Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Il-Seop Shin, Western Illinois University; Eun Go, Western Illinois University; Colin Ross Harbke, Western Illinois University; Thomas Mark Scaife, McGraw-Hill Education

Tagged Divisions

Educational Research and Methods

CMOS In- tegrated Circuit designer and a system engineer at NewLANS, Inc. in Acton, Massachusetts until 2010. He became a Visiting Assistant Professor of Electrical Engineering at the University of North Florida in Jacksonville, Florida in 2010. Since August 2012, he has been with the School of Engineering at Western Illinois University, Quad Cities as an Assistant Professor of Engineering. His current academic interests include project-based learning with real-world problems, training in critical thinking for students to improve efficient problem solving skills, and enhancement of interactive teach- ing/learning inside and outside classroom. His main research interests are integration of high performance

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

Directorate. During the 2006-2007 academic year, Barbara was a part-time visiting professor in Purdue University’s Engineering Education Department. Her research interests focus primarily on understanding and assessing engineering student learning, including recent work developing concept inventories for engineering topics with colleagues from CSM and Purdue. She has participated in a number of curriculum innovation projects and has been active in the engineering education and assessment communities. Barbara is a Fellow of the American Society for Engineering Education (ASEE), currently serving as the Chair of the International Advisory Committee of ASEE. She is also a member of the Advisory

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 14.742.1© American Society for Engineering Education, 2009 Insights into the Process of Providing Feedback to Students on Open-Ended ProblemsKeywords: Feedback, Open-ended problems, Teaching AssistantsAbstractOne of the challenges of implementing open-ended problems is assessing students’ responses, asthe open-ended nature of the problems allow for multiple appropriate, “good” responses. Inparticular, formative assessment—giving the students feedback on intermediate solutions—canbe particularly challenging when it is hoped that students will understand and respond to thefeedback in ways that indicate learning has taken place. This study is part of a larger project thatfocuses on the feedback that

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

is an Assistant Professor and Assistant Department Head for Graduate Programs in Vir- ginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies. Matusovich

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Tripp Shealy, Virginia Tech; Darren K. Maczka, Virginia Tech; Mo Hu, Virginia Tech; Robin Panneton, Virginia Tech; Xiao Yang, Virginia Tech, Deparment of Psychology

Tagged Divisions

Educational Research and Methods

contexts through a brief literature review and suggested areas of future research. In thefinal section of the paper, we discuss two ongoing exemplar projects, not to report findings, butto offer examples of what research designs could look like and the associated data collection andanalysis protocols.Cognitive Neuroscience BasicsSimply stated, cognitive neuroscience focuses on empirical data from both human behavior andthe brain in order to explore human cognition (thinking, planning, decision making) [2]. Thestudy of behavior has a rich tradition in psychology and is strongly rooted in the primacy ofempiricism—that knowledge is built through systematic and objective observation andmeasurement. A primary goal of empirical study of behavior is

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ask a very in-depth question that shows not only do they have the grasp of the knowledge, but they are very far ahead. Um, also there's certain attitudes that Ithink a lot of people put on-- like-- it's the way they sit-- there are certain people in the class who are leaning forward with their pencil and looking at their board, cause they want to know everything that's going on, they're hanging on the professor's every word; and there are certain students who are kind of laid back and will just call shots.”If engineering classes become spaces to project smartness, it creates conditions for students toreceive a message about a lack of smartness in themselves or to deliver such a message to others.Another student from

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guangming Yao, Clarkson University; Kelly Black, University of Georgia; Michael W. Ramsdell, Clarkson University; Matthew K. Voigt, San Diego State University; Kalani Kithuliya Rubasinghe Kattadige, Clarkson University; Wen Li, University of California, Los Angeles

Tagged Divisions

Educational Research and Methods

diffeq F2016/S2017 14 99 328 calc 1 F2017 25 76 322 calc 2 S2018 19 65 251Survey analysis As part of a national project examining undergraduate math classes, Progress throughCalculus (PtC), students are asked to complete the survey. From 2015 through 2019, the MAAis conducting a study of the precalculus through calc 2 sequence in U.S. colleges and universities,sponsored by NSF. The survey takes about 20-30 minutes to finish. The analysis in this section providesdescriptive statistics of the survey data for the three groups of students (COMPASS, COMPASSeligible, and all other students) who completed the survey

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #17187Cross-Validation of a Global Citizenship Scale: Constructs for EvaluatingUndergraduate Engineering PerspectivesRachel Roberts, University of Washington School of Environmental and Forest Sciences Rachel completed her Bachelor’s degrees at the University of Wyoming in International Studies and Span- ish, spending a semester in Guatemala interviewing business owners and local residents in Antigua as part of a project to understand conflicts over the growing ecotourism industry. She also completed a Masters with the School of Environmental and Forest Sciences at the University of Washington, collaborating on

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

Dr. Kathleen Quardokus Fisher is a post doctoral scholar at Oregon State University. She is currently participating in a project that supports the use of evidence-based instructional practices in undergraduate STEM courses through developing communities of practice. Her research interests focus on understanding how organizational change occurs in higher education with respect to teaching and learning in STEM courses.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate professor in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Suzanne Wallace; Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

cognitivelyinclined—a concept is a single thing that is non-negotiable and has a specified approach. In theworkplace, concepts may function differently as posed beyond these ideals. Concepts may besituated, distributed, and pragmatic, and may be negotiated according to the project at hand.This study initiates a series of studies proposing the malleability of concepts in the workplace Page 26.391.2that is not actively addressed in academia and engineering instruction. Studies regarding thevalidity of the utilization of resources in academia with concerns to preparedness for theworkplace is very sparse. This study attempts to provide insight into this gap in

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

strategies.Dr. Lisa Benson, Clemson University Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. c American Society for Engineering Education, 2020 It's the End of the

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

Tagged Divisions

Educational Research and Methods

understanding in the context of undergraduateengineering students [20—22].We draw on an adapted framing of identity trajectory theory to understand how undergraduateengineering students develop their identities over time [23]. While the interwoven strands ofidentity trajectory theory are the same, the definitions and operationalization of these strands aredifferent. The original descriptions were modified to characterize experiences that influence theirpathway into engineering and development as engineers. The intellectual strand focuses on howstudents learn engineering knowledge in ways that enable students to contribute to engineeringclassrooms, team projects, and internship opportunities [23]. The institutional strand focuses onthe “structures

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Regis University

Tagged Divisions

Educational Research and Methods

, if you can find the amount of force that goes into that, then I mean you can make safer cars. For like the armed forces, same Page 12.775.11 type of deal. I mean, where are you gonna get that sturdiness from? I mean that’s what we thought was really cool about our project. But I mean it wasn’t until after we developed like the nit-picky stuff, and I don’t-, I mean, I guess it’s (.) you see, I mean you see movies and everything, everyone’s showing geeks as just glasses, pocket protectors and all this stuff and (.) I mean I don’t know it’s just one of those weird terms that you just see people getting

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Gary Lichtenstein, Stanford University; Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Colorado School of Mines; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

not been mentored by engineers. For example, astudent might have participated in Odyssey of the Mind, a national, project-based competitionwhere students apply math and science to build various projects according to specific criteria.While such an activity is “engineering-like,” when it was not specifically mentored by anengineer, we did not consider it engineering exposure. Similarly if a student had extensiveexperience programming or building computers but was self-taught, without the benefit ofhaving received any formal, discipline-based computer science, we considered this lowengineering exposure.Grace entered Coleman with low exposure to engineering. She enjoyed her math andphysics classes in high school, and during her senior year, she

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Kathleen Gygi, University of Washington

Tagged Divisions

Educational Research and Methods

degree towhich positive reinforcement in the form of reassurance was present in all of the sessions coded.The level of positive reinforcement in these sessions is most likely less than what occurs in atypical engineering classroom, where typical feedback for a homework set or final project maybe mostly about what the student did incorrectly rather than what was good about the work. Wespeculate that because this was a peer environment, in which all of the participants wereapproximately at the same level, participants were tactful and reassuring about the feedback theygave because they knew that they would be receiving feedback from their peers about their workand hoped at some gut level that their work would be received respectfully. Therefore

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen Zunkel, Iowa State University; Jason Pontius; Thomas J Brumm, Iowa State University

Tagged Divisions

Educational Research and Methods

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

University Brian Frank is an associate professor in Electrical and Computer Engineering, where he has taught courses in electronics and wireless systems. He is the DuPont Canada Chair in Engineering Education Research and Development, and the Director of Program Development in the Faculty of Engineering and Applied Science where he works on engineering curriculum development, program assessment, and developing educational technology. He is a co-founder of the Canadian Engineering Education Association and is currently coordinating the Engineering Graduate Attribute Development Project, working with National Council of Deans of Engineering and Applied Science and the Canadian Engineering Accreditation Board, to develop

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 23.89.7 For this next interview, our focus is on learning more about “who you are” and the experiences that have shaped the way you think, act, and see yourself in the world and in relation to others. To do this effectively we will use pictures, that you own or collect from another source, that represent something important to you. These pictures may be in any form – self-portraits, graphic images, computer generated images, pictures of friends, family, homes, co-workers, projects, favorite places, etc. There are no right or wrong pictures. The pictures we will ask you to provide for this next interview will be held confidential and viewed only by the researchers of this study. The pictures will be used solely for the

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea Hong Choi, Purdue University

Tagged Divisions

Educational Research and Methods

provide access to and support learning of complexity.Prof. David F. Radcliffe, Purdue University, West LafayetteJi Hyun Yu, Purdue University, West Lafayette Ji Hyun Yu is a Ph.D candidate in learning design and technology at Purdue University. She has been involved in several projects, including Web 2.0-supported collaborative learning, engineering-related be- liefs (i.e. personal epistemology ontology), scientific collaboration in EER using bibliometric methods, and K-6 teacher competency modeling using a Delphi method.Sadia Nawaz, Purdue University, West Lafayette Sadia Nawaz graduated from Purdue University with master’s of science in electrical and computer en- gineering (MSECE). Her research interests include

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

in the Department of Bioengineering. Her research interests include assessment of motivation, how motivation affects student learning, and student-centered active learning. She is also involved in projects that utilize Tablet PCs to enhance and assess learning, and in- corporating engineering into secondary science and math classrooms. Dr. Benson teaches introductory undergraduate engineering, biomechanics, and graduate engineering education courses. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. degrees in Bio- engineering from Clemson University. Page

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

.150,151Over time, students value these techniques124 and show growth of engineering maturity andepistemology,143 but tend to mirror the perceptions and values of their instructors.138,150Experiential reflection refers to instances in which students reflect on situations experienceddirectly, virtually, or vicariously, such as: games or simulations;144,151-153 problem based learning,project oriented learning, case studies, and combinations thereof;133,140,154,155 design basedlearning;132,156 service learning;141,157,158 internships;142 and development of programs andsoftware.159 Retrospectively analytical reflection seeks to determine relationships betweenpreviously obtained knowledge and experiences, including: creating diagrammaticrepresentations of

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, miscon- ceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is cur- rently conducting research with NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing the Effect of Learning Modes on Conceptual Change.Michelene T.H. Chi, Arizona State University Micki Chi is a

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonte Bernhard, Linköping University, Sweden

Tagged Divisions

Educational Research and Methods

report of project 167/96. 2005, Council for Renewal of Higher Education: Stockholm.44. Richards, M.J., An ABC of dimensional analysis. Physics Education, 1971. 6(4): pp. 244-249.45. Baillie, C. and J. Bernhard, Educational research impacting engineering education. European Journal of Engineering Education, 2009. 34(4): pp. 291-294.46. Erickson, F. and K. Gutierrez, Comment: Culture, rigor, and science in educational research. Educational Researcher, 2002. 31(8): pp. 21-24.47. Thornton, R.K., et al., Comparing the force and motion conceptual evaluation and the force concept inventory. Physical Review Special Topics - Physics Education Research, 2009. 5(1): p. 010105.48. Redish, E.F., Teaching physics with the Physics Suite. 2003, New

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

and team collaboration, and use ofresources will all be recognized, while maintaining a reasonable burden of time when assessing ateam of students rather than individuals. This technique is similar to team-based design reportpresentations, with the differences in the level of open-endedness and size of the audience.Unlike project presentations, the oral examinations were presented to a closed audiencecomprised of the professor and the students’ team. Although this is less reflective of theprofessional world, as this is an introductory course, the objective for these exams was to assesstheir knowledge, not yet their ability to handle the stress associated with performing in front of afull audience of their peers. Assessment of student

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, commu- nication studies, identity theory, and reflective practice. Projects supported by the National Science Foun- dation include interdisciplinary pedagogy for pervasive computing design, writing across the curriculum in statics courses, and a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the engineering education discipline, assessment methods, and evaluating communication in engineering.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Rosa Goldstein, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

MEAs used in this study were typically built into the course structure as“mini-projects” and the RTs were often assigned as bonus exercises in order to better assurecompliance and participation.MEAs are designed according to six principles as scaffolding for students to either: integrate,reinforce or discover new concepts9. The MEAs in this study were assigned after the conceptswere first introduced in class (reinforce). Students worked in teams of three on the MEAs.Seven MEAs were used in the four courses. A brief overview of each MEA is included in Table1. For additional examples of MEAs as well as guidelines for their use please see Page