Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liu Junhua, Singapore University of Technology and Design; Yue Zhang, Singapore University and Technology and Design; Justin Ruths, Singapore University of Technology and Design; Diana Moreno, Singapore University of Technology and Design (SUTD); Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Educational Research and Methods

homework assignments.The experimental group, on the other hand, learns content through pre-assigned readings, peer-peer active presentations and discussions of course content, faculty-led follow-up discussions ofcontent at a peer level, connections of provocative and real-life examples to motivate coursecontent (i.e., “show and tell”), and design-based problems integrated throughout classroom andout-of-class activities.Therefore, present research intends to identify if there is significant difference between twolearning approaches through following metrics: 1) participant’s pre and post-test performance,and 2) learning approach feedback about engagement, student interest, and motivation forsoftware engineering content.II. RELATED RESEARCH AND

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas

Tagged Divisions

Educational Research and Methods

V terms dimensions X = U terms Figure 1: SVD of Original X Matrix.The output to the LSA method is a truncated X’ matrix. documents dimensions dimensions documents dimensions dimensions Σk T terms Vk

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B Santoso, Utah State University

Tagged Divisions

Educational Research and Methods

-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes AbstractMeasuring self-regulated learning (SRL) skills of engineering college students while usingenhanced guided notes (EGN) promotes a better understanding of how students deal with note-taking activities. This study focused on students’ task interpretation, cognitive strategies, andSRL processes including planning, monitoring, and regulating strategies while using EGN in anelectric circuits course. The main objectives of this study were to (1) understand how students’SRL skills changed after using EGN; and (2) evaluate how students’ conceptual understandingon electric circuits improved after using

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank P.Eng., Queen's University; Ann Shih-yi Chen, Queen's University

Tagged Divisions

Educational Research and Methods

engineering programs in their second year. Inthe first semester of the program students take courses in statics, chemistry, earth systems, Page 23.830.3engineering graphics, and calculus. They also take a full-year course focused on engineeringdesign and practice.APSC-100 is a team-based, project-based course to promote a sense of curiosity aboutengineering, and promote creative thought. The course is divided into three modules: Module 1.Problem analysis and modeling; Module 2. Experimentation and measurement; Module 3:Engineering design. Each of these is one semester long and equivalent in weight to a standardone-semester engineering course. This

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karla L. Sanchez, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; David Sederberg, Purdue University; Grant P Richards, Purdue University, West Lafayette; M. Gail Jones, NC State University; Hong Z Tan, Purdue University

Tagged Divisions

Educational Research and Methods

high school and college students3-5. Likewise, research has shown that students havealternative conceptions about abstract physical concepts that often are not congruent withscientific facts6-9.The present study focuses on investigating the impact of visual simulations coupled with haptictechnology, specifically targeted to electromagnetism concept learning. The research questionsfor this study are: 1. What are freshmen electrical engineering technology students’ understandings of fundamental electromagnetism concepts? 2. Can students improve their conceptual understanding of electromagnetism concepts after being exposed to visual and visuohaptic simulations? 3. Are visuohaptic simulations more effective as

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

students. As part of moving forward,however, there is a need to understand elements of the existing NSF-funded resources that havealready achieved positive outcomes. Thus, the purpose of this study is to identify and highlightkey elements of existing cyberlearning resources with compelling results. An explanatorysequential mixed methods research design1 was used to address the follow research questions: 1. How many cyberlearning resources have been highlighted among NSF reports over the past 10 years? Where do they fit within a cyberlearning taxonomy? What are the emerging opportunities? 2. What are some of the keys aspects of a subset of cyberlearning resources with compelling results

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of a student learning experience and therefore what toemphasize in a hierarchical order once critical learning outcomes are identified. In Principlesamong the most important learning outcomes are the ability to recognize entrepreneurialopportunities and to communicate the benefits of those opportunities to others whether they arecustomers, partners, employees or investors. In the model of Wiggins and McTighe learningoutcomes are organized into three levels of learning importance: 1. enduring understandings, 2.important to know insights, and 3. good to know information. These learning outcomes establishwhat the student is expected to know or be able to do as a result of participating in the Principlescourse. Pelligrino’s assessment

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

pros to the practice, noting that it makes students question theircompetency, causes stress and frustration, and focuses student attention on the system rather thanon their own learning. Many participants equated the practice with teachers who do not careabout their students. More research is needed to understand how engineering faculty canencourage healthy competition, challenge students, and ward off grade inflation withoutengaging in practices that discourage otherwise successful students.1. Introduction We'll have like a 30 percent average [on exams]….When you take the exam, it makes you feel horrible. You come out of there like, “I answered a fifth of that right, at most.” It’s sort of like, “Well, gee, what did I

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Tihanyi, University of Toronto; Penny Kinnear, University of Toronto

Tagged Divisions

Educational Research and Methods

, longitudinal study. As a result, we are not yet in aposition to extrapolate, responsibly draw firm conclusions or identify trends, nor can we identifyspecific curricular or pedagogical implications. What we can do at this stage is highlight some ofour initial findings that will inform the analysis of the rest of the data. In this paper, we focus onTéa,1 one of eleven participants, based on the artifacts collected to date, although reference willbe made to comments and work of other participants. We hope to show through this preliminaryanalysis how one student uses the experiences and opportunities provided both by the curriculumand this research project to develop a sense of professionalism and how to practice it as achemical engineer as she tries on

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Steven A. Freeman, Iowa State University; Mack Shelley, Iowa State University

Tagged Divisions

Educational Research and Methods

engineering. Thereare several guiding principles of constructivism 14,20,24,36,41:1. Understanding comes from interactions with the environment. A learner’s knowledge comes from his/her pre-existing knowledge and experience; and new knowledge is formed when connecting previous experience to the new content and environment.2. Conflict in the mind or puzzlement is the stimulus for learning and determines the organization and nature of what is learned.3. Knowledge involves social negotiation and the evaluation of the viability of individual understanding.The literature suggests that a change in the development of curriculum in teaching IFEM coursesis worth exploring. When compared to

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric L. Wang, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

once per year (fall semester) and has had an enrollment ranging from 200-500 students(the large range reflects growth over the past decade).Students attend a large 1-hour lecture twice a week and then break up into small sections of 24students for a 2 hour weekly lab. The overall goal of ENGR 100 is to teach students about thevarious aspects of the engineering design process via completion of a semester long designproject. The project requires students to work in groups that have ranged in size from 4-9students over the past decade.ProcedureIt is reasonable to assume that a team consisting of members, whom all received C’s on theirindividual assignments would earn a low grade on their group work when compared to a teamconsisting entirely of A

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

inquiry.1 Pastwork on mixed methods literature shows that there is still disagreement about terminology,various ways to classify research designs, and the amount of mixing that is required to meet theminimum threshold to qualify as a mixed methods study.(e.g., 2-4) Just as mixed methods researchis emerging, engineering education as a field of rigorous research is still developing. Variousstudies have examined quantitative and qualitative research accepted as rigorous in the field(e.g., 5)but little work has been done on the extent that mixed methods research has been utilized byresearchers in engineering education. It is essential to understand this situation to help bothengineering education and mixed methods research progress forward.A 2010

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia; Edward Pan, University of Virginia; Amy Orange, University of Houston-Clear Lake; Walter Fredrick Heinecke, University of Virginia

Tagged Divisions

Educational Research and Methods

of course credit, we can conclude that students generally require aninitial motivation to engage with what is (for most students) an entirely new framework forlearning. However, after students gain experience with the HED2.0 techniques, they require farfewer incentives to continue their engagement with the social media tools.1. IntroductionUse of Internet-based (and by generalization, web-based) social media such as social web sites,discussion groups, wikis, blogs, micro-blogs, photo and video sharing web sites are quitepervasive in society today. Their use is not only commonplace across all ages and social strata,but also globally in various cultures. They have even played roles in major global events, suchas in revolutions and grand social

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

critical thinking definitions.IntroductionAcademics value the importance of critical thinking in the development of any student.However, in their book, Academically Adrift, Richard Arum and Josipa Roksa revealed thenotion that critical thinking may not be learned by students in undergraduate programs.1 Afteremphasizing how little students gain in the four years of college, Arum and Roksa stated moregenerally that: “While [students] may be acquiring subject-specific knowledge or greater self-awareness on their journeys through college, many students are not improving their skills incritical thinking, complex reasoning, and writing.” (p. 36) Before their book created a renewedinterest in critical thinking, ABET EAC criteria and the NAE report The

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

more active role in their own learning [1]. However, there existdiverse interpretations and discussions around the idea of what active learning means as well asthe types of teaching and learning approaches that have been utilized by engineering facultyaimed at including active learning in their course delivery. In a comparative literature review [2],it was discovered that there are significant differences in what has been understood and appliedin science classrooms as active learning. Consequently, Chi [2] developed a framework oflearning activities aimed at highlighting the different types of learning activities that are and canbe included in classrooms for maximized results. Building on the work of Chi [2], this paper seeksto explore the

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

students in authentic, ill-structured engineering tasks facilitates the development oftheir engineering skills.1-3To facilitate students’ authentic practice of these skills we have developed a learning systembased on virtual laboratories. In this learning system, student teams take on the role of processdevelopment engineers. They are tasked with finding suitable input parameters to be released tohigh volume manufacturing through experiments that are completed virtually. When studentsperform experiments, the lower cognitive demand affords them the opportunity to build a richexperimental design. While not instructed to do so, most student teams inevitably resort tomodeling as a tool to progress towards completion.Student team modeling practices are

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

discussed, and opportunities for furtherstudy will be proposed.Literature on Student Attitudes towards EngineeringResearchers have used academic measures, demographic information, and survey instruments, totry to develop an understanding of how students decide to major in engineering and thepersistence of those students in engineering programs. Most commonly, statistical procedureswere used to relate high school performance, standardized test scores, and demographicinformation to retention in engineering, or engineering GPA. For example, one study appliedlogistic regression to a database of more than 80,000 students to assess the impact of high schoolGPA, SAT scores, gender, ethnicity and citizenship affected graduation rates.1 They concludedthat

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

fromVosniadou’s theory. We suggest that students have extensive experience with objectsmoving and stretching in the direction they are pushed or pulled and these culturalexperiences lead to an ontological/epistemological presupposition that objects behave asstudents have seen them behave.IntroductionConceptual change is a diverse and growing field. In engineering education most effortsin this area are related to the development of concept inventories 1, pg. 62, 2, with somework on testing and developing theory 3, 4. There are diverse theoretical approaches toconceptual change ranging from cognitive 5, 6 to sociocultural approaches, with someefforts arguing that conceptual change can bridge these gaps 7. The most recognizedcognitive approaches are being

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sabah Razouk Abro, Lawrence Technological University; Jerry Cuper, Lawrence Technological University

Tagged Divisions

Educational Research and Methods

Department of Engineering Technology Direct Course Objectives Assessment Template Course name and Number: Semester and Year: Outcomes Target Assessment tools Course learning objectives ( please write your objectives below) A-K score T1 A1 T2 T3 A3 Final Mean De vi a ti on from Ta rge t 1 ABF 80

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

development yieldsmeaningful insights for engineering education researchers and practitioners.Introduction One focus of engineering education research is on how students understand concepts andhow they address misconceptions. Significant research has focused on the development ofmethods to assess conceptual knowledge in concept areas such as physics, statics,thermodynamics and others 1-3. Other researchers have dedicated efforts towards understandinghow learners come to understand concepts 4-8. While many researchers are focusing onconceptual understanding, few are looking at the intentional ways that students engage inlearning and how this engagement affects conceptual understanding. To begin bridging this gap,we are undertaking a study to

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoff Potvin, Clemson University; Zahra Hazari, Florida International University; Leidy Klotz, Clemson University; Allison Godwin, Clemson University; Robynne M. Lock, Department of Engineering and Science Education, Clemson University; Jennifer Dawn Cribbs, Western Kentucky University; Nicole Barclay, Clemson University

Tagged Divisions

Educational Research and Methods

representation from 100% of the 50 recruited schools.Figure 1 provides an indication of the national representativeness of the student sample: students'reported home ZIP codes are plotted (note that multiple students reporting the same home ZIPcode appear as a single point on the map).Figure 1: Map of respondents' home ZIP codes (continental U.S. displayed only). Multipleresponses with the same ZIP code are represented by a single dot.The survey included items that probed students educational experiences before college, with afocus on high school math and science (physics, chemistry, and biology) classes, their attitudesand beliefs about sustainability, the nature of science, the ability of science & technology toimpact the world, their self-beliefs

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Jennifer McFerran Brock, University of Alaska Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Educational Research and Methods

, four statics problems were given, each in two formats: MC and CR. Twoversions of the exam were made—Exam A and Exam B—and each exam had a differentcombination of the four statics problems, two that had a series of MC questions, and two thatwere CR, (see the Appendix for all problems). Seventy-five students did either a MC version ora CR version of each problem, resulting in MC answers and a control group of CR answers toeach statics problem. The students were also polled for feedback regarding their preferences oftest question/problem format at the end of the semester.The four statics problems used were as follows. The first problem, Figures A.1 (CR version) andA.5 (MC version) presented a concurrent force system and asked the student to

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

Tagged Divisions

Educational Research and Methods

enrolled in first-year engineering design; and (ii) 52 graduate engineers enrolled in amaster’s level systems engineering course. Our results showed 41 common correlated pairsbetween these two samples, all at the p<0.05 level of significance. The implications of thesecorrelations for engineering educators are discussed, along with potential directions for futureresearch to expand this area of study.1. IntroductionThe use of concept maps in engineering education research is growing, with applications in theassessment of knowledge mastery and integration within courses, programs, and across multipledisciplines2,7,12,13,14,19,21. Concept maps are also being used to assess the effectiveness of theearly stages of engineering problem solving and

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marcia R Laugerman P.E., University of Iowa; Mack Shelley, Iowa State University

Tagged Divisions

Educational Research and Methods

data from both the sending and receivinginstitution. Unique in this study is the use of academic variables from both institutions. Othermodels based on academic integration variables have not included CC characteristics 1. Nor have Page 23.107.2previous models been specific to graduation in engineering for CC transfer students. Takentogether, these strategies provide a roadmap for success that proved to be influential for thissample of CC students.Key variables in determining graduation are based on performance in core courses in engineeringand first-year performance after transfer. These core courses are offered at both the sending

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Caleb H Farny, Boston University; Sean B Andersson, Boston University

Tagged Divisions

Educational Research and Methods

the lecture structure into a new format. Thestudent enrollment across the fall and spring semesters was more evenly distributed, so that 60%of the students took the course in the fall. The individual sections now share common lecturepresentation material, so that all students receive uniform instruction. In addition, each section isteam-taught by 2 faculty instructors and a GTF. One of the instructors assumes a dedicatedLecturer role in teaching the course and the other instructor acts as an Active Learning Facilitatorand assists during the Learning component of the lecture. The lecture period is organized into astructured Presentation-Learning-Discussion (PLD) Cell that is presented twice per lecture: (1) Presentation: The Lecturer

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert Melendy Ph.D., George Fox University

Tagged Divisions

Educational Research and Methods

very specific tasks. For instance, a junior inmechanical engineering might have confidence in their skill at applying vectors to the solution ofdynamics problems. Yet they may admit they don’t yet know how to apply Euler’s identity to thewriting of the kinematic equations of motion for a planar mechanism. Figure 1 illustrates theconditional relationship between self-efficacy beliefs and outcome expectancies in the context ofthe application of mathematics to the solution of upper-division engineering problems. Upper-Division Problem-Solving Engineering Students Behavior Outcome Efficacy Beliefs

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

through a course that fully utilized CPBL in a whole semester. Themain purpose is to identify students’ perception towards CPBL in two aspects: (1) perception andacceptance/rejection; and (2) the benefits and improvements gained along the learning process.The paper illustrates the extent of acceptance and effectiveness of CPBL for an engineeringcourse taught by a lecturer who had undergone a series of training on cooperative learning andproblem based learning, but is new to implementing CPBL. Through classroom observations,students’ self-reflection notes and interviews with students for one whole semester, the resultsare reported in three stages: (1) beginning of the semester; (2) in the middle the semester; and (3)at the end of the semester

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit, Leuven; Jos Vander Sloten, Katholieke Universiteit, Leuven

Tagged Divisions

Educational Research and Methods

obtained a Ph.D. in engineering in Aug. 2010 from the Katholieke Universiteit, Leuven. She is a member of LESEC (Leuven Engineering and Science Education Centre).Prof. Jos Vander Sloten, Katholieke Universiteit, Leuven Page 25.588.1 c American Society for Engineering Education, 2012 Evaluation of a Technical Writing Program Implemented in a First Year Engineering Design Course C. Heylen1 and J. Vander Sloten2 1 Christel Heylen, Faculty of Engineering, Tutorial Services, K.U.Leuven, Belgium

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

these areas at graduation.However, the variability of these projects presents significant challenges for common rubricdevelopment and by implication, our ability to retrieve reliable data on student performance inthese categories/attributes. This variability also brings unique challenges to the development of asingle rubric that is 1) flexible enough to apply to a variety of engineering thesis projects, 2)reflective of the learning objectives of the thesis course, and also 3) appropriate for use ingathering reliable data about students’ graduate attributes.This paper describes the development of the rubric, and the inherent challenges in designing avalid and reliable tool that provides flexibility to a diverse group of projects and supervisors

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

us to explore new ideas in a way that traditional learning may not afford. Sincecyberlearning has such great potential, the study explores ways in which it might be used to promoteexcellence in undergraduate STEM education, and to provide the Division of Undergraduate Education(DUE) Program Officers at the National Science Foundation (NSF) with recommendations on possibledirections they could take. Though originally targeted to Program Officers, STEM educators andresearchers searching for new ways to use cyberlearning to improve STEM education will also benefitfrom these findings. A convergent parallel mixed methods research design7 (p. 77) was used to collect different, butcomplementary data to answer five research questions. 1