in the School of Engineering Education at Purdue University. He has twenty years experience in institutional research, assessment, strategic planning, and higher education policy. He is a SAS expert and manages the MIDFIELD database.Matthew Ohland, Purdue University Matthew W. Ohland is an Associate Professor in the School of Engineering Education at Purdue University

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Assistant Professor, Department of Industrial En- gineering Sept 2010 - present Center Associate Director of Operations, Engineering Education Research Center Jan 2011- Sept 2013 Visiting Assistant Professor Sept 2008 – Sept 2011 Graduate Research Assis- tant Sept 2002 – Sept 2008 Port Authority of Allegheny County, Pittsburgh, PA Project Manager/Planning Department Aug 1992- Oct 1994 University of Delaware, Delaware Transportation Center, Newark, DE Graduate Research Assistant Aug 1990 - May 1992 University of Novi Sad, Institute for Traffic and Transportation Eng., Serbia Research Associate /Lecturer Aug 1987 – Aug 1990 Selected Publications • Bursic K., Vidic N., Yildrim T. P., Besterfield-Sacre M., Shuman L., (2013

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youyi Bi, School of Mechanical Engineering, Purdue University; Tahira N. Reid, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Page 24.1292.2University [5], over a span of fifteen years (1978-1993) approximately 36% of the enteringengineering students failed to complete the freshman requirements and thus did not transfer intoone of the professional schools of engineering. Interviews with these students indicated that themain reason for leaving engineering was difficulty with calculus, chemistry, or physics. Detailsare not discussed as to why students found these topics difficult.Traditional assessment tools, such as homework, projects, and exams have been developed to teststudents’ grasp of and ability to apply new concepts [6]. However, they do not always reveal theviewing strategies used by students during problem solving. It is difficult for teachers andevaluators

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

collaborative learning. Most recently Mercier’s projects have focused on collaborative learning in required undergraduate engineering courses. American c Society for Engineering Education, 2020 The Impact of Scaffolding Prompts on the Collaborative Problem Solving of Ill-Structured Tasks by Undergraduate Engineering Student Groups Taylor Tucker, Saadeddine Shehab, and Emma Mercier tdtucke2@illinois.edu, shehab2@illinois.edu, mercier@illinois.edu University of Illinois at Urbana-ChampaignIntroductionThis evidence-based-practice paper explores the impact of including scaffolding

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and culture) and the agent (i.e., students) to systematically derive thestudy’s recommendations. This project combines two frameworks to guide the aims of the study.Conceptually, the work is guided by Garcia, Núñez, and Sansone’s (2019) MultidimensionalConceptual Framework of Servingness in HSIs (referred to as the “servingness” framework)which provides a holistic understanding of different dimensions that are important in definingservingness at HSIs [2]. Theoretically, the work is grounded in Margaret Archer’s (1995)morphogenetic approach [1], a sociologically-informed theory that allows for exploring complexsocio-cultural systems in a way that places equal emphasis on systems and people. This WIPpaper describes Phase 1 of the study, which

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Kelli Higley, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Jonna Kulikowich, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2007-1617: EFFECTS OF CONCEPTUAL UNDERSTANDING, MATH ANDVISUALIZATION SKILLS ON PROBLEM-SOLVING IN STATICSKelli Higley, Pennsylvania State University Kelli Higley is a PhD student in Educational Psychology at Penn State. Before working on her PhD, she taught high school mathematics for 3 years. She has worked on diverse projects about learning, including research about discourse, reading, statistics, algebra, and now Statics. Her primary research focus remains improving the quality of mathematics teaching. She can be contacted at kjh262@psu.edu.Thomas Litzinger, Pennsylvania State University Tom Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education