Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Gireesh Guruprasad, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

frequency of use of eachspecific item. Examples include active learning, clickers, collaborative projects, ‘traditional’lecturing, and many others. These 19 items were further categorized into four bins – Activelearning activities, Collaborative learning activities, Formative assessment, and Lecturing. Thesefour bins each represent broad themes around pedagogical approaches and together help usunderstand activities within each faculty member’s classroom. We arrive at an average score foreach of these bins, based on the extent of self-reported usage of each pedagogical approach.The exact reason for this categorization is explained in the following paragraphs. Bonwell andEison[16] define active learning as that which “involves students in doing

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

implemented with the intention ofmaking assessment more formative, though the differences in perceptions between in classexams and out of class homework may make a difference for students. Though the data onstudent learning is limited in these studies, they did indicate that students reported giving moreattention to instructor feedback [9] and that the mastery system was more “fair” [10], showingpromise for the methods and echoing similar results found in this study.Because the focus of this project was on homework assignments conducted outside of theclassroom, the design of the automated assessment systems were used as a starting point, thoughthe evaluation itself would not be automated. The authors instead focused on emulating theprocess of

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

stories to the overall project and to the community to “hear” the testimonies and to facilitate adhering to of engineering education the participants’ reality during analysis. -We co-construct meaning-making within the research team so as not to mis-construe or stray from participants’ testimony The concepts underlying the research design The knowledge produced needs to be meaningful

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

Tagged Divisions

Educational Research and Methods

Paper ID #11436Epistemic Network Analysis as a Tool for Engineering Design AssessmentMs. Golnaz Arastoopour, University of Wisconsin, Madison Before becoming interested in education, Golnaz studied Mechanical Engineering at the University of Illi- nois at Urbana-Champaign with a minor in Spanish. While earning her Bachelor’s degree in engineering, she worked as a computer science instructor at Campus Middle School for Girls in Urbana, IL. Along with a team of undergraduates, she headlined a project to develop a unique computer science curriculum for middle school students. She then earned her M.A. in mathematics

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Administration from Harvard University. One of his major research interests has been the impact of gender on science careers. This research has resulted in two books (both authored with the assistance of Gerald Holton): Who Succeeds in Science? The Gender Dimension and Gender Differences in Science Careers: The Project Access Study.Dr. Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics Philip Sadler holds a B.S. in Physics from MIT and an Ed.D. from Harvard. He co-authored the first integrated computer and laboratory introductory calculus course in 1975. He has taught middle school mathematics, engineering, and science and both undergraduate science and graduate teaching courses at Harvard. His research

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ellen L Usher, University of Kentucky; Natasha Aniceto Mamaril, University of Illinois ; Caihong Li, University of Kentucky; David Ross Economy, Clemson University Department of Materials Science and Engineering; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

programs.AcknowledgementsFunding for this project was supplied by the National Science Foundation under award numbersEEC-1240327 and -1240328. The authors were appreciative of the time spent by participants torespond to the survey questions and by members of the P20 Motivation and Learning Lab forhelp with data coding and analysis.References 1 Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman 2 Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78, 464-486. doi: 10.1080/00220970903292975 3 Hsieh, P., Sullivan, J. R., Sass, D. a., & Guerra, N. S. (2012). Undergraduate engineering students’ beliefs

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Douglas Gane, University of Illinois at Chicago; Dana Denick, National Science Foundation; Natalie Jorion; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

—such as “the concept of force” in physics (FCI1);the area of “statics” (CATS2); or “digital logic” in computer science (DLCI3). The questions arefrequently based on science and engineering education research, including research onmisconceptions and common student errors.CIs often have substantial research guiding their development. Nevertheless, validating anassessment involves explicating the proposed uses and interpretation of test scores andmarshaling evidence to support the acceptability and plausibility of particular claims about themeaning of those scores.4 As part of a larger research project we have developed an analyticframework to assess the validity of classroom assessments such as CIs.5 In developing thisframework we have conducted

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Educational Research and Methods

improving STEM learning over the past fewdecades. The majority of such projects has been focused on improving the learning of subjectcontent and student success through, for example, improving classroom teaching [e.g., refs.6, 7],curricular reform [e.g., ref.8], or providing more and better design experiences [e.g., refs.9, 10].Little attention, however, has been given to the incorporation of reflection to promote learningand the experience of learning. The psychologist Ellen J. Langer exposes the pitfall of a lack ofreflection11: Learning without being mindful sometimes leads to rote exercising that could buildbad habits and prevent learners from seeing how to apply knowledge learned in one context toother, very different ones. As Lang12 points

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado, Boulder; Frederick A. Peck, University of Montana; Julie Cafarella, University of Colorado, Boulder; Jacob (Jenna) McWilliams, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, 7, 8] in order toexamine aspects of the “weeding out” process. This perspective is part of a broaderproject in the social sciences over the past several decades, a project that explores howboth persons and forms of social organization are constituted through social practice.Among the major aims of this work has been to challenge conceptions of culture as astable and relatively unproblematic body of knowledge that is transmitted from onegeneration to the next. Instead, culture is seen as a dynamic process in which humanagents create meaning by drawing on cultural forms as they act in social and materialcontexts; in so doing people produce themselves and others as certain kinds of culturallylocated persons while at the same time reproducing

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; Kristin Imhoff, Drexel University ; Kevin Ayers, Drexel University; Philipp A. Boettcher

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering & Me- chanics department, serving as a professional academic advisor to over 550 students. In January 2012, she became the Program Manager for Assessment & Retention for the College of Engineering, coordinating accreditation efforts for 12 ABET-accredited undergraduate programs and an ACCE accredited program. She created the Academic Center for Engineers (ACE) in the Spring of 2013 to provide tutoring support for engineering courses. She was promoted to Associate Director for Assessment & Retention Projects in July 2015. Kristin has completed Drexel’s Supervisory Certificate Program and ABET’s IDEAL Scholar program and is currently working toward completion of an M.S. in Human Resource Development

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Anita Patrick, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

general, I find working on engineering projects interesting 0.88 Interest I like doing engineering 0.84 (α=0.88) I am interested in my engineering work 0.78 I am interested in learning more about engineering 0.68 Research Obtaining research articles relevant to my research from 0.70 Competence library systems or online (α= 0.78) Keeping up to date on research topic(s) 0.59 Replicating key findings in journal papers 0.56 Understanding research trends and topic(s) 0.52 Research Interest

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

research project to assess the impact of their course changes), and conductedfocused case studies.• The course grades were pulled for sections of the course taught before the revisions and then each semester it was taught following the revision. For the first cohort, the post-revision data has been gathered for three semesters. The pre-revision grades were pulled for two years prior (if the course was taught during that time period) to consider variations in student populations4.• Student surveys were conducted at the end of redesigned courses taught by cohort one faculty during the Fall 2016 semester. Students were asked to report on their experience taking the course, how frequently the instructor used different pedagogical

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Erin J. McCave, University of Houston

Tagged Divisions

Educational Research and Methods

team.Does our research do justice toall stakeholders? • Discussed with entire team which individuals would like to take part in transition theory work and moved forward with creating research pairings based on interest in project participationProcess Reliability The data needs to be collected and recorded in a dependable way.How can the research process • Background activity and data analysis plan documents that outline allbe made as independent as steps of the research processpossible from random • Created a separate data file that just contains questions of interest forinfluences

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University

Tagged Divisions

Educational Research and Methods

recognized as essential for spurring positiveattitudes and action [37] and igniting deep personal growth and self-actualization [38], [39], [40].Contextual Awareness (Picture Making)The ability to maintain a mental model of a current situation and then contextualize newsituations was a heavily emphasized behavior observed across the resilience literature. Writingabout cognitive processes and situational awareness related to aviation human factors, Endsley’sdefinition of situational awareness in aviation operating environments provided a foundation tocontext-driven awareness: “The perception of the information in the environment within avolume of time and space, the comprehension of their meaning and the projection of their statusin the near future

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

, influence of, and use of published research forconducting routine tasks.Research-to-practice Overall, the current literature on research-to-practice (RTP) is centered on how researchis used in practical settings, the transferring of knowledge from scientists to practitioners, andpinpointing the source of the innovation (Flaspohler, Duffy, Wandersman, Stillman, & Maras,2008; Klein & Sorra, 1996). The emphasis on RTP has been primarily attributed topolicymakers, who fund research and set expectations for scholars leading research projects toevaluate and specify how their projects are relevant and make an impact in practice (Daley &Shinton, 2014). Accordingly, various fields and disciplines (e.g., farming, construction,linguistics

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

test anxiety, by gender, race/ethnicity, socioeconomic status, and first- generation status? 2. How are students’ GPAs in science, engineering, mathematics, and STEM overall related to test anxiety? 3. To what extent do gender, race/ethnicity, socioeconomic status, and first-generation status mediate the relationship between GPA and test anxiety?Research MethodsThis study is part of a larger grant project (DUE-1626287, DUE-1626185, and DUE-1626148),which examines how non-cognitive and affective (NCA) factors affect students’ success inengineering. In this research paper, we define student success as academic success through aproxy of grade point average (GPA).PopulationAs part of the larger project, we surveyed a total of n

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of writing attitudes (as was the focus of theoriginal, wider research project) and asked participants to upload the personal statement andresearch statement from their winning application package. After cleaning the data forincomplete survey responses and for those who did not upload both documents, a final totalof N=50 participants were represented in the final data sets and corpuses of documents. Thedemographic distribution of the participants is indicated in the table below. Of the 50participants, N= 10 were undergraduates at the time of winning the NSF GRFP, N=24 werefirst-year graduate students, and N=15 were second year graduate students. Table 2: Demographic Information Racial/Ethnic Demographics

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Mahesh Baral, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

. Mr. Baral has worked as a Software Engineer at Personal Broadband Nepal Pvt Ltd., Nepal for one year between 2005 and 2006 where he designed and developed database software projects. His area of expertise and interests include .NET-MsSQL and PHP-MySQL. Mr. Baral has co-authored and presented various technical papers at several international conferences. He received the “Honorable Mention” award for his project entitled ‘Variation Analysis and Quality Control Chart Development for “Determination of Specific Heat of a Metal” Experiment’ at the ASEE Conference, University of Rhode Island, Kingston, RI, in April 2007.Tarek Sobh, University of Bridgeport Tarek M. Sobh received 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

of the classroom from mere teaching and learning topromoting a learning environment where students are able to develop the relevant metacognitiveskills necessary to become independent and critical thinkers.In a study conducted in a science class with the use of personal response systems, commonlycalled “clickers”, it was reported that students’ conceptual understanding of the conceptspresented in the class increased after they were allowed to have discussions with their peers [26].In the classroom students were presented with a question and required to use the “clicker” toindicate their answer choice. A histogram was used to the project the responses to the class.Following the projection of response, the students were allowed to discuss in

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

) Intentional (mastery/performance- approach/performance- Conceptual Change avoidance) Learning Strategies (cognitive, metacognitive) Figure 2: Framework for Intentional Conceptual ChangeResearch Questions Consistent with our framework and overall project design, this study is guided by threeresearch questions: 1) what aspects of existing motivation and learning strategies survey itemsshould be included in a survey designed to measure motivation, learning strategies andconceptual understanding in thermodynamics courses? 2

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michele L. Strutz, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

aretransferable to another context. 31Dependability was shown with detailed documentation of the “research design and itsimplementation, … operational detail of data gathering, … [and] reflective appraisal of theproject”. 32 Throughout the project design, data collection and examination, and dataexplication, the first author’s dispositions and biases were documented in a notebook and weretested in her debriefing sessions with her advisor and mentor, and in conversations with hergraduate student peers, establishing confirmability. 33Interview procedureIn phenomenological studies, in-depth interviews are used to collect rich, thick data. 34Exploratory qualitative interviews 24 were used to capture the participants’ experiences ofchoosing to study

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wade H. Goodridge, Utah State University; Scott David Greenhalgh, University of Northern Iowa; Oenardi Lawanto, Utah State University; Gary A. Stewardson, Utah State University

Tagged Divisions

Educational Research and Methods

Oenardi Lawanto is an Assistant Professor of the Department of Engineering Education at Utah State University. Lawanto holds B.S. and M.S. degrees in electrical engineering and a Ph.D. in human resource education. His research interests include areas in cognition, learning, instructions, engineering design, and e-learning. Currently, he is working on two research projects that investigate students’ cognitive and metacognitive activities while learning engineering. Both projects are funded by the National Science Foundation (NSF).Dr. Gary A. Stewardson, Utah State University Gary Stewardson is an Associate Professor in technology and engineering education at Utah State Uni- versity. His curriculum and research interests

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

the more densely populated East Coast. This form ofrepresentation was selected for a concise visual presentation of a large data set. Page 24.441.4 Figure 1. SaGE students' hometowns in the contiguous United States 22,23.The quantitative data used in this study were drawn from the Sustainability and Gender inEngineering (SaGE) project (http://www.clemson.edu/~gpotvin/SaGE.pdf ) which is comprisedof a large-scale study of students enrolled in introductory English courses at 2- and 4-yearcolleges across the U.S. (NSF GSE 1036617 and NSF GRF 0751278). The quantitative data are asample of college students enrolled in introductory

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Luanna B Prevost, Michigan State University; Kevin C Haudek, Michigan State University; Emily Norton Henry, Michigan State University; Matthew C Berry, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

questions on metabolism weredeveloped from multiple choice items from a diagnostic question cluster (DQC) 8, 9. Pre-existingclicker questions, created in response to the DQC project, were used by some instructors torevisit misconceptions about photosynthesis and conservation of matter during respiration.Often with pre-instruction administration of the CR questions, a large fraction of the class wasunable to give a correct or relevant response. In some instances the items reviewed materialcovered in the prerequisite chemistry course (e.g. exergonic reactions). Few introductory sciencecourses have writing practice, and this may be the first attempt for many students to construct arepresentation of their understanding. Therefore, more opportunities to

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

generally found their engineering professors to bepleasant, these professors were challenging, which motivated them to complete their engineeringdegree and therefore strengthened their engineering identity, from Jorge from HSI1, “They’retough…Tough. … [T]hey’re nice… [B]ut…they make you work for it…Which is good…I likechallenge...” Nicole from HBCU1 explained her experience in more detail: … [H]ere, it’s like, no, you’re on your own…I haven’t really had any negative Page 23.510.11 experiences. … [W]ith, with the research project [I did with a professor], [the professor should have] just put in more…input instead of having me do

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joanna F. DeFranco, Pennsylvania State University, Great Valley; Kathryn W. Jablokow, Penn State University; Sven G. Bilen, Pennsylvania State University, University Park; Andras Gordon, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

AC 2012-3118: THE IMPACT OF COGNITIVE STYLE ON CONCEPTMAPPING: VISUALIZING VARIATIONS IN THE STRUCTURE OF IDEASDr. Joanna F. DeFranco, Pennsylvania State University, Great Valley Joanna DeFranco earned her Ph.D. in computer and information science from New Jersey Institute of Technology, M.S. in computer engineering from Villanova University, and B.S. in electrical engineering from Penn State, University Park. She teaches graduate courses, including Problem Solving, Project Man- agement, Software Systems Design, Computer Forensics, Ethics and Values in Science and Technology, Advanced Software Engineering Studio, and an Information Technology seminar. Previous to entering academia, DeFranco held a number of

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

they need to understand how their research [is] contributing to the overall project. …They may have to take some time to learn what the other person is doing, so they can figure out how to integrate their part of the project [into the research].Bailey: I don't see anything really different about the concepts [in nanoscience and technology]. I think [they are] still the same fundamental concepts. …[But] because of these collaborations involving multiple people, that we can make certain molecules and … devices.Models and simulation are also an important part for understanding complex systems andin particular phenomena at the nanoscale. Here, Kingston described the importance ofcomputation not

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; James Loren Christian, University of Michigan; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Educational Research and Methods

challenging and complex6. As a result, this skilldevelopment is often left to the students by providing opportunities in courses (e.g., an open-ended project) rather than providing explicit instruction on creative processes or approaches7,8.While adequate time to practice and learn by experience is necessary, more explicit instructionon creative processes could help students develop stronger innovative design strategies.One solution for these challenges is to provide students with a guide for concept generation.Many suggested procedures and tools exist9; however, many of them lack rigorous empiricalresearch in their development and validation. The present study employed strategies in the

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

their instructional ideas for integrating the engineering designprocess in diverse ways, giving priority to different pedagogical or conceptual features (e.g.,subject matter, academic standards, and processes).ParticipantsThis study is part of a larger, multi-year project that examines elementary school students‟perceptions, aspirations, and identity development in engineering. The study population withinthe larger project includes 10 elementary school (defined as grades 1-5) teachers selected from apopulation of approximately 75 elementary school teachers in a large metropolitan school districtin the central Midwest. Mayflower Elementary School is one of the four elementary schools inthe metropolitan area. The demographic profile of the

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Dina Banerjee, Purdue University; Alice Pawley, Purdue University

Tagged Divisions

Educational Research and Methods

positions. We describe IE’s use as a research method within theADVANCE-Purdue project. ADVANCE-Purdue is a NSF-sponsored project that aims toimprove the job success of faculty, with a particular focus on women of color, in the science,technology, engineering and mathematics (STEM) disciplines of Purdue University. Using IE asa method to study the career-based experiences of the women faculty members of the STEMdisciplines, we ask how institutionally generated texts (at the departmental, college, anduniversity levels) shape their experiences as faculty members.We have selected two kinds of policies that are directly related to women faculty members’ worklives: a recently implemented parental leave policy (PL), and the promotion and tenure