Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Betty Harper, Pennsylvania State University, University Park; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, andconcluded that “employment during college enhances the development of career-related skills.”While most of these studies were based on student self-reports of the benefits of these workexperiences, data from employers suggests that they agree with students’ self-assessments.Casella and Brougham9 found that a majority of employers they surveyed reported that studentswith work or internship experience “produced higher-quality work, accepted supervision anddirection more willingly, demonstrated better time management skills, and were better able tointeract with coworkers on team projects.” Similar to internships, the influence of coops might beexpected to be even stronger because these experiences are typically longer in duration and moreintegrated

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Dazhi Yang, Purdue University; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Aidsa Santiago Roman

Tagged Divisions

Educational Research and Methods

AC 2009-589: REPAIRING MISCONCEPTIONS: A CASE STUDY WITHADVANCED ENGINEERING STUDENTS ON THEIR USE OF SCHEMATRAINING MODULESDazhi Yang, Purdue University Dazhi Yang is a postdoctoral researcher in the School of Engineering Education at Purdue University, West Lafayette, IN. She obtained both her master’s and Ph.D. degrees in Educational Technology from Purdue in 2004 and 2008, respectively. Prior to joining the School of Engineering Education, Dr. Yang worked on a variety of interdisciplinary research projects in instructional design, distance and online learning, assessment and evaluation, technology integration, and information security and assurance in K12 schools. She is the 2009 Young

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

. Astudent’s grade in a course is ideally a measure of proficiency in the subject matter, andan indicator for attainment of defined learning outcomes. The final grade is typically acomposite of grades given during the semester for homework, quizzes, tests, laboratoryassignments, projects and a final examination. Although the weight given to eachcomponent varies by course and instructor, engineering homework at the University ofthe Pacific usually accounts for 10 to 30 percent of the course grade. Faculty assign arelatively high weight to homework to provide meaningful incentive for students tocomplete assignments. A lower weight may lead to students considering trade-offsbetween spending time on either homework or other responsibilities. Considering

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

student learning and success, and the impact of a flexible classroom space on faculty teaching and student learning. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Trevion S. Henderson, University of Michigan Trevion Henderson is a doctoral student in the Center for Higher and Postsecondary Education (CSHPE) at the University of Michigan. He recently earned his master’s degree in Higher Education and Student Affairs at The Ohio State University while serving as a graduate research associate with the Center for Higher Education Enterprise. Trevion also hold’s a Bachelor’s degree in

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jim Morgan P.E., Charles Sturt University; Euan Lindsay, Charles Sturt University; Colm Howlin, Realizeit; Maartje E. D. Van den Bogaard, Delft University of Technology

Tagged Divisions

Educational Research and Methods

) Engineering is a new programme established from scratch in2016 by a university that had not previously taught engineering. This was taken as anopportunity to build an all-new programme structure and philosophy [1]. Students at CSUEngineering complete a sequence of semester-long Project-Based Learning (PBL) stylechallenges across the first three semesters; after this point, they commence industry-based workplacements.The delivery of the underlying technical curriculum is through the Realizeit platform [2] and isbased on a philosophy of self-directed learning. Students have freedom in deciding how, whenand, to a large extent, which elements of the curriculum they engage within the onlineenvironment. This freedom, along with the PBL-style challenges, is

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University

Tagged Divisions

Educational Research and Methods

, and he currently leads an NSF-funded informal science education project exploring digital makerspaces and participatory teaching in international collaborations. Dr. Hamilton is co-PI for an NSF- funded IUSE project based at Tuskegee University, blending digital tools with advances in the learning sciences to improve undergraduate engineering education. He has also led the NSF-funded Distributed Learning and Collaboration symposium series in Shanghai, Singapore and Germany. Dr. Hamilton came to Pepperdine from the US Air Force Academy, where he was a research professor and director of the Cen- ter for Research on Teaching and Learning. Prior to that, he held was a member of the US government’s senior executive

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Iowa State University; Renee Fleming; Benjamin Ahn, Iowa State University; Andrea E. Surovek, South Dakota School of Mines and Technology; Bora Cetin, Iowa State University; Paige Taylor

Tagged Divisions

Educational Research and Methods

solving approaches employed by students, academics and practicing professionals in anattempt to determine if students are developing the necessary skills to tackle ill-structuredproblems. To accomplish this, an ill-structured problem is developed, which will later be used todetermine, based on analysis of oral and written responses of participants in semi-structuredinterviews, attributes of the gap between student, faculty, and professional approaches to ill-structured problem solving. Based on the results of this analysis, we will identify what pedagogicalapproaches may limit and help students’ abilities to develop fully-formed solutions to ill-structuredproblems.This project is currently ongoing. This work-in-progress paper will present the

Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

engineering coursework and the design process of undergraduate students in project-based courses.Dr. Kristen B. Wendell, Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor of Ed- ucation at Tufts University. Her research efforts at at the Center for Engineering Education and Outreach focus on supporting discourse and design practices during K-12, teacher education, and college-level en- gineering learning experiences, and increasing access to engineering in the elementary school experience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Shane A. Brown P.E., Oregon State University; Benjamin David Lutz, Oregon State University

Tagged Divisions

Educational Research and Methods

social engagement of their students, observation of the cognitive engagementof students proves problematic. To address this issue, Chi and Wylie developed the ICAPframework [7]. The ICAP framework intends to link the often-elusive cognitive engagement toovert, observable behaviors. Foundational to this study is the use of a survey tool based upon theICAP framework. This survey, the In-Class Cognitive Engagement (ICCE) survey has emergedfrom the development of a larger project targeting student engagement cognitively and socially[8]. Development of the ICCE survey remains ongoing. Here, we seek to discuss studentperceptions of this instrument. This research is positioned as meaningful towards the largerproject aim of measuring student engagement

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Tanner, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Educational Research and Methods

Improve on making the workers life easier by making the job easier, either physically or mentally. We make the costumers lives easier by increasing quality through decreased variation.” (2499) Serving Others “Work in a plant setting doing work on chemicals, food, oil, etc. I hope to do something that helps change the world.” (6496) Working with “There are many options for careers in mechanical engineering. Usually MEs receive Others a project and work with others to complete it. I imagine myself working in the automotive industry working on projects that improve a segment of the vehicle.” (6031)As demonstrated by

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Kennesaw State University; Gregory L. Wiles P.E., Kennesaw State University; Thomas Reid Ball, Kennesaw State University

Tagged Divisions

Educational Research and Methods

such as D2L®, Vista®, Moodle®, or one of the many other systemsavailable. These are in common use at most universities and colleges. Software for live onlineinteraction is also required. This may be something like Blackboard Collaborate®, Wimba® orGoToMeeting®. This allows multiple HSOL students to have a virtual meeting with theinstructor and the HF2F students. HSOL students can participate through voice or text. Someclassroom technology is also required. A classroom should be equipped with ceilingmicrophones, speakers, overhead projection and software/hardware which permits writing on thescreen. We use Sympodium®. The cost of equipping a classroom is approximately $10,000 -$15,000.2013 study summaryThe Industrial Engineering Technology

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University

Tagged Divisions

Educational Research and Methods

visualdisplay can summarize any of the generated lexical indices, as specific indices may be morerelevant depending on the nature of the analyzed text. An optional feature is the ability for theresearcher to represent newly supported lexical indices from the literature, or even create theirown lexical indices out of basic linguistic feature ‘building blocks’ as a further path of research.A major goal of this ongoing project is to bring a Natural Language Processing based approachto a field of research where it shows promise and is relatively absent. 1. Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn brain, mind, experience, and school. Washington, DC: National Academy Press. 2. Chandler, P., & Sweller, J

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

Paper ID #15895A Case Study for the Application of Data and Process Mining in InterventionProgram Assessment and ImprovementMs. Elnaz Douzali, University of Illinois, Chicago Elnaz Douzali is a senior undergraduate researcher at the University of Illinois at Chicago. She’s a part of the Mechanical and Industrial Engineering Department and will receive her Bachelors of Science in Industrial Engineering in May 2016. Since 2015 Elnaz has participated in multiple projects in Educational Data Mining. Her research interests include Educational Data Mining, Process Mining, and Healthcare. Elnaz will begin her Masters of Science

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

by Borrego and Henderson12.MethodologyThe data used in this paper were collected as part of a three-year project studying long-termfaculty development groups in engineering. The purpose of the groups was to broaden the use ofevidence-based teaching practices in engineering courses. In particular, the project was focusedon broadening the use of interactive teaching and formative assessment. Most of the instructorswere interested in finding ways to engage students during class and learn more about students’learning process. Each group was led by a facilitator who was a faculty member with a history ofinnovative teaching using evidence-based pedagogical practices. Groups of 4 to 8 engineeringinstructors were formed at four geographically

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Educational Research and Methods

, Construction and Environmental Engineering at Iowa State University. He earned his Bachelor of Science in Civil Engineering and his Master of Business Administration from the University of Minnesota and his PhD in Civil Engineering from Purdue University. He has over six years of industrial experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teach- ing interests include construction equipment, cost estimating and construction process design including online and hybrid classes. His research interests include highway and heavy construction methods, road maintenance methods, innovations in

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

engineeringstudents in their perceptions and enactment of critical thinking? For the purpose of this paper, thefocus will be on one of the major categories discovered between the two groups of students: howstudents use and perform critical thinking.MethodologyThis study is the pilot phase of a larger project aiming to understand critical thinking for studentsand faculty in humanities and in engineering. As a pilot, four to five students each fromMaterials Science & Engineering and English were selected. Selection was based on requestingsenior students from both departments to respond to an interest email and/or in-class visit. Semi-structured interviews were conducted with five senior year undergraduate Materials Science &Engineering students and

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

for Engineering Education, 2015 Achieving High Functioning Teams Using Team-Based Learning in Flipped Classrooms   Abstract Achieving high functioning teams is essential for successfully implementing flipped classroomsmethods relying on collaborative learning. Team-Based Learning is a unique approach toflipping a classroom because of its prescribed framework. This paper provides quantitative andqualitative data showing that teams are high functioning and high performing yet minimalinstructor guidance and intervention is required when Team-Based Learning is used inmechanical engineering courses. Introduction From lab to design courses to group projects in general education or major courses, students

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Pro- gram,” Proceedings of the 2014 American Society for Engineering Education Annual Conference, June 2014. Synergistic Activities & Projects in Education Co-Principal Investigator, Washington STate Academic RedShirt Program (STARS). Grant increases the retention rate of economically and educationally disadvantaged students in Engineering, (2013-present). Principal Investigator, Early Engineering Institute. Grant increases the math aptitude and interest in en- gineering for 144 middle and high school students from rural Washington communities, (Summers 2012- present). Affiliate Associate Director, NSF Research Experience & Mentoring. Grant provides funding for six incoming UW freshmen to

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

innovation must be recognized and supported byadministration. Like research, faculty get to choose with whom they collaborate, creatingcollegial partnerships rather than receiving mandated course assignments. These principles areenacted through simple principles such as convening regular meetings (e.g., weekly) to discusscourse development even among non-instructing faculty.Through SIIP, a number of RBIS have been adopted in core engineering courses. These RBISinclude project-based learning, problem-based learning, flipped courses, peer instruction, andcontext-rich collaborative problem solving. This last RBIS has been adopted by many CoPs witha high degree of fidelity, meaning that there was a consistent implementation of the keyresearch-supported

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

textbooks than their counterparts in previous generations12.Improved learning may occur when teaching styles match learning styles than when they aremismatched, thus it is important that engineering education respond to the learning stylesdominant among the population of students.Evidence strongly suggests that one of the crucial factors in the educational development ofundergraduate students is the degree to which the student is actively engaged or involved in thelearning experience. Studies in Science, Technology, Engineering and Mathematics (STEM)education13 14 15 16 have informed on teaching methods centered on the student, such as inquirylearning17, problem-based learning18 19, project-based learning20, and just-in-time teaching21.These

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

an assistant editor of the Journal of Engineering Education, has been a guest editor of Educational Psychology Review, served on editorial board for top educational research journals, and currently sits on the editorial board of Learn- ing and Instruction. In 2006 she was awarded the U.S. National Science Foundation CAREER grant award and received the Presidential Early Career Award for Scientists and Engineers from the President of the United States. She has conducted and advised on educational research projects and grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey E. Froyd, Texas A&M University; Kristi J. Shryock, Texas A&M University; Manisha Tripathy, Texas A & M University; Arun R Srinivasa, Texas A&M University; Rebecca C Simon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Technology. At Rose-Hulman, he co-created the Integrated, First-Year Curriculum in Science, 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

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., University of Wisconsin-Platteville; Annelise Shirley Roti Roti, University of Wisconsin - Platteville; Motahareh Alaei, Minnesota State University, Mankato

Tagged Divisions

Educational Research and Methods

received. According to the results of thecollected survey, the majority of respondents believe that solution manuals help them to be moremotivated, learn at a deeper level, and earn better grades. Faculty survey results also show thatsolution manuals can be helpful if they are used properly. This paper describes the results of thedata collection.IntroductionHomework is an essential part of learning in engineering education. Most engineering facultyand students believe that just attending the lectures is not enough for students to master thematerial, thus homework and projects are assigned to help student learning1. Walberg et al.reported that homework has substantial effects on students’ learning2. They stated that assigninghomework increases

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan R. Senkpeil, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

placed in theliberal arts category. Of the remaining courses, those in which at least 25% of the course gradewas determined by team-based activities (i.e. team-based labs, projects, etc.) as defined on thecourse syllabi were placed in the technical team-based group. Finally, the remaining courseswere placed in the technical lecture group. The course breakdown for each group can be seen inTable 1. Courses in the technical-team group met the criteria in different manners. IntroEngineering 1 and 2 have a heavy emphasis on team-based projects, Chemistry 1 and 2 have alarge in-lab component, while Intro Computer Science has an emphasis on in-lab, pairedprogramming work.Table 1. First Year Engineering Courses and their Assigned Group Technical Lecture

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, York College of Pennsylvania

Tagged Divisions

Educational Research and Methods

Learning, 2004.[13] J. Ratey, ”SPARK: The revolutionary new science of exercise and the brain”, Brown and Company, 2008.[14] J. Tranquillo, ”Kinesthetic Learning in the Classroom”, in Proceedings of ASEE Annual Conference and Expo, 2008.[15] Science Education Resource Center, Carleton College, “Teaching Symmetry Using Kinesthetic Learning–An Exercise Using ”Old Time” Dances,” [Online]. Available: https://serc.carleton.edu/NAGTWorkshops/mineralogy/xtlsymmetry/index.html. [Accessed: Feb 2, 2019].[16] R. Cheney, Kinesthetic Teaching Strategies for Adults in a Lecture Setting. Honors Senior Theses/Projects. Western Oregon University, 2017. [Online]. Available: Western Oregon University Digital Commons.[17] D. Sousa, ”How the

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

Paper ID #25259A Phased Faculty Development Program to Improve Teaching and LearningProf. Sivakumar Krishnan, Vishnu Educational Development and Innovation Center Prof. Sivakumar Krishnan currently serves as Dean at Vishnu Educational Development and Innova- tion Centre (VEDIC) located in Hyderabad, INDIA, with focus on faculty development and institutional development initiatives in active learning, project-based learning, student learning assessment, industry- relevant curriculum development, lab development and accreditation. He was previously Chief Product Officer with IntelliEd Innovations, an education technology

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Chen, California Polytechnic State University, San Luis Obispo; Jenna Michelle Landy, California Polytechnic State University, San Luis Obispo; Matthew Scheidt, Purdue University, West Lafayette; Justin Charles Major, Purdue University, West Lafayette; Julianna Ge, Purdue University, West Lafayette; Camaryn Elizabeth Chambers, California Polytechnic State University, San Luis Obispo; Christina Grigorian; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

U.S. Air Force Academy for seven years. Brian has taught in the Mechanical Engineering Department at Cal Poly, San Luis Obispo since 2006. During the 2011-2012 academic year he participated in a professor exchange, teaching at the Munich University of Applied Sciences. His engineering education interests include collaborating on the Dynamics Concept Inventory, developing model-eliciting activities in mechanical engineering courses, inquiry-based learning in mechanics, and design projects to help promote adapted physical activities. Other professional interests include aviation physiology and biomechanics.Dr. James M Widmann, California Polytechnic State University, San Luis Obispo Jim Widmann is a professor and

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Samuel T Hunter, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

experiences into the second and third years as well? A few engineering programs havetaken major steps to incorporate significant design experiences throughout all years ofundergraduate study, but this seems to be the exception, not the rule. For example, at the HarveyMudd College, design permeates the overall curriculum: “The design and professional practicestem includes five required courses that are designed to provide students with the means to workin teams on open-ended, externally-driven design projects that, over the course of the curriculum,encompass conceptual design, preliminary (or embodiment) design, and detailed design. ‘Handson’ exposure to professional practice begins with students undertaking challenging designproblems in the first

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Natalia Kapli, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Perceptions and Success of Active Learning Techniques in an Engineering Education CourseAbstractActive learning is extremely prevalent in discussions of how to improve teaching and learning inboth undergraduate and graduate engineering courses. However, active learning may not alwayslead to success. Rather, characteristics of the students enrolled and of the course material mayinfluence whether or not active learning is met with resistance. This project examines therelationship between graduate students’ perception of active learning techniques and the successof these techniques in an engineering education course entitled, “Teaching Seminar for GraduateAssistants.” The context of the project surrounds three sections of a course

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Gerard Rowe, University of Auckland; Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

performance on thecourse-concept questions. The project software specifications require statistical analysis ofcorrect answers and also, more importantly, of misconceptions held by students. The threequantitative measures required are reliability, discrimination and difficulty.For a test to be useful it must be both reliable and valid. Validity can only be addressed duringdevelopment of the instrument. However, reliability can be measured. We are using the Kuder-Richardson Formula 20 (KR-20) to evaluate test reliability. The KR-20 reliability value is basedon: number of test items, student performance on every test item and variance for the set ofstudent test scores. The KR-20 index ranges from 0.0 to 1.0, with tests with an index of 0.6 orbetter