Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Western Michigan University; Charles Henderson, Western Michigan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

foundations, to the use of better informed practices, andto identification of new research directions8. Reviews can also be broadly classified as status quo reviews that present the most currentresearch in a given field of research, or historical reviews that present the development in a givenfield of research over time9. Our review belongs to the historical category as we have includedpapers from 1993.Strategize SearchDatabase We reviewed papers from ASEE (American Society of Engineering Education)’s Journalof Engineering Education (JEE) (ISSN 2168-9830), which is a primary publication choice for theUS engineering education researchers10. Pawley et al.11 argue that JEE is the flagship and themost highly ranked American journal of the

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hieu-Trung Le; Aditya Johri, George Mason University; Aqdas Malik, George Mason University

Tagged Divisions

Educational Research and Methods

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Xiaofeng Tang, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

through a “quality assurance” regime. To provide a flavor of thecurrent approach, faculty are required to specify the number of hours students need to spend tolearn specific content; academic credit as well as faculty course loads are then assigned usingthis measure, even as the specified learning outcomes provides the basis for determining whatdegree programs students are qualified to enter at the start of the second cycle. This means thatEurope has embraced a learning outcomes regime far more extensive than anything required byABET EC 2000’s accreditation protocols.6As an institutional historian and an ethnographer of educational institutions, we have reason tobelieve that the changes brought about by the Bologna Process will not occur all

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

affairs organizations. Organizational structures for student support services inuniversities have been studied for many years, and tend to be updated periodically as newgenerations of students (and parents) arrive on campus with new expectations about supportservices. The structural model for these services is highly centralized within ODOS at ourinstitution. ODOS oversees student programming as well as residence life, Greek life, and othercore services; they also provide routine support to students in need. The overall variety instudent affairs organizational models is staggering[5], and our institution fits neatly intoManning et al.’s “administrative-centered traditional” model, specifically the “functional silo”model. As Manning et al. point

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

description of situated learning, Greeno et al. 32 describe knowledge as,“distributed among people and their environments, including the objects, artifacts, tools, books,and the communities for which they are apart.”32 This is nearly identical to Newstetter’s 8paradigm shift description of student learning in engineering design teams. This environment isalso consistent with Salas et al.’s 17 integrative model of team effectiveness. In describing thetheory, Salas et al. reference team leaders (plural) not team leader (singular) and describe howshared cognition affects leadership and vice-versa. Within the context of engineering education,this situated learning environment has been described by Johri & Olds 33 as a promising constructfrom the

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

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

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

development.Robin Adams, Purdue University Robin S. Adams is an Assistant Professor in the Department of Engineering Education at Purdue University. She is also leads the Institute for Scholarship on Engineering Education (ISEE) as part of the Center for the Advancement of Engineering Education (CAEE). Dr. Adams received her PhD in Education, Leadership and Policy Studies from the University of Washington, an MS in Materials Science and Engineering from the University of Washington, and a BS in Mechanical Engineering from California Polytechnic State University, San Luis Obispo. Dr. Adams' research is concentrated on understanding design knowing and learning (particularly iterative cycles in design

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

identify and define our key coding categories, briefly discuss the implications ofthese different activities in terms of learning, and, finally, show examples of participantinteraction that illustrate the ideas captured by the coding category. These examples are labeledwith the associated session number (in terms of week), section identifier (Tuesday orWednesday), and participant code (Tuesday participants were indicated with S followed by anumber while Wednesday participants were indicated with T followed by a number). Thecategories are shown in alphabetical order so that no particular activity is privileged in thelisting. The next section focuses on the alignment between our results and three relevant theoriesof learning.Audience. Participants

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Kelley Racicot, Washington State University; Charles Pezeshki, Washington State University

Tagged Divisions

Educational Research and Methods

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.IX. References[1] Koretsky, M.D., Amatore, D., Barnes, C., & Kimura, S. (2008). Enhancement of student learning in experimental design using a virtual laboratory. IEEE Transactions on Education, 51(1), 76–85.[2] Koretsky, M.D., Kelly, C. & Gummer, E. (2011). Student Perceptions of Learning in the Laboratory: Comparison of Industrially-situated Virtual Laboratories to Capstone Physical Laboratories. Journal of Engineering Education, 100(3), 540–573.[3] Koretsky, M.D., Kelly, C. & Gummer, E. (2011). Student Learning in

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

expected ofgraduates. Programs are required to demonstrate that students are graduating with thedemonstrated attributes, and that a continual improvement process is in place, “thatdemonstrate(s) that program outcomes are being assessed in the context of the graduateattributes, and that the results are applied to the further development of the program” (CEAB). Page 25.594.4The CEAB has described the investigation and communication attributes as follows: Investigation: an ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data, and synthesis of information in

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; Kirstin Collette Busch, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

environmentssuccess should mainly be understood as personal growth or development. In other words, success Page 24.597.7should not be understood as reaching certain position or achieving specific goals, but as adeveloping process. The following quote from one faculty member summarizes this point: ―Ibelieve it [i.e. success] also includes professional development (is the professional gettingsmarter? Is s/he developing their expertise?) I guess I am looking for growth.‖ Severalparticipants specifically mentioned that both academic and professional success should beindividually

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

) Nerds are white males 6. Those who are nerds are typically portrayed as technology andmath loving, socially awkward, white male sexual failures 8. While the term nerd can be datedback to the 1950’s where it first appeared in Dr. Suess’s book, If I Ran a Zoo, and early versionsof the nerd on television can be dated to the 1960’s with characters like Richie on Happy Days,the stereotypical nerd persona is highly attributed to the Revenge of the Nerds franchise in the1980’s8. It is also in the 1980’s when television and film started to portray the relationship Page 23.240.3between nerds and cool jocks as a contentious relationship where nerds were

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

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

work remains to be done in more fully understanding the relationship between writing andlearning, particularly in order to help faculty develop assignments to support specific types oflearning.Bangert-Drowns et al.’s review five years later reflects similar processes and gaps [48]. Theirsystematic review examined hundreds of articles on writing-to-learn written over the pasthundred years, though as they note the majority of these articles were written in the 1980s and1990s. After a rigorous evaluation process that allowed them to identify a core set of articles thatprovided empirical evidence of the academic effects of writing-to-learn assignments againstcontrol groups without those assignments, the authors conducted a statistical meta

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Michael Dyrenfurth, Purdue University; Mike Murphy, Dublin Institute of Technology; Gary Bertoline, Purdue University

Tagged Divisions

Educational Research and Methods

towards its lack of intellectual inquiry and critique. He viewed the relationshipbetween professional bodies and academic professionals as being inherently in conflict with theindependent pursuit of knowledge within the ideal university. According to this argument,accreditation is prejudiced because the people who are doing the accrediting likely owe a greaterallegiance to the profession than to the university: an inherent conflict of interest.Consider John Henry Newman´s core ideas regarding the value of liberal education put forwardin his 19th century book The Idea of a University [12]. Newman argued that the university is ahybrid educational environment which serves to educate students for life by means of“collegiality”, “enlargement of mind

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David John Orser, University of Minnesota, Twin Cities; Kyle Dukart, University of Minnesota, Twin Cities; Changhyun Choi, University of Minnesota, Twin Cities; Frances Wood, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

Villa, “Enhancing Peer Led Team Learning Through Cooperative Learning,” in 2008 Annual Conference & Exposition. ASEE Conferences, Jun. 2008. [4] D. Budny, C. A. Paul, and B. B. Newborg, “Impact of peer mentoring on freshmen engineering students,” Journal of STEM Education: Innovations and Research, vol. 11, no. 5/6, p. 9, 2010. [5] C. Gattis, B. Hill, and A. Lachowsky, “A Successful Engineering Peer Mentoring Program,” in 2007 ASEE Annual Conference & Exposition. ASEE Conferences, Jun. 2007. [6] K. L. Meyers, S. E. Silliman, N. L. Gedde, and M. W. Ohland, “A Comparison of Engineering Students’ Reflections on Their First-Year Experiences,” Journal of Engineering Education, vol. 99, no. 2, pp. 169–178, 2010. [7] Ying

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert Semmens, Stanford University

Tagged Divisions

Educational Research and Methods

ReferencesBreuker, J., Wielinga, B. J., Breuker, J. A., Wielinga, B. J., & Wielinga, B. (1984). Interpretation of verbal data for knowledge acquisition. University of Amsterdam.Breuker, J.A. (1984). A theoretical framework for spatial learning strategies. In C. Holley and D. Dansereau (Eds.), Spatial learning strategies. New York: Academic Press.Gentner, D. (1989). The mechanisms of аnаlogical learning. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 199–241). London: Cambridge University Press. Retrieved from http://groups.psych.northwestern.edu/gentner/publications2.htm#analogyHeckler, A. F. (2010). Some Consequences of Prompting Novice Physics Students to Construct Force Diagrams. International

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debra A. Fowler, Texas A&M University; Maria L. Macik, Texas A&M University; James Kaihatu, Texas A&M University; Chelsea A. H. Bakenhus, Texas A&M University

Tagged Divisions

Educational Research and Methods

; Brumbelow, K. (2014). Data-driven curriculum redesign in civil engineering. Paper presented at the Frontiers in Education Conference (FIE), 2014 IEEE,1-9.Fowler, D., Macik, M., Turner, J., & Hohenstein, J. (2015). Facilitating program, faculty, and student transformation: A framework for curriculum redesign. Journal of Transformative Learning, 3(1), 59-73.Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage Publications.Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In J. Mezirow and Associates (eds.) Learning as transformation: Critical perspectives on a theory in progress (pp. 3-33). San Francisco, CA: Jossey-Bass Publishers.Ryan, R. M

Conference Session

Student Teams And Project Based Learning / The Critical First Year in Engineering Education / Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Tamara Moore, University Of Minnesota; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

interdependence,individual accountability, promotive interaction, social skills, and group processing.The results of this study could be used to begin to show that engineering student teams that havelongevity perform better on a wider collection of team-based activities. In order to further theunderstandings in this area, more studies like this one are needed in different contexts to verifythe claims.Bibliographic Information1. Accreditation Board for Engineering and Technology, Criteria for Accrediting Programs in Engineering, Baltimore, MA: ABET, Inc., 2003.2. Guzzo, R. A. “Group Decision Making and Group Effectiveness,” In Goodman, P. S. (Ed.), Designing Effective Work Groups, 34-71, San Francisco, CA: Jossey-Bass, 1986.3. Locke, E. A., &

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Alexander Haubold, Columbia University; John R. Kender, Columbia University

Tagged Divisions

Educational Research and Methods

design course. As is the nature of thecourse, future semesters will experience incremental changes. We intend on increasing theinteraction with video material by making available more videos to build a larger archive ofreference material. In the present semester, we are video-recording laboratory sections in whichwe are teaching the effective use of software packages, such as Mathworks Matlab and AliasMaya. We intend on evaluating the availability of this reference material by comparing studentperformance to prior semesters.References[1] Abowd, G.D., Atkeson, C.G., Feinstein, A., Hmelo, C., Kooper, R., Long, S., Sawhney, N., Tani, M. Teaching and Learning as Multimedia Authoring: The Classroom 2000 Project. In Proceedings of the ACM

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Sislena Ledbetter, Howard University; Dawn Williams, Howard University; Janice McCain, Howard University

Tagged Divisions

Educational Research and Methods

). “Diversity in Engineering” National Academy of Science AnnualMeeting. Oct. 4.[6] Haden, C. (2007). “Evaluating Support for Underrepresented Students in EngineeringDegree Programs.” Proceedings, 2007 American Society for Engineering Education AnnualConference and Exposition, Honolulu, HI, 2007.[7] May, G.S. and D.E. Chubin, (2003) “A retrospective on undergraduate engineering successfor underrepresented minority students”. Journal of Engineering Education, 2003. Vol. 92 No.1.pp. 27-38.[8] Maple, S. and F. Stage (1991) “Influences on the choice of math/science major by ethnicity”.American Educational Research Journal, 1991. Vol. 28 No.1. pp. 37-60.[9] Foor, C., Walden, S. and Trytten, D. (2007). “‘I Wish that I Belonged More in this WholeEngineering

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Emily Wischow, Purdue University, West Lafayette; Lynn Bryan, Purdue University; Shanna Daly, Purdue University

Tagged Divisions

Educational Research and Methods

of NSET education in secondary science, and extend this approach to newinitiatives in science, engineering, and technology curricula.References1. Sweeney, A. E.; Seal, S.; Vaidyanathan, P., The promises and perils of nanoscience and nanotechnology: Exploring emerging social and ethical issues. Bulletin of Science, Technology & Society 2003, 23, (4), 236- 245.2. Foley, E. T.; Hersam, M. C., Assessing the need for nanotechnology education reform in the United States. Nanotechnology Law & Business 2006, 3, (4), 467-484.3. Merkle, R. C., It's a small, small, small, small world. Technology Review 1997.4. Chang, C.-Y., The highlights in the nano world. Proceedings of the IEEE 2003, 91, (11), 1756-1764.5

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

to more students that might not otherwiseachieve a STEM degree.The type of intervention program(s) envisioned would focus on students that could succeed inobtaining a STEM degree but might not already possess an interest in the topic as well thosestudents who require extra assistance in order to succeed in studying STEM. A program toincrease the students’ awareness of STEM and their personal motivation to pursue it could assistin increasing the number of students that choose a STEM major vs. a STEM-Related or Non-STEM major. A program to assist the students at risk of not succeeding in STEM to strengthentheir academic skills could increase the number of students that are capable of attempting andcompleting a STEM degree.Adapting these

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Page 14.966.51970’s. Among them is the National Education Longitudinal Study of 1988 (NELS:88)16conducted between 1988 and 2000. The NELS:88 study consisted of collecting demographic,attitudinal, experiential, educational, and vocational data about a representative cohort ofAmerican students at specific stages in their scholastic progression. The goal of the study was tobe able to draw conclusions about the factors that could affect the student’s progression andachievement by 2000. Academic performance was validated by obtaining transcripts from post-secondary school attended and by conducting cognitive learning tests in three waves of datacollection during high school. Parents, teachers, and school administrators were also invited tocomplete

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Tawni Hoeglund, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Kimberley Breaux

Tagged Divisions

Educational Research and Methods

student’s presentcapacity, making her/him stretch to acquire the new ability or knowledge. If material ispresented at a too-rapid pace or at a level that is significantly beyond the student’s ability, s/hecan become overwhelmed and frustrated; students struggle to gain mastery in such a teachingand learning environment. Additionally, the student’s emotional reaction to the difficulty furthercomplicates her/his ability to gain mastery over the new knowledge. [6] Students who feelfrustrated or defeated by their learning experiences do not gain mastery over new material.MT students repeatedly describe circumstances of unmanageable difficulty. A strong perceptionthat courses are designed to “weed” students out permeates the campus. Physics, Calculus

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado-Boulder; Lawrence Carlson, University of Colorado-Boulder; Derek Reamon, University of Colorado

Tagged Divisions

Educational Research and Methods

implement the lowest level of interactivity (LLI), which is still commonplaceamong engineering departments, and compare the effectiveness of MLI to LLI.Bibliographic Information1 Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, Vol. 93(3), 223-231.2 Bonwell, C. & Eison, J. (1991). Active Learning: Creating Excitement in the Classroom. Washington, D.C.: George Washington University Clearinghouse.3 Campbell , W., Smith, K. (1997). New Paradigms in Engineering Education. Edina, MN: Interaction.4 Smith, K., Sheppard, S., Johnson, D. & Johnson, R. (2005). Pedagogies of Engagement: Classroom-Based Practices. Journal of Engineering Education, Vol. 94(1), 87-101.5 Ruhl, K., Hughes, C

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Todd Johnson, Washington State University; Reid Miller, Washington State University

Tagged Divisions

Educational Research and Methods

. Nikias, C. (2004, December 9). Does Engineering Have to be Boring? Viewpoint – Education Report, Engineering News Record.2. Bransford, J., Brown, A., & Cocking, R. (1999) How People Learn. Brain, Mind, Experience, and School. Washington, DC: National Academy Press.3. Svinicki, M. (2004). Learning and Motivation in Postsecondary Classrooms. Bolton, MA: Anker Press.4. Fink, L., Ambrose, S., & Wheeler, D. (2005) Becoming a professional engineering educator: A role for a new era. Journal of Engineering Education, 94(1), 185-194.5. Halpern, D., & Hakel, M. (2002). Applying the science of learning to university teaching and beyond. New Directions for Teaching and Learning(No. 89) San Francisco: Jossey-Bass