Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Attrition Process,” Rev. High. Educ., vol. 23, no. 2, pp. 199–227, 2000.[8] S. K. Gardner, “Student and faculty attributions of attrition in high and low- completing doctoral programs in the United States,” High. Educ., vol. 58, no. 1, pp. 97–112, Nov. 2009.[9] A. E. Austin, “Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career,” J. Higher Educ., vol. 73, no. 1, pp. 94–122, 2002.[10] A. E. Austin, H. Campa, C. Pfund, D. L. Gillan-Daniel, R. Mathieu, and J. Stoddart, “Preparing STEM doctoral students for future faculty careers,” New Dir. …, vol. 2009, no. 117, pp. 83–95, 2009.[11] C. L. Colbeck, “Professional identity development theory and doctoral education

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, the data contained funding information for all doctoral students, including fundingmechanism(s) and total dollar amount of funding by month for each funding mechanism. Weconsolidated the funding categories to Teaching Assistantship (TA), Research Assistantship(RA), Fellowship, and No University Funding. Assistant instructor (AI) positions were classifiedunder TA, and any scholarships the students received were included under Fellowship. Anyfunding received externally from the institution was not included in the dataset. However,government agency funding, such as that through the National Science Foundation (NSF) or theNational Institutes of Health (NIH), are distributed to students through the institution and wouldbe included in the dataset

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Barclay, University of North Carolina at Charlotte

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning objectives, instructional strategies, and assessments forsustainable infrastructure topics. Subsequent problem-based learning activities are being revisedand improved.AcknowledgmentsThis work was funded by the Scholarship of Teaching and Learning grant from the University ofNorth Carolina at Charlotte.References[1] A. Steinemann, "Implementing Sustainable Development through Problem-Based Learning:Pedagogy and Practice," Journal of Professional Issues in Engineering Education and Practice,vol. 129, no. 4, pp. 216-224, 2003, doi: 10.1061[2] S. A. Gallagher, B. T. Sher, W. J. Stepien, and D. Workman, "Implementing Problem-BasedLearning in Science Classrooms," School Science and Mathematics, vol. 95, no. 3, pp. 136-146,1995, doi: 10.1111/j

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte

Tagged Divisions

Educational Research and Methods

this field including learning and predictive analytics for student success, S-Stem NSF grant, Research Practitioner Partnership NSF grant, and Spatial Reasoning Impact Study in CS1.Nasrin Dehbozorgi, University of North Carolina at Charlotte Researcher and Ph.D. candidate in the department of Computer Science at University of North Carolina at Charlotte. Conducting research in the area of CSE by applying AI/NLP to do learning analytics, devel- oping models to operationalize attitude in collaborative conversations and pedagogical design patterns.Aileen Benedict, University of North Carolina at Charlotte Aileen Benedict is a Ph.D. student and GAANN Fellow at UNC Charlotte, who has been mentored in teaching since 2016

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

Teaching engineering: A beginner's guide, M.S. Gupta, Editor. 1987, IEEE Press: New York.10. Gibbs, G., Using assessment strategically to change the way students learn, in Assessment matters in higher education: choosing and using diverse approaches, S. Brown and A. Glasner, Editors. 1999, The Society for Research into Higher Education & Open University Press: Buckingham, UK & Philadelphia, PA. p. 41-53.11. Mehta, S.I. and N.W. Schlecht, Computerized assessment technique for large classes. Journal of Engineering Education, 1998. 87(2): p. 167-172.12. Black, P. and D. Wiliam, Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 1998. 80(2): p. 139-148.13

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; Monica Cardella, Purdue Engineering Education

Tagged Divisions

Educational Research and Methods

Solving: The Path-Mapping Approach,” Cognitive Science, Vol. 25, 2001, pp. 67-110.[14] Mayer, R. E., “Cognitive, Metacognitive, and Motivational Aspects of Problem Solving,” Instructional Science, Vol. 26, 1998, pp. 49-63.[15] Cho, K.L., and D. H. Jonassen, “The Effects of Argumentation Scaffolds on Argumentation and Problem Solving,” Educational Technology: Research & Development, Vol. 50, No. 3, 2002, pp. 5-22.[16] Dunkle, M.E., G. Schraw, and L. D. Bendixen, “Cognitive Processes in Well-Defined and Ill-Defined Problem Solving,” Paper presented at the annual meeting of the American Educational Research Association, San Francisco, USA, 1995.[17] Hong, N.S., D. H. Jonassen, S. McGee, “Predictors of Well

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

.Hoyles, C. and Sutherland, R. Logo Mathematics in the Classroom. Routledge, Chapman and Hall, New York, NY, 1989.Papert, S. Mindstorms: Children, Computers and Powerful Ideas. Basic Books Inc., New York, NY, 1980.Papert, S. Children’s Machine: Rethinking School in the Age of the Computer. Basic Books Inc., New York, NY, - 1993.Watt, D. Learning with Logo. McGraw-Hill Book Company, New York, NY, 1983.Watt, M. & Watt, D. Teaching with Logo: Building Blocks for Learning. Addison-Wesley Publishing Co., Menlo Park, CA, 1986.Weir, S. Cultivating Minds: A Logo Casebook. Harper & Row Publishers, New York, NY, 1987.Appendix B: Example of a

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Chandralekha Singh, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

greatest force on which particle(s)?Table 1 shows that there is no significant difference in the average performance on the pre-testand post-test on question (5). The most common incorrect choice for question (5) was option (b)because students used the redundant information about angle provided and had difficultyvisualizing the problem in three dimensions. The correct answer is option (e) because thevelocity of all of the three charged particles is perpendicular to the magnetic field. Writtenexplanations and interviews suggest that some students incorrectly used the superfluousinformation provided about the angles that the charged particles (1) and (3) make with thehorizontal. During interviews, only when the students choosing option (b) were

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Stephen Krause, Arizona State University

Tagged Divisions

Educational Research and Methods

Science Education, 21(10), 1051-1066.8 Southerland, S., Kittleson, J., Settlage, J., and Lanier, K. (2005). Individual and group meaning-making in an urban third grade classroom: red fog, cold cans, and seeping vapor. Journal of Research in Science Teaching, 42(9), 1032-1061.9 Bandura (2001). Social Cognitive Theory: An Agentic Perspective, Annual. Reviews of Psychology. 52, 1–26.10 Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: W.H. Freeman and Company.11 Pajares, F. ( 2007) viewed on January 2, 2007. http://www.des.emory.edu/mfp/eff.html12 Lent, R.W., Lopez, F.G., and Bieschke, K.J. (1991). Mathematics self-efficacy: Sources and relations to science- based career choice. Journal of Counseling

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

K-Y Daisy Fan, Cornell University; Clare van den Blink, Cornell University

Tagged Divisions

Educational Research and Methods

electronic voting system and their learning outcomes. Journal of Computer Assisted Learning, Volume 21 (4) Page 260 - August 2005.7. Stuart, S. A. J., Brown, M. I. & Draper, S. W. (2004) Using an electronic voting system in logic lectures: one practitioner's application. Journal of Computer Assisted Learning, Volume 20, Issue 2, Page 95 - April 20048. Carnaghan,C. & Webb, A. (2005) Investigating the Effects of Group Response Systems on Learning Outcomes and Satisfaction in Accounting Education. Paper presented at the University of Waterloo accounting research workshop, the 2005 European Accounting Congress, the 2005 Annual Meeting of the Canadian Academic Accounting Association.9. Williams, J. (2003

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Guili Zhang, University of Florida; YoungKyoung Min, University of Florida; Matthew Ohland, Clemson University; Timothy Anderson, University of Florida

Tagged Divisions

Educational Research and Methods

the Summer semester or Summer quarter(s), his/her cumulative GPA at the end of the Summer is used as the cumulative GPA for the Spring semester of that academic year. Semester 1 is the first semester of enrollment and can be either the Fall or Spring term as defined above. Non- enrolled semesters do not add to the number of semesters tracked in this study. • Cumulative GPA: Grade point average for all courses taken at the University as obtained directly from the SUCCEED LDB. When a cumulative GPA for a student is missing, the Census GPA at the beginning of the following semester for that student is used. The census GPA is the cumulative GPA at census point of a semester, typically two weeks

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Truc T. Ngo, University of San Diego; Susan M Lord, University of San Diego

Tagged Divisions

Educational Research and Methods

of the NSF.References1. Zhang, G. L., Anderson, T. J., Ohland, M. W. & Thorndyke, B. R. Identifying factors influencing engineering student graduation: A longitudinal and cross-institutional study. Journal of Engineering Education 93, 313– 320 (2004).2. Mendez, G., Buskirk, T. D., Lohr, S. & Haag, S. Factors Associated With Persistence in Science and Engineering Majors: An Exploratory Study Using Classification Trees and Random Forests. Journal of Engineering Education 97, 57–70 (2008).3. Besterfield-Sacre, M., Altman, C. J. & Shuman, L. J. Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering. Journal of Engineering Education 86, 139–149

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

Thermal and Transport Science Concept Inventory (TTCI). The International journal of engineering education, 2011. 27(5): p. 968- 984.4. Disessa, A.A., Knowledge in pieces, in Constructivism in the computer age, G. Forman and P. Pufall, Editors. 1988, Lawrence Erlbaum. p. 49-70.5. Chi, M.T.H., Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. , in Handbook of research on conceptual change, S. Vosniadou, Editor. 2008, Erlbaum: Hillsdale, NJ. p. 61-82.6. Vosniadou, S., Conceptual Change and Education. Human development, 2007. 50(1): p. 47.7. Sinatra, G.M. and P.R. Pintrich. Intentional Conceptual Change. [Book] 2003; 479p.]. Available from: http

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

Theory & Techniques Society (MTT-S). Schwartz has authored or co-authored 25 papers and conferences including one Best Student Paper (ANTEM/URSI), and co-authored one book chapter on Optoelectronic VLSI. His expertise spans a broad variety of topics including photonics, analog and integrated circuits, microwave and mm- wave technology, and recently, sensing applications.Dr. Ashley Ater Kranov, ABET Ashley Ater Kranov is ABET’s Managing Director of Professional Services. Her department is responsi- ble for ensuring the quality training of program evaluators, partnering with faculty and industry to conduct robust and innovative technical education research, and providing educational opportunities on sustainable

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Joanna DeFranco, Pennsylvania State University; Colin Neill, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

previously mentioned,this may have caused communication, mutual respect issues. Without the team members havinginsight into their cognitive diversity this gap may not have been managed with the needed skilland coping behavior. Team 1 had one person also skewing the score, however, there teamdifferential was more than half of team 4’s differential – again working to their benefit. Table 4: Map Density Team concepts Links Concept:Link AI score 1a 18 26 0.692307692 78 1b 13 18 0.722222222 101 1c 9 11 0.818181818 94 average

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin, Purdue University; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

number of team members. Thus, each member of a three-personteam would have 300 points to distribute across the three teammates, representing contributionsby each teammate to the team deliverable(s); in a well-balanced team, each team member wouldsimply receive 100 points. To guard against vindictive or wildly unfair ratings, detailedcommentaries justifying each rating in terms of tasks assigned and completed was required aswell, and students were informed that they might be contacted by the instructor for clarificationin extreme cases. Team members emailed their ratings to the instructor, who averaged theratings received for each team member (including the self-rating) to arrive at an overall peerrating; this rating was then counted towards the

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; David B. Thiessen, Washington State University; Bernard J. Van Wie, Washington State University; Gary Robert Brown, Portland State University; Olusola O. Adesope, Washington State University, Pullman

Tagged Divisions

Educational Research and Methods

. International Journal of Engineering Education, 2006. 22(6): p. 1281-1286.10. Montfort, D., S. Brown, and D. Pollock, An Investigation of Students’ Conceptual Understanding in Related Sophomore to Graduate-Level Engineering and Mechanics Courses. 2009: p. 111-129.11. Marra, R.M., B. Palmer, and T.A. Litzinger, The Effects of a First-Year Engineering Design Course on Student Intellectual Development as Measured by the Perry Scheme. Journal of Engineering Education, 2000. 89(1): p. 39-45.12. Perry, W.G., Forms of Ethical and Intellectual Development in the College Years. 1999, San Francisco: Jossey-Bass13. Stiggins, R.J., Student-centered Classroom Assessment Vol. 2. 1997, Gale: Prentice Hall.14. Laeser, M., B.M. Moskal, R

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alex Albert, University of Colorado

Tagged Divisions

Educational Research and Methods

intervention.Following this, interventions are introduced to each student group on a staggered basis 41-43. Thatis, after gathering adequate baseline measurements for one student group, the intervention isintroduced to the group while the other group(s) are maintained at their baselines. This process isrepeated until all groups are introduced to the interventions. As such, all students participating inthe study receive the potential intervention, thus avoiding any ethical considerations 44. Baseline Phase Intervention Grp 1 Intervention Grp 2100% βAchieve Yt: Dependent variable β3

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

potential for widespreadapplication.Bibliography[1] MIDFIELD, "Multiple-Institution Database for Investigating Engineering Longitudinal Development", 2011.[2] Ohland, M., M. Camacho, R. Layton, R. Long, S. Lord, and M. Wasburn, "How we measure success makes a difference: Eight-semester persistence and graduation rates for female and male engineering students", 2009 ASEE Annual Conference and Exposition, June 14, 2009 - June 17, 2009, Austin, TX, United states: American Society for Engineering Education, 2009, pp. BOEING.[3] Ohland, M.W., S.D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R.A. Layton," Persistence, engagement, and migration in engineering programs", Journal of Engineering

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Untra Corporation; David Delaine, Drexel University; David Hansberry, Drexel University

Tagged Divisions

Educational Research and Methods

studentlearning outcomes and associated performance criteria are developed.Academic Program Design and Development ManagementThis component allows users to create and manage academic programs and curriculum usinginnovative approach by way of mapping courses, outcomes and performance criteria together invarying levels from University Level to Unit/College Level to Program Level while being able toallow inheritance of these outcomes from the higher level(s). As with the previous tool set, theuser has access to the design, development, approval process, versioning, and history of allaspects of the mapping process. By mapping SLOs and PCs into the curriculum, users can designa developmental appropriate learning experience for each SLO/PC.Direct and Embedded

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. Ormrod, J.E., Human Learning. 1995, Upper Saddle River, NJ: Prentice Hall Press.2. Chi, M.T.H., "Two Approaches to the Study of Experts' Characteristics," in The Cambridge Handbook of Expertise and Expert Performance, K.A. Ericsson, et al., Editors. 2006, Cambridge University Press: New York. p. 21-30.3. Berliner, D.C., "Describing the Behavior and Documenting the Accomplishments of Expert Teachers." Bulletin of Science, Technology & Society, 2004. 24(3): p. 200-212.4. Bucci, T.T., "Researching Expert Teachers: Who Should We Study?" Educational Forum, 2003. 68(1): p. 82- 88.5. Kreber, C., "Teaching Excellence

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

design and problem solving throughout theirundergraduate curricula. Findings are drawn from the Prototyping the Engineer of 2020: A 360-degree Study of Effective Education (P360) and Prototype to Production: Processes and Conditionsfor Preparing the Engineer of 2020 (P2P) projects. P360’s qualitative data from six case studiesexamines concrete examples of effective design curricula and co-curricular activities. P2P, whichcollected quantitative data from 31 four-year engineering schools to provide information on thestructure of the design curriculum in nearly 120 engineering programs, augments the qualitativedata from P360. Both projects collected data from multiple sources: faculty, program chairs,administrators, and undergraduate engineering

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

: Employer Priorities for College Learning and Student Success. Washington, DC: American Association of Colleges and Universities and Hart Research Associates, 2013.5. M. S. Roth, “Beyond critical thinking,” The Chronicle of Higher Education, 2010.6. R. W. Paul, L. Elder, and T. Bartell, “California Teacher Preparation for Instruction in Critical Thinking: Research Findings and Policy Recommendations.,” 1997.7. A. P. Finley, “How Reliable Are the VALUE Rubrics?,” Peer Review, vol. 13, no. 4, 2012.8. L. J. Shuman, “AC 2012-3847: CCLI: MODEL ELICITING ACTIVITIES,” presented at the Proceedings of the ASEE Annual Conference, 2012.9. T. P. Yildirim, L. Shuman, M. Besterfield-Sacre, and T. Yildirim, “Model

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Caitlyn Aaron; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

management expertise,” Decision Support Systems, vol. 21, no. 2, pp. 51–60, Oct. 1997, doi: 10.1016/S0167-9236(97)00017-1.[6] S. Gillard, “Soft Skills and Technical Expertise of Effective Project Managers,” Issues in Informing Science and Information Technology, vol 6, pp. 723-729, 2009. doi: 10.28945/1092[7] E. Miskioglu and K. Martin, “Is it Rocket Science or Brain Science? Developing an Instrument to Measure ‘Engineering Intuition,’” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida, Jun. 2019. doi: 10.18260/1-2--33027.[8] J. Saldaña, The coding manual for qualitative researchers. SAGE Publications Limited, 2021.[9 J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in Interpretive

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

change--------------------------------------------------------------------------------------------------------------------S 01 A 15 5 2 8 20 17 -3S 02 A 12 6 5 7 18 17 -1S 03 B 12 5 7 6 17 19 2S 04 B 13 7 6 4 20 19 -1S 05 C 18 5 3 4 23 21 -2S 06 C 13 5 6 6 18

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matias Alonso Piña, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chilev; Cristian Ruz, Pontificia Universidad Católica de Chile; Tomás Andrés González, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

. Harris, R. J. Witt, R. Rice, and S. Sheppard, “Connecting for success; The impact of student-to-other closeness on performance in large-scale engineering classes,” ASEE Annual Conf. Expo. Conf. Proc., vol. 2016-June, 2016, doi: 10.18260/p.26568.[6] J. Gillett-Swan, “The Challenges of Online Learning: Supporting and Engaging the Isolated Learner,” J. Learn. Des., vol. 10, no. 1, p. 20, 2017, doi: 10.5204/jld.v9i3.293.[7] E. R. Kahu and K. Nelson, “Student engagement in the educational interface: understanding the mechanisms of student success,” High. Educ. Res. Dev., vol. 37, no. 1, pp. 58–71, 2018, doi: 10.1080/07294360.2017.1344197.[8] W. F. W. Yaacob, S. A. M. Nasir, W. F. W. Yaacob, and N. M. Sobri