Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Borrego M, Newswander LK. Characteristics of successful cross-disciplinary engineering education collaborations. Journal of Engineering Education. 2008;97(2):123.6. Olds BM, Moskal BM, Miller RL. Assessment in engineering education: Evolution, approaches and future collaborations. Journal of Engineering Education. 2005;94:13–25.7. Borrego M. Development of engineering education as a rigorous discipline: A study of the publication patterns of four coalitions. Journal of Engineering Education. 2007;96(1):5.8. McKenna AF, Yalvac B, Light GJ. The role of collaborative reflection on shaping engineering faculty teaching approaches. Journal of Engineering Education. 2009;98(1):17– 26.9. Birnholtz JP. When do researchers collaborate? Toward a

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Page 25.1320.8engineering design tradeoffs. Faculty can aid students in making a habit of refocusing back to“big ideas” throughout the course by intentionally making connections between smaller andbigger ideas. For instance, in the design of a project, the assignment might ask students to run acost-benefit or design tradeoff analysis as part of a report. Additionally, students can find reallife engineering projects in newspapers or online articles and reflect on how the skills they arelearning in the classroom present themselves outside of the academic realm6.LimitationsOne of the limitations in this study is in the nature of the course. Although ECE 101 follows apre-defined syllabus and has had similar course objectives over the years, like

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Purdue University; Nichole M. Ramirez, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette; Valerie Lundy-Wagner, New York University

Tagged Divisions

Educational Research and Methods

affords models of postsecondary outcomes.Even when PES is included, the model still captures less than 3% of the variance present in thedata. Thus, it is critical to recognize that the value of the model is in understanding the effects ofthe model’s variables on the behavior of groups of students. It would be unwise to use this modelto predict the likelihood that a particular student will graduate in engineering. One promisingaspect of this research is that PES reflects the cultural and economic resources of public schools; Page 25.1427.8unlike race or gender, school environments can be changed. Future research along these lines canhelp

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter M. Ostafichuk, University of British Columbia; Jim Sibley, University of British Columbia, Vancouver; H.F. Machiel Van der Loos, University of British Columbia

Tagged Divisions

Educational Research and Methods

25.1031.2the additional time they can contribute to the assessment may be able to produce an equallyreliable and valid assessment; that is, the greater volume, frequency, and immediacy of feedbackmight compensate for any quality disadvantage.Peer-to-peer assessment has the students themselves evaluate the quality, value, or success of thework of other students. With students conducting the peer-to-peer assessments, the approach ishighly scalable to almost any class size. Moreover, the act of assessing other’s work requiresstudents to apply higher-level thinking skills, such as evaluation, judgment, and critical thinking,as well as a reflection on the student’s own work. Or, as noted by Topping, formative peerassessment is likely to involve intelligent

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs, Inc.

Tagged Divisions

Educational Research and Methods

. AcknowledgementsThis work was supported by National Science Foundation grants DUE-0837612 and ADVANCEPAID (Partnerships in Adaptation, Implementation, and Dissemination) 0820013. This support isgratefully acknowledged. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author and do not necessarily reflect the views of theNational Science Foundation. Bibliography1. Patton, M. Q. (2000). Utilization-focused evaluation. In D. L. Stufflebeam, G. F. Madaus and T. Kellaghan (eds.) Evaluation Models. Boston: Kluwer Academic Publishers.2. Taylor-Powell, E., Jones, L., & Henert, E. (2002) Enhancing Program Performance with Logic Models. Retrieved 1/2

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; Cynthia Finelli, University of Michigan; Ameen Basim Al-Khafaji, College of Engineering at the University of Michigan; Martha Jane Neubauer, College of Engineering at the University of Michigan

Tagged Divisions

Educational Research and Methods

the National Science Foundation under GrantNumber 0941924. Any opinions, findings, and conclusions or recommendations expressed in this Page 25.1190.14material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.  References1 National Academy of Engineering. (2004). The engineer of 2020: Visions of engineering in the new century.Washington, DC: National Academy of Engineering.2 National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (2007).Rising above the gathering storm: Energizing and employing America for a brighter economic future.Washington, D.C

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

than the relevant math and science.Instead, they discussed things like their intuition, wanting to reflect the real world, and logic. Infact, students both discussed the relevance of particular math and science concepts and identifiednon-science/math criteria in their decision making process in 12 of the 19 interviews, suggestinga tension or ambivalence regarding the role of this content, on the part of the students. Page 25.1191.5

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College

Tagged Divisions

Chemical Engineering, Educational Research and Methods

ProblemsChallenge-Based (CBI) is (or, at least, can be framed as) a variant of PBL: rather thanapproaching course material as a sequence of topics, CBI presents material through aseries of specific challenges or modules. The development of CBI was inspired byadvances in learning science brought forward in the 2000 book “How People Learn”12,and is centered around a learning cycle (typically the STAR.Legacy learning cycledeveloped at Vanderbilt University). After presenting the challenge, students reflect oninitial thoughts, then receive information in the form of perspectives and resources; theythen apply what they have learned and are assessed in some form, and finally, thechallenge is solved either by the student or an expert or some collaboration between

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

Page 22.1510.7effectiveness of such activities with undergraduate engineering students. While these results are very encouraging, there is a need for significant future analysis. We are inthe process of examining two additional features of student learning gains, long-term retention andtransfer. In future work, we will examine how effectively the activities promote conceptual learninggains immediately after their completion compared to student performance on the concept questionsseveral weeks after the activity. In addition, 25% of the concept inventory questions reflect the situationsfound directly in the inquiry-based activities. Because of that parallel construction, it would be importantto examine and contrast student performance

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

students= 2%; p = 0.00006), “Identifying Constraints” (practicing engineers = 68%; engineeringstudents = 20%; p = 0.00017), and “Goal Setting” (practicing engineers = 11%; engineeringstudents = 43%; p=0.0017) were statistically significant.It could be that the nature of the students’ work is still different from practicing engineers’experiences in industry. Practicing engineers may use sketching as an everyday communicationtool more than the students do. This could also be a reflection of age differences as well, withpracticing engineers more likely to have had more emphasis in hand sketching in theirundergraduate curricula in contrast to curricula today. Also, the engineering students in the classwere challenged to find their problems in addition

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, and information literacy is crucial todeveloping those skills. For example, Shuman, et al, when describing requirements for lifelonglearning, explicitly includes informational components, expecting students will Demonstrate reading, writing, listening, and speaking skills Demonstrate an awareness of what needs to be learned Follow a learning plan Identify, retrieve, and organize information Demonstrate critical thinking skills Reflect on one‟s own understanding1.There is substantial overlap between Shuman‟s lifelong learning competencies and thoseidentified by the Association of College and Research Libraries in their Information LiteracyCompetency Standards, which include Determining the extent

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

’ feedback and reflection on the pre-test and initial knowledge and skills.2. Review and Explain the concepts needed for problem- Preparing students andLecture Session solving. The lecture is based on the pre-test keeping them motivated results and students’ feedback.3. Laboratory Session Assemble and measure one-spring-beam Engaging students in under loading to experimentally determine hands-on activity system behavior and compare results with estimated analytical values.4. Preparatory Students work on simple problems similar to Scaffolding and

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Andrew Kean, California Polytechnic State University; Gillian Roehrig, University of Minnesota; Jack Patzer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

beliefs. Transitional responses reflect a view that, unlike teacher-centered responses, includes students. These responses demonstrate an affective response towardstudents, as opposed to emerging and reform-based responses, where the student is viewed ashaving a critical voice in classroom decisions and construction of knowledge (Roehrig & Kruse,2005). Table 1 represents the number of times each instructor had a response that was coded ineach of the five categories. The top row for each instructor represents responses from the firstinterview or survey and the bottom row represents responses from the second interview - oneyear later. For this paper, shifts in beliefs have been defined as at least three questions codesmoving in the same

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Tristan Utschig, Georgia Institute of Technology; Judith Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

own. Second, we have shared part of the engineering oral presentationrubric we created based on executive input. The full version will be shared at the conference.The resulting tool has high face validity: it clearly reflects real world oral communication. Thetool also has high content validity: it is drawn from engineers already very successful incommunicating in the workplace. Third, we have described the supplemental teachingguidelines that define the rubric items in more detail and provide information on how to helpstudents improve their oral presentation skills. Many engineering faculty would like to includepresentation skills in their courses. Often they and their teaching assistants recognize the neededskills without necessarily

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Jessica Nina Lester, Indiana University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

, other-initiated expansion only repairs, topicalization,  - Both second speakers’ challenges, and re- pair part and post- workings. expansionTable 2: Post-expansions Displayed in TalkHowever, the function of experience in talk displaying post-expansions differed betweenconversations reflecting preferred and dispreferred responses. For example, in talk displayingnon-minimal post expansions with dispreferred responses, talk of experience functioned as ameans of delaying providing a direct answer to the interviewer’s main question. In talkdisplaying non-minimal post expansions with preferred responses, the function of the

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Clemson University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

also be thought of as “a process of understanding the effects of oppression andleveraging resources to act against it.”2 The “critical” aspect of critical engineering agencyincludes students becoming critics of science in general through critical thinking as well as beingself-reflective critics of their own behaviors and beliefs. This theoretical framework specificallyrefers to a student’s perception of their ability to change their world through everyday actions aswell as his/her broader goals in life. Critical engineering agency involves an understanding ofengineering and engineering related processes, the skills and modes of inquiry associated withengineering, self-identification as possessing certain degrees of expertise in one or more

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

to redefine the center, but rather is a reflection of thepopulations already considered to comprise the center of the engineering student body. Includingother racial, ethnic and national identities that could not be included here might reveal differentinsights into what students traverse these pathways.ConclusionLimitations to this study include: most importantly, the focus of students’ first entry into a newfield after a previous matriculation; inability to graph the hazard functions of some groups due todata issues; SAT Math and SAT Verbal, previously found to be influential for engineeringsuccess12,22, not viable due to data collection methods; only two cohorts were studied; and thelack of transfer students inclusion. Concerning the

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Andrew Jocuns, University of Washington; Reed Stevens, University of Washington; Lari Garrison, University of Washington; Daniel Amos, University of Washington

Tagged Divisions

Educational Research and Methods

that make a good engineer, and others. Inresponses to such questions students described how they imagined engineering workplaces andthe work of engineering. We found that students in their first year of preparation to becomeengineers knew little about what kind of work they would be doing in the future as engineers.That is, they developed hopeful images of engineering. In some cases these images were alteredor augmented in later years to become more mundane. For some students images from the firstyear remained virtually unchanged into their fourth year. Our discussion reflects how students’identities are affected both by common, widely circulating images of engineering and theabsence of real workplace experiences in the undergraduate

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Matthew Verleger, Purdue University; Judith Zawojewski, Illinois Institute of Technology; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

reflect engineering practice. High quality andreliable feedback and assessment strategies must accompany these learning experiences to ensurethat student learning is achieved (e.g. misconceptions are addressed) and the quality of studentwork increasingly reflects what is valued in engineering practice.Model-Eliciting Activities (MEAs) are one instructional approach to developing these and othercompetencies3,4. These client-driven, open-ended, team-oriented problems have beenimplemented in a large (N = 1200-1600) required first-year engineering problem solving andcomputer tools course since Fall 20025,6. Over 20 different MEAs have been implemented and anumber of feedback and assessment strategies have been employed with varying degrees ofsuccess6

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

the building collapsed similar enough that useful and the team had to come to an agreement comparisons are drawn. whose fault the collapse was. Followed Necessitates some form of debrief by a debrief on the social difficulties or reflection. associated with ethics-related engineering disasters (Lloyd & van de Poel, 2008). Feedback-practice Students practice the application of A digital game that gave students skeleton loop concepts or skills, get feedback code, asked students fill in the rest of the

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

their engineeringcourses. We also found that neuroticism and conscientiousness are related to students’ feeling ofstress. These results may be reflective of students who have low emotional stability, seek tofollow social norms and conventions, and have abilities to succeed in the “stress culture” ofengineering [63]. Grit-persistence of effort was related to the other affective constructs ofidentity, motivation, and belonging, but Grit-consistency of interest had a weak negativecorrelation with many of the stress indicators. This result may point to differential factors of howGrit may operate in engineering students when compared to the larger populations in which ithas been used previously, like psychology students and adults. In a different

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Divisions

Educational Research and Methods

these signs that engineering education may not be providing graduates with sufficientattributes to commence their careers, it is interesting to observe that little research has beenreported on engineering practice.There are very few recent reports of systematic research on engineering practice, with thepossible exception of certain aspects of engineering design14. Florman5 complained that "Theaverage citizen has very little idea what we do, often confusing us with people who run trainsor take care of boiler rooms." In fact it is still not easy for the interested citizen to find acoherent written account that could provide a comprehensive answer.On reflection, the reason for this gap in the research literature might be explained by therelatively

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shiuan-Huey Yen, Institute of Engineering Education Taiwan; Jessica Fan, Institute of Engineering Education Taiwan; Mandy Liu, Institute of Engineering Education Taiwan; Liang-Jenq Leu, Institute of Engineering Education Taiwan

Tagged Divisions

Educational Research and Methods

futureimprovement of the UIC model adopted in the IAPhD Project.Regional and national R&D in high-level talent training in JapanJapan’s UIC supporting initiatives reflected the importance of small firms in R&D. Thecountry’s UICs did not develop as rapidly as those of the U.S. and other European countries,possibly due to the lack of funding for small firms with R&D energy [13]-[14]. Since smallfirms usually face resource constraints [15], innovation initiatives constantly monitor theirperformance to provide the necessary support [16]. It is suggested that small firms benefit fromUIC regarding its characteristics related to practical goals and productization [17]. Japan hasalso emphasized on high-level talent training to stimulate both national

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. The earlier in their education engineers are exposed to the layers ofabstraction associated with the leaps from experiment to project and product, the more theywill be able to advance not only their own craft, but the field altogether. The stakeholders whobenefit from a self-reflective engineering force will live comfortably and sustainably, so longas engineers are equipped to recognize all the abstract constraints they face in the design oftheir processes and products.Frameworks like Engineering for One Planet help offset the simple unfathomability ofchallenges on time scales incomprehensible to engineers and their stakeholders today. EOP inparticular takes advantage of the logical conclusion of engineering fields undergoing‘expansive

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering population of the United States. While the institutionsused in this study share common matriculation practices, all institutions of the same type are notnecessarily identical to each other. For example, some institutions offer majors not availableelsewhere and some may have enrollment criteria for specific engineering majors that exceed therequirements for engineering at large.AcknowledgementThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1545667. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF.References[1] A. Theiss, J. E. Robertson, R. L. Kajfez, K. M. Kecskemety, and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darryl A. Dickerson, Florida International University; Stephanie Masta, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

perfect. He reall understandsthe material, orks hard to contribute to the group ork, and does it ith a good attitude and Jamie is a lot like me in that she found herself not knowing as much about MATLAB and thus,not being as useful. Carla s comments for this period reflect continued frustration ith theune en ork distribution ithin the team. She states, I ha e contributed more than my fairshare of ork to each and e er milestone . I feel the qualit of the ork I ha e been doing ishigh and that I ha e been an effecti e team member.Be ond the added orkload, Carla s e perience ma ha e been e en more negati el impactedby her interactions with Jack. While we do not know how their in-person interactions playedout, e can see documented e idence from the

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

disciplines. A third exampleinvolves classifying the quality of questions that students generated when using an Englishwriting intelligent tutoring system, once again using a rule-based system [15]. In the area ofanalyzing feedback surveys, Dhanalakshmi et al. [16] used a supervising learning approach topredict the polarity of student responses (a common framing of a sentiment analysis task). Ofcourse, these models also have several potential limitations such as inadvertently introducingbias and reflecting unintentional differences across groups [17], [18].In engineering education, there have been limited applications of NLP on either the research orteaching side. The more modern applications have applied standard statistical and machinelearning

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Stanley Shie Ng, Biola University

Tagged Divisions

Educational Research and Methods

to have high totals when the impacts weresummed. The authors’ reasoning of these hypotheses comes from observations seen in actualstudent teams within the IBL class. Teams in which students have similar end goals and worktogether on their projects often progress further in their learning and achieve project outcomeswith high impact. Teams that lacked innovative goals and did not work well together often hadlearning outcomes with low impact. As shown in Table 1, there is a moderate correlationbetween the team’s innovative impact and the team’s progress across all group sizes. Theseresults reflect the author’s hypotheses, suggesting that multiple students on the team need to havesimilar innovative impact inputs to reach higher progression

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

Educational Research and Methods

recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to thank Xin Wang for his assistance in organizingand analyzing data.References[1] J. P. K. Gross, D. Hossler, M. Ziskin, M. S. Berry, “Institutional merit-based aid and student departure: A longitudinal analysis,” Review of Higher Education, vol. 38, no. 2, pp. 221-250, 2015.[2] J. L. Hieb, K. B. Lyle, P. A. S. Ralston, and J. Chariker, “Predicting performance in a first engineering calculus course: Implications for interventions,” International Journal of Mathematical Education in Science and Technology, vol. 46, no. 1, pp. 40-55, 2015[3] K. B. Coletti, E. O