Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Educational Research and Methods

understanding. American c Society for Engineering Education, 2021 The PEERSIST Project: Promoting Engineering Persistence through Peer-Led Study Groups Thien Ta1, Cody Jenkins1, Gary Lichtenstein1, Ryan James Milcarek1, Samantha R. Brunhaver1, Karl A Smith21 2 Arizona State University University of Minnesota, Twin CitiesIntroductionThe Science and Engineering Equal Opportunities Act (1980) made recruiting women andunderrepresented groups (URG) into STEM a federal priority. Today, the proportion of URG andwomen who attain engineering degrees continues to drop relative to the increase in collegeenrollment [1]. Transfer

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

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, and replicated, and question the lack of a strong, central foundation of Black womanscholars and theorists. We situate our study alongside the complex theoretical treatments ofintersectionality in Hill Collins, Hancock, and other treatises that tie intersectionality tooppression rather than identity. We make recommendations that address the politics of citationswithin engineering education as the field continues to address issues of social justice, equity andinclusion.IntroductionFor scholars in engineering education, the need to tackle, study and interrogate issues ofdiversity, equity and inclusion has become increasingly apparent [1]–[5], and both the increase inNSF programs dedicated to broadening participation and the emergence of ASEE

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

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. She earned her B.S.M.E. at Grove City College. She is currently researching under Dr. Catherine Berdanier in the Engineering Cognition Research Laboratory.Dr. Monique S. Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International University, designs research focused on broadening par- ticipation in computer science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women (specifically Black and His

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jiaqi Zhang, University of Cincinnati; P.K. Imbrie, University of Cincinnati

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; Williams, Smiley, Davis, & Lamb, 2018). Non-cognitivefactors are defined as unobservable traits and latent skills related to students academicachievement (Yoon et al., 2014).The Student Attitudinal Success Instrument (SASI; Immekus, Imbrie, & Maller, 2004; Immekus,Maller, Imbrie, Wu, & McDermott, 2005; Reid, 2009; Reid & Imbrie, 2008; Yoon et al., 2014)was developed to quantify non-cognitive characteristics of first-year engineering students beforeentering colleges or universities. The original SASI consisted of 161 items assessing ninespecific non-cognitive constructs: 1). intrinsic motivation, 2). academic self-efficacy, 3).expectancy-value, 4). deep learning approach, 5). surface learning approach, 6). Problem-solvingapproach, 7

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

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the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educa- tional and global change.Dr. Jay Phillip Jefferson, Florida International University I am currently a Postdoc within SUCCEED at Florida International University. My

Conference Session

Studies of Student Teams and Student Interactions

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2021 ASEE Virtual Annual Conference Content Access

Authors

Md Nizamul Hoque Mojumder, Florida International University; Arif Mohaimin Sadri, Florida International University

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researchefforts have helped develop new network modeling tools, replicate the structural propertiesobserved from empirical network data and build these networks effectively to acquire moreadvanced knowledge of evolutionary network growth mechanisms [1]. Most of the real networkshave interesting properties[2], unlike random graphs that show possible mechanisms that directnetwork building and ways to manipulate network structure with specific goals [3].Social network analysis (SNA) is used to explore an individuals’ social ties, network density, andstrength [2]. The study of the Social Network (SNA) helps to analyze relevant data which areinterconnected in nature. SNA can be effective to analyze students’ community interactions tomeasure student relations

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

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first-year sequence that allows students to switch their engineering major withoutnecessitating a delay to graduation.Major selection has been studied at individual institutions [1], [2], and across multipleinstitutions [3], [4]. Some studies have focused on specific disciplines [5]–[7]. In this work, wefocus on examining when students enroll in the major they will eventually graduate in and how itvaries by matriculation model. The research questions this work will address are: 1. When do engineering students enroll in the major they are going to graduate in? 2. How does this vary by matriculation model?Understanding when students enroll in their graduation majors can inform policies and programdevelopment as well as identify areas for

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Lampe, University of Virginia; Megan Harris, University of Colorado Boulder; Kayla Brooks, University of Colorado Boulder

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. Asian males were the only group overrepresented among FASEstudents and underrepresented among FASE returners. To build off of these descriptive statisticsof FASE undergraduates, we recommended future research and interventions based on CriticalRace Theory (CRT) to lead to greater equity in engineering graduation rates.Introduction The National Student Clearinghouse Research Center recently reported the smallestincrease of 0.3 percentage points in six-year college completion rates [1]. Of those who started ina 4-year public US institution, 67.4% completed that degree in six years [1]. The percentagepoint gap between Black and White students in four-year public institutions narrowed slightlyfrom 25 to 23 percentage points from 2019 to 2020

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey; Darinel Valencia-Marquez, Tecnologico de Monterrey

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and provide practical demonstrations, both within the time constraintimplied by the lesson’s schedule. On the other hand, the students had the opportunity to get abetter insight of the theoretical - practical issues of their courses by means of asynchronousmaterials available 24/7.On March 13th of 2020, Mexico’s government took several countermeasures to reduce the speedof COVID-19’s spread. As part of those actions, population was asked to remain at home in self- isolation [1]. This situation significantly raised stress levels of students, which hinders thelearning process of students due to depression and anxiety [2]. Moreover, this phenomenon givesthe asynchronous materials a more relevant role in the learning process while

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

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one sability to contribute to the level of their talent is an ethical and professional responsibility to thefield.This paper shares some early results from our broader NSF-funded project, titled Identif ingMarginalization and Allying Tendencies to Transform Engineering Relationships, or I-MATTER. The project s research questions are: 1. What does marginalization look like within engineering classrooms where teamwork is a primary feature? 2. How is marginalization legible (or not) to instructors at the classroom level? 3. What are the different ways that instructors respond to incidents of peer-to-peer marginalization? 4. How might the lessons of this work be implemented to systematically alert instructors when

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhilin Zhang, University of Illinois at Urbana-Champaign; Bhavya Bhavya, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; Yun Huang, University of Illinois at Urbana-Champaign

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and search for video content. The tool collected detailedtimestamped student behavioral data from 1,894 students across 25 engineering courses thatincluded what individual students searched for and when. A previous analysis, published inASEE 2020 [1], found that using ClassTranscribe caption search significantly predictedimprovement in final exam scores in a computer science course. In this paper we present howstudents used the search functionality based on a more detailed analysis of the log data.ClassTranscribe automatically created captions and transcripts for all lecture videos using anAzure speech-to-text system that was supplemented with crowd-sourced editing to fix captioningerrors. The search functionality used the timestamped caption

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ann Gallagher, University of Houston; Jenny Byrd, University of Louisiana at Lafayette; Emad Habib P.E., University of Louisiana at Lafayette; David Tarboton, Utah State University; Clinton S. Willson, Louisiana State University

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the real work of engineers[1]. Other scholars have also found that allowing students to grapple with high cognitive demandtasks (i.e., tasks for which there is not one correct solution) supports the development ofstudents’ conceptual understanding [2], [3]. Moreover, in the digital age, when so manyengineering tools and data sources are widely available online, faculty can take advantage ofthese resources to design authentic, high cognitive demand tasks for their students [4] - [6]. Thisstudy builds on prior work to assess engineering students’ conceptual understanding andtechnical skills before and after completing modules designed around authentic, high cognitivedemand tasks.Given the challenges posed by traditional methods of instruction

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto

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coherence. We took adecidedly academic approach to this process; taking advantage of relevant literature in highereducation and curriculum studies, and applying qualitative methodology to our process.The idea of striving for coherence is a key goal in this work. Coherence has been defined byTatto [1, p. 176] as “shared understandings among faculty and in the manner in whichopportunities to learn have been arranged to achieve a common goal.” Hammerness [2] drewupon this definition and defined conceptual and structural coherence, while acknowledging thatthe borders between these constructs often become indistinct. Conceptual coherence refers to theconnections between content within a program, and the relationship between foundational ideasand

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Aldeman, Illinois State University; Theodore J. Branoff, Illinois State University

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Educational Research and Methods

compared directly against one another to determine which course modalitiesthe students rate highest. The results show that while face-to-face courses in Fall 2020 hadimproved student evaluations compared to the same courses in Fall 2019, the online-synchronousand online-asynchronous courses had lower student evaluations in some categories for the Fall2020 semester than in Fall 2019.Introduction As the COVID-19 pandemic spread throughout the world in the spring of 2020, thehigher education sector responded by rapidly moving students out of residence halls, cancellingsports seasons and shifting nearly all classes online. Many universities made attempts to mitigatethe disruption to students by adopting grading schemes such as pass/fail [1

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paniz Khanmohammadi Hazaveh, Michigan Technological University; Linda Wanless, Michigan Technological University

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logiccomponents such as AND/OR gates using Karnaugh maps.Traditionally, this course has been taught at Michigan Technological University with homework,lab assignments and exams. Since 2019 we have introduced inquiry-based worksheets to thiscourse. The worksheets are participation-based assignments for every session and constitute 5%of the students’ final grades. The intent of the worksheets is: 1- To keep them motivated to thinkand solve real-world problems 2- To assess students’ learning outcome every session and onevery subject. These worksheets are designed by the instructor and intend to include problemsthat students will face in the laboratory, real world, future jobs and industry. We also often usethese worksheets to help students draw interesting

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Andrew Whitehead, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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in this varied, constantly changing environment, student affairsprofessionals described three key elements of successful program and service adaptations: (1) afocus on student needs, (2) collaboration across student support units, and (3) creativity andinnovation in approaches to engage students. Through thematic analysis of interviews with 13student affairs professionals (including student organization advisors and administrators, studentprogramming coordinators, and student support specialists), research findings provide furtherinsight into the challenges and opportunities presented in adapting experiential learning to hybridand remote formats. Research findings will help inform ongoing efforts to craft hybrid andremote student programming

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

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2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

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sustained learning experiences in engineering and tomotivate a culture of data collection, analysis, and continuous improvement.Design is a central component of engineering practice and offers a suite of activitiesthrough which solutions can be conceived, developed, tested, refined, and produced to“create a world that never has been” [1], [2]. Practicing engineers constantly navigatecomplex and ill-defined design spaces and must balance opposing tensions. A primarydifficulty for novice designers is developing the experience to avoid driving toward afinal deliverable at the expense of definition, ideation, fabrication, evaluation, anditeration [3]. Hence, circumventing these activities can be detrimental, if not fatal, todesign work, resulting in

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

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howHIEP participation affects student persistence and success in E/CS degree programs. Our researchteam developed and administered an online survey to investigate and identify factors that affectHIEP participation among underrepresented and nontraditional E/CS students. Respondents (N =531) were students enrolled in two land grant universities in the Western U.S. Multiple regressionanalyses were conducted to examine the proportion of the variation in the dependent variable(academic success) explained by the independent variables (i.e., high impact engagement practice(HIEP), coursework motivation, and confidence at completing a degree). We hypothesized that (1)high impact engagement practices will predict academic success; (2) coursework

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bradley J. Sottile, Pennsylvania State University; Laura E. Cruz, Pennsylvania State University; Yi-An Lo Burleson, Pennsylvania State University; Kris McLain, Pennsylvania State University

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previously believed [1]. These studies served not onlyas the basis of considerable intervention efforts, but they further underscored the researchpotential of time as the subject of educational research. Researchers became increasinglyinterested in measuring the length of time spent on activities that were closely linked to studentsuccess, such as sufficient sleep, regular exercise, and appropriate levels of individual or groupstudying, levels of which were reported directly by students through structured time diaries [2],[3], [4], [5], [6]. The present study seeks to build on these previous studies to ascertain changes in thetemporal patterns that students have experienced under the new pedagogical and broader socialconditions of remote

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Lee Perkins, North Carolina State University; Justin Charles Major, Purdue University, West Lafayette; Julianna S. Ge, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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. IEEE Frontiersin Education Conference (FIE) (pp. 1-5). 2018). A student’s GPA is often used by universities to monitortheir eligibility for financial aid, filter admission to colleges and departments of engineering, anddetermine satisfactory progress in degree attainment. In engineering in particular, a low GPA is often seenas a signal that one is not “cutting it” in the highly competitive, rigorous culture of engineering. (Godfrey,E., & Parker, L. Journal of Engineering Education, 99(1), 5-22, 2010). For many students, that signal cansuggest that they should leave the major.Thus, understanding how engineering students’ GPA functions over time can provide insight intostudents’ academic outcomes. In conjunction with additional behavioral

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

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analysis of narratives; this method allowsresearchers to organize storied data into salient narrative threads, themes, and patterns across aparticipant’s experiences. The author looked across five transcribed interviews, collected aftercompleting each quarter, to understand common and salient experiences and relationships amongthe experiences. Reliability and validity were considered using the typology outlined in the qualitymanagement model.Kitatoi’s experiences were organized into four themes that were common across multipleinterviews. Her sense of belonging was often (re)negotiated for the following reasons, 1) whenpositioned at the outskirts of engineering despite the diverse campus environment, 2) wheninstructors reproduced a particular way

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Zuniga-Robles, Universidad Andres Bello; María Elena Truyol, Universidad Andres Bello

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available in thecoming months.Keywords: podcast, flipped classroom, ICT, geology, higher education, motivation, satisfactionIntroductionActive Learning methodologies are a way to improve conceptual understanding and thinkingskills in science areas. Although evidence regarding their benefits is clear-cut, teachers are stillresistant to adopt them [1], [2].In the particular case of geology, this adoption has also been patchy. Few experiences aredescribed that use teaching-learning methodologies that differ from conventional ones, in somecases complemented with field trips [3].Having the Covid-19 pandemic in our midst and having to transfer the teaching-learning processto an online context meant that opportunities were generated which forced

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Caitlyn Aaron; Adam R. Carberry, Arizona State University

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Engineering Education and Outreach. American c Society for Engineering Education, 2021 Practicing Engineers’ Definition of Their Expertise: Emergent Themes and Frequency by Gender Identity and Role Change into ManagementIntroduction & BackgroundThis full paper seeks to characterize how gender identity and role change into management affectpracticing engineers’ descriptions of their expertise. Expertise is defined through three mainattributes: (1) expert knowledge – depth of knowledge (2) expert reasoning – deductive processthat is inferentially based on an expert’s knowledgebase, (3) and expert memory – workingmemory rather than short-term memory [1]. Development of

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Perkins, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Herman Ronald Clements III, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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pushed out (forms of latent diversity that are difficult to see but foster equity andinclusion nonetheless). Second, it can allow us to better tailor courses to fit students’ interestsand needs, thus increasing student belonging, innovation, and adoption of new ideas.To this end, we explore two research questions: (1) Do students’ engineering beliefs, careerpriorities, and field interests predict interest across several disciplines of engineering?; and (2)Are the relationships between students’ beliefs and discipline interests moderated by patterns ofrepresentation and parity?Data for this study were collected from 32 U.S. ABET-accredited institutions, with a totalsample size of 3,711 undergraduate engineering students. We focused on students

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Calvin Sophistus King, MCET; Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership

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. The paper reports the application of stage gate for a course, aimed at courserefinement and attempts to present evidence to assess the effectiveness and achievement ofthe desired outcomes. Improvements in the course contents, delivery methods, assessments,and student performance are reported for the selected freshmen course titled “Introduction toEngineering”. The paper explains activities, working team and deliverables that are part ofthe stages, with samples. The decision-making methodology in gate reviews using criteriaand rubrics are also explained with samples. Samples of course design outputs, coursematerial, checklists with rubrics that were used during the gate reviews also are included inthe paper.1. IntroductionThe Fourth United

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

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Diversity

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attheir beliefs about the cause of gender-based inequity in engineering. According to TaA, the typeof robust argument that is desirable for one to commit to their beliefs about the cause of complexsocial phenomena includes five distinct components: causal theory, evidence, counterargument,counterevidence, and rebuttal. By conducting interviews about gender-based inequity using TaA,we can explore 1) the ways in which individuals articulate their causal beliefs as arguments ofvarying sophistication, and 2) the ways in which individuals use evidence to commit to theirbeliefs. In this contribution, we: describe TaA as a framework, document how we used TaA in apilot study to inform our ongoing research on engineering faculty’s causal beliefs, and

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Arnett, New Mexico State University; Sandra M. Way, New Mexico State University; David G. Ortiz, New Mexico State University; Lorissa B. B. Humble, New Mexico State University; Analyssa D. Martinez, New Mexico State University

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Educational Research and Methods

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chiu Choi, University of North Florida

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system design experiments that the students could perform in their places using Matlab.We provided the academic access codes for Matlab to the students. We also demonstratedlaboratory experiments in pre-recorded videos prepared previously4.Reorganization of the course contentsAfter the revision of the course learning outcomes, we reviewed the topics and made changes tomatch the revised course learning outcomes. The changes were minimal. We organized the topicsinto six modules to match the summer schedule. The topics in these six modules are described asfollows: © American Society for Engineering Education, 2021 2021 ASEE Annual Conference  Module 1: Mathematical modeling of

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yue Liu, Arizona State University; Dina Verdin, Arizona State University; Gerhard Sonnert, Harvard Smithsonian Center for Astrophysics

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bytheir fathers and teachers, however, at the end of high school, female students were more likelyto be encouraged by their fathers and siblings.This study helps disentangle the influence social agents have on female high schoolers’ interestin engineering careers. Furthermore, a deeper understanding of how factors influence the chancesof female students’ engineering career interest during high school and first semester of collegewill help the engineering education research community develop more effective strategies inimproving female and minority student participation.IntroductionBroadening participation in engineering has been a critical topic for more than a decade [1].Moreover, engineering continues to be a male-dominated field; in 2017, the

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

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team in implementingthis method as a case study.Purpose of this paperThis paper is intended to both present a technique that can be used across a number of contextsand to illustrate a case study of using this technique in a specific instance. Implementation ofresearch-based methods is often slow and difficult [1]. New methods can be presented in acontext-less or abstract format, making it difficult to bridge the research-to-practice gap, andpublications tend to value an innovative method more than an in-depth implementation exampleor guide [2]. How does this research-based method look in a real-life context? How can it beadopted? As we see with our students, without concrete examples for reference, it is oftendifficult to employ a new method