Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

Policy Analysis, 31(4), 441-462.[6] Carter, D. F., Ro, H. K., Alcott, B., Lattuca, L. R. Co-Curricular Connections: The Role ofUndergraduate Research Experiences in Promoting Engineering Students’ Communication,Teamwork, and Leadership Skills. Research in Higher Education, v57 n3 p363-393. May 2016.[7] Cassady, J.C., Johnson, R.E. Cognitive Test Anxiety and Academic Performance.Contemporary Educational Psychology. Vol. 27 (2), 270-295. 2002.[8] DeHaan, R. L. (2005). The Impending Revolution in Undergraduate Science Education.Journal of Science Education & Technology, 14(2), 253-269. doi: 10.1007/s10956-005-4425-3.[9] Doel, S. (2009). Fostering Student Reflection During Engineering Internships. Asia-PacificJournal of Cooperative Education, 10

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Forney, Loyola Marymount University; Sunai Kim, Loyola Marymount University

Tagged Divisions

Educational Research and Methods

peers; this begs deeperquestions about the meaning of GPA as an absolute or relative indicator of success, and the policyof departments in adhering to one such definition. Still, from an outcome-oriented perspective,students leaving STEM and excelling in their non-STEM discipline would be expected to have anincrease in GPA, though the challenge is to separate what proportion of that increase is due todifferences in program match and what is due to differences in program rigor.Causal Implications for Policy. Related to the above, the RISE serves as a diagnostic, but notnecessarily a prescriptive tool for changes to improve student success. Departments and collegeswould need to reflect on the true explanation for the observed results, or collect

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

less constrained problem doesn’t always yield a higher solutiondiversity, and how in some cases, the structure of the course itself can be used to motivatestudents’ independent thinking in a design-based project. In future work we hope to analyzeways that the different pedagogical models influenced learning outcomes beyond solutiondiversity such as group dynamics.AcknowledgmentsThis material is based upon work supported by the National Science Foundation grant numberA451001 SF9018. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. We would also like to thank the students, teaching assistants, professors,and

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Angeles Dominguez, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile; Juan Felipe Calderón, Universidad Andres Bello, Chile

Tagged Divisions

Educational Research and Methods

outcomes and the development of "hard" and "soft"competencies related to their professional profiles [8, 9], teamwork vs. lecture-basedstrategies [10], and problem-based approaches [11].It is not a new issue that the type of teaching is something that it is notably important. It hasbeen shown that the use of student-centered learning strategies promotes learning and thedevelopment of various skills, such as teamwork, critical thinking, and reflection, amongothers. Considering this, the School of Engineering of the Universidad Andres Bello in Chile,where this research took place, has been investing effort into reforming how faculty membersteach classes and promoting active learning strategies. To trigger the needed transformation,the Educational

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Apostolellis, University of Virginia; Sitong Wang, University of Cincinnati

Tagged Divisions

Educational Research and Methods

terms of performance, we did not find a significant effect of the quiz mode on studentscores, when the quiz was administered in class. The only exception was when the quiz wastaken at home (b), in which case the mean score (Mquiz=7.41/8) was significantly higher thanall other modes (F=23.78, p<0.001). Although the quiz was open-notes, open-book in everycase, we believe there is an apparent effect of stress when the quiz is taken in a classroomenvironment that immediately affects student performance. However, we do not claim thatthe higher score reflects greater learning gains and more investigation is needed for a safeconclusion. Nonetheless, the evaluation results indicated that the specific design of movingtesting time right after lecture

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

-sampling and down-sampling strategies depending on the class. SMOTE creates syntheticcases for a minority class by randomly selecting the nearest neighbors. Once we are satisfied withthe dataset itself, the features selected from the random forest output will be ultimately combinedwith associative classification to discover relationships between student-LMS interactions andpersistence decisions.AcknowledgementsThis paper is based on research supported by the National Science Foundation (NSF) under AwardNumber 1825732. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the NSF.References1. Seaman, J. E., Allen, I. E., & Seaman, J. (2018

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Polytechnic Institute and State University; Cherie D. Edwards, Virginia Commonwealth University

Tagged Divisions

Educational Research and Methods

, quantitative data collected from initial drafts of our survey instruments were incorporated into the instructor interviews. Instructors were allowed to see this student response during the interview and were asked to reflect on and interpret this numerical data.” [50, p. 15]This method of integration could be represented in the mixed column and explicitly referencednear the end of the design as shown in Figure A1 in Appendix A. They could also refer to such aprocess as blending across strands [2] as they used one type of data to elicit additional data aselaboration.While Shekar et al. [50] showed how one could situate their study as a methodologicalcontribution, a component of Faber and Benson [32] we would like to highlight is the idea

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

Tagged Divisions

Educational Research and Methods