Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

solution or existing precedents14,15,16. Novice designers often"fixate" on their first ideas3,4,5. This limits exploration of the design space, and reduces theopportunity to consider other alternatives. Novice designers’ attachment to initial ideas meansthat, since most are not successful, they are likely to fail. For many reasons, they do not want to,cannot see the need to, or are not able to consider other possibilities.Existing ToolsDesign experts often use transformations of their naturally-occurring ideas to develop novelsolution concepts10,11,12,13. Thus, a variety of idea generation tools varying in their focus andspecificity have been proposed to help explore design spaces. A sample of these tools includethose that aim to: (1) facilitate

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew Holsapple, Univeristy of Michigan; Janel A. Sutkus, Carnegie Mellon University; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Brian A. Burt, University of Michigan; Eunjong Ra, University of Michigan ; Trevor Scott Harding, California Polytechnic State University; Robert M. Bielby, University of Michigan

Tagged Divisions

Educational Research and Methods

culture can vary widely. Included in those individual experiences arestudents’ individual curricular (including both the classes taken and the type of instruction inthose classes) and co-curricular experience (for example, student organization participation andinternships). Figure 1. Conceptual model of engineering students’ ethical developmentThe model conceives of students’ engineering ethical development comprising three distinctconstructs: knowledge of ethics, ethical reasoning, and ethical behavior. Knowledge of ethicsrefers to a student’s understanding of professional engineering codes of ethics and other rulesgoverning ethical behavior; ethical reasoning refers to a students’ ability to apply reason whenidentifying ethical

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

, perceived competence, interest, engagement, and academicperformance18,25,26, but the connections between these student perceptions and the instructors’choices in course design and classroom environments remain unclear.MethodsWe are in the midst of a large study investigating how instructor choices affect a range of studentoutcomes related to their development as lifelong learners. This paper focuses on examining thefollowing research questions: 1. In what ways do pedagogical choices made by engineering instructors assist students to develop attitudes and behaviors associated with self-regulated learners? Are there instructor practices and behaviors that lead students to report greater involvement in and ownership of their

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Nadia Frye, Washington State University; Devlin B. Montfort, Washington State University; Paul M. Smith, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

. The process of change and re-invention of aninnovation is an interesting phenomenon in adoption research that challenges well-establishedadoption frameworks6.Literature ReviewPrevious Work in Engineering EducationBoth DI and CBAM have been utilized to understand adoption of innovations in engineeringeducation. Borrego, Froyd and Hall did a study using DI to examine adoption of sevenengineering education innovations in universities across the United States1. The research teamsurveyed engineering department heads about their awareness of each of seven innovations usingfour criteria as follows (adapted from Borrego et al.)1: 1. Each innovation needed to be easily distinguished from the others in the study; 2. Previous research had to show

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Shannon Davis, Washting State University; Chelsea Nicholas, Washington State University

Tagged Divisions

Educational Research and Methods

functionof the driver (e.g. reaction time), the vehicle (e.g. braking ability), and the roadway (e.g.friction and grade). Only slight changes were made to the protocol for use in this study;some questions were reworded to address working engineers instead of students, thoughthe objective of each question remained unchanged.The interview protocol progressed from open-ended questions relating to the engineers’work experience to personalized definitions of geometric terms and ended with designcalculations. The intent of this design was to elicit overall goals and procedures used ingeometric design and specific knowledge about SD and SSD. An example of each type ofquestion is shown in Table 1 below. Open-ended (Work Experience) Tell me about a time

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

within the problem space. In this paper, we introduce a newtechnique called weighted social tagging as a research methodology. As opposed to simplefrequency counts to generate word clouds, weighted social tagging allows users to assign relativeweights and corresponding confidence ratings to each of the tags.We demonstrate the application of weighted social tagging on a small-scale dataset of papersfrom the Journal of Engineering Education (JEE) that extend over a period of 5 years from 2005to 2009—a total of 152 papers. We attempt to address the following questions: (1) How effectiveis weighted social tagging compared to frequency counting in identifying trends and coreconcepts? (2) What trends and core topics in JEE from 2005 to 2009 can be

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Merredith D. Portsmore, Tufts University; Christopher George Wright, University of Tennessee, Knoxville; Chris Rogers, Tufts University; Linda Jarvin, Tufts University; Amber Kendall, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

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

. Page 22.1468.2MethodsDesign of Study 1The first study, conducted in Year 1, featured a quasi-experimental study design in which oneexperimental group of teachers taught science with the new engineering-design-based curriculumunits, while another group of comparison teachers taught the same science content with theirtypical district-selected curriculum units. For this study, 14 third- and fourth-grade teachers fromsix urban public schools in the northeastern United States volunteered to implement at least oneof the four new engineering-design-based science units. They attended a 30-hour workshop onthe content and pedagogy of these units. Before and after unit enactment, their studentscompleted identical paper-and-pencil science content tests as

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

and monitoring as an outcome of portfolioconstruction by engineering students in the context of a studio environment.IntroductionIn comparing what you have with what you want to have, whether it is something learned or amaterial product acquired, there is a mutually informative relationship between your reflectionsand actions taken toward achieving goals and the continued definition and re-definition of goalsover time.1-3 In this paper, we describe the relationship between goal setting and goal monitoringin its various instantiations as a dialectic; that is, an exchange of arguments and counter-arguments about students’ goals and their progress toward achieving them.Goal setting and monitoring are activities that can lead to increased levels

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Krishna Madhavan, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Aditya Johri, Virginia Tech; Mihaela Vorvoreanu, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Phillip C. Wankat, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

community at any given time. In this paper, we also provide adetailed description of the algorithms, workflows, and the technical architecture we use to makesense of publications, conference proceedings, funding information, and a range of otherknowledge products. We plan on announcing its open availability to the EER community.1. IntroductionIn today’s globally competitive economy, success is increasingly driven by knowledge andintellectual capital. Academic communities that have developed a corpus of knowledge artifactsover decades or sometimes centuries of research are uniquely positioned to capitalize on theirexpansive knowledge bases. Yet, this process is fraught with difficulties. To be innovative, anorganization [or community] has to be

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

MEAs, Paper Plane Challenge, Just-In-Time Manufacturing, and Travel Mode Choice,were implemented in Fall 2008. For MEA 1: Paper Plane Challenge student teams used data toconstruct a procedure (model) for judging paper airplane contests, for MEA 2: Just-in-TimeManufacturing student teams provided a model for ranking shipping companies, and for MEA 3:Travel Mode Choice student teams developed a model from data to make predictions aboutstudents’ transportation choices in order to inform a university’s master development planningprocess. A more detailed description of these MEAs is provided by Zawojewski, Diefes-Dux,and Bowman3. The MEAs were part of a required problem-solving and computer tools course inthe first-year engineering program

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

. Analysis of the data included an exploratory factoranalysis and reliability tests to ascertain the construct validity and reliability of the survey. Factoranalysis was conducted with oblimin rotation with the 24 items of GTA roles. The eigenvalue-greater-than-one rule was initially used in combination with a scree test to determine the numberof factors that would appropriately represent the concept of GTA roles and responsibilities. Theresults indicated a four-factor structure, accounting for approximately 54.03% of the totalvariance. Based on the four-factor structure that an exploratory factor analysis indicated, weconceptualized four categories of GTA roles and responsibilities; 1) clear communication, 2)student management, 3) preparation for

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah S. Stohlmann, University of Minnesota; Tamara J. Moore, University of Minnesota, Twin Cities; Young Rae Kim, University of Minnesota, Twin Cities; Mi Sun Park, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota

Tagged Divisions

Educational Research and Methods

understanding of students’problem solving procedures and being able to identify student misconceptions and differentSTEM (Science, Technology, Engineering, and Mathematics) constructs.I. IntroductionHow to best prepare engineers to be successful from the start in the workforce is an importantquestion. One important way to prepare students to be engineers is with real world engineeringproblems. This is vital because there is a need for students to become more interested in STEM(Science, Technology, Engineering, and Mathematics) fields in part because there has been aconstant amount of students finishing degrees in STEM fields in the last fifteen years but thenumber of jobs in STEM fields has grown.1 Keeping students interested in STEM throughout K-16 is

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Han-lung Lin, University of California, Riverside ; Robert C. Calfee, University of California, Riverside

Tagged Divisions

Educational Research and Methods

pre- andposttest problems, as we have found that students can typically complete such problems inunder 10 to 15 minutes. Because of the limited time available for each study session, wedid however, constrain viewing of the tutorials to 10 minutes. Students typically completedviewing the tutorials in less than the allocated time. Students were expected to completethe posttest problem without referencing the tutorials. Below, we describe the problems Page 22.1452.5Figure 1: Belt friction tutorial problem. The student is asked to determine the force on thelever necessary to resist the moment applied to the flywheel.Figure 2: Belt friction problem A. The

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

solution-led, this perception changed aftertaking the human-centered design course which emphasizes the importance of user research inthe design process.IntroductionThe role of engineering design educators is to guide engineering students in the development oftheir conceptions of engineering design and the design process. These conceptions of designconnect to each designer’s Design Identity, “sets of beliefs, attitudes, and values about design”1.This can include how a designer defines characteristics of good design, the design process,designers’ responsibility, the role of evaluation in design, and how that identity views andinterprets alternate perspectives1. These perspectives on engineering practice ultimately play arole in critical

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Indira Nair, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Mustafa A. Biviji, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

innovation: theenvironments, motivations, skills and experiences that are part of each expert’s mental model.Finally, the interviews elicited the elements and approaches to innovation education that are mostaligned with each expert’s mental model. The result is a scheme of how each expert thinks aboutinnovation and the implications for innovation education.Elements of Expert Mental Models of InnovationWe used a fishbone diagram as the initial framework for organizing information from the expertinterviews, The key elements from the mental models interviews are integrated into a compositediagram (Figure 1), which references both promoters and inhibitors of innovation success

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

toconsider the implications that APS findings have for their campuses. The session will offerparticipants a chance to think about connections between APS research findings and soundeducational practices on their campuses, given campus-specific engineering programs, collegeculture, and student body. Participants will be introduced to a selection of APS results and a setof ―local inquiry questions‖ that have been informed by the APS research. These questions willbe used in the session to probe educational issues of interest to the participants.Overview of the Special SessionThe special session consists of three parts: (1) an overview presentation by the APS team; (2)smaller group discussions and guided activities around the local inquiry questions

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yukiko Maeda, Purdue University; So Yoon Yoon, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

measurementframeworks: Classical Test Theory (CTT) and Item Response Theory (IRT); and (b) toinvestigate its relationship with academic-related variables to provide validity evidence.Approximately 600 freshmen enrolled in the fall 2010 FYE Program in a large Midwesternpublic university completed the Revised PSVT:R. Students’ academic performance, such asSAT/ACT subject scores and high school core GPA, were retrieved from the university archivesalong with students’ demographic backgrounds. The results indicated that the revised PSVT:Rmeasures a unidimentional subcomponent of spatial ability and the scores are reliable formeasuring spatial visualization ability of FYE students. They also indicated that the test isrelatively easy for this population.1

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiffany Tseng, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, P.E., Stanford University

Tagged Divisions

Educational Research and Methods

identifying the factors that influence academic persistence haveemployed a range of cross-sectional and longitudinal research designs and qualitative andquantitative methodologies. Seymour and Hewitt (1997) interviewed over 300 juniors andseniors at seven institutions to understand their reasons for switching to majors outside of Page 22.516.2science, mathematics, or engineering (SME)3. Significant factors included a loss of interest in 1/22science and being overwhelmed by curriculum demands. Comparisons between the studentswho switched and those who stayed in SME majors revealed differences in

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University

Tagged Divisions

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

’ parents to create mathpromotive environments for them.14 Elementary teachers are generally known to exhibit lowscience/math confidence – suggesting they have bought into the idea that science andmathematics are for boys.16 These teachers’ gender schemas subtly influence children’s STEMachievement.17 Elementary teachers may also not recognize the need or have the training toconnect STEM subjects to Native language and cultural traditions.18Young girls begin to form definite ideas about their personal science and math interests andabilities during their elementary school years. These early ideas (1) influence later decisionsabout science and math achievement in middle school and high school and (2 exacerbate theSTEM workforce pipeline problem. The

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

(Figure 1) is a subsection of a larger modelby Terenzini and Reason36,37, which conceptually combines factors that form the “UndergraduateExperience” in an effort to explain student learning outcomes and persistence and bring overallcoherence to research examining the effects of college on student development (Figure 1). TheTerenzini and Reason36,37 model has undergone several iterations in studies of engineeringeducation to produce a systems view of undergraduate learning that 1) addresses the role ofstudents’ characteristics and prior experiences, and 2) considers the influence of organizationalconditions (e.g., policies affecting classroom-level practices), program-level faculty culture, andprogram policies and practices related to teaching

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael A. Collura, University of New Haven; Shannon Ciston, University of New Haven; Nancy Ortins Savage, University of New Haven

Tagged Divisions

Educational Research and Methods

students or students with a significant amount ofAdvanced Placement credit, including freshman chemistry. Some students were behind in eithermath or introductory engineering classes. The remaining 50 students were consistent in thesequence of courses taken during their first year: 22 had completed a single freshman chemistrycourse (CH115) and 28 of them completed both CH115 (General Chemistry I) and EAS120 (ourversion of General Chemistry II). Table 1 shows some descriptive statistics for the students inthe study. There is no statistical difference in the mean gpa and the mean calculus I gradebetween the groups, as shown by the values of the T-Test probability (p). On average, thechemistry grade for the first group (single chemistry course) is

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

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

Electrical, Computer, and Energy Engineering, Goldwater Center, MC 5706, Arizona State University, Tempe, AZ 85287-5706; telephone: (+1)480-965-8593; fax (+1)480-965-8325; e-mail: reisslein@asu.edu.Amy Marcelle Johnson, University of Memphis Amy Johnson is an experimental psychology PhD student (cognitive track) working in the Institute for Intelligent Systems at the University of Memphis. Her research interests relate to Cognitive and Educa- tional Psychology, including self-regulated learning, intelligent tutoring systems, cognitive load theory, and the cognitive processes underlying the integration of verbal and pictorial information in multimedia and hypermedia environments

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

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

: Transformation or assimilation?Purpose of the study and research questionsThe aim of this study is to examine how elementary school teachers translate what they learnedfrom using the Engineering is Elementary (EiE) curriculum. The research questions include thefollowing: 1) What are the teachers‟ first steps in developing engineering design-based sciencelessons? 2) What are the teachers‟ actual attempts at integrating the engineering design process?3) How can we characterize teachers‟ attempts? The context of this research study is auniversity-based initiative focused on creating an engineering literate society throughpreeminence in P-12 engineering education research and scholarship.Theoretical frameworkCentral to this study is the work of teachers

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

queer, strange, funny, or disconcerting.” John Dewey (1932)Critical student reflection is increasingly recognized as a crucial part of engineering students‟overall learning 1-6. This is highlighted by a number of trends that focus the attention of theengineering educator on aspects such as students‟ awareness of engineering practice beingembedded in social contexts and their future role as professionals with ethical and societalresponsibilities 7-9. In part, such broader competencies are inherently reflective and point to theneed to specifically support students‟ development as critically reflective practitioners 10, 11

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Educational Research and Methods

engineeringprograms nationally. This metric was designed and tested as a consequence of ongoing Page 22.580.2conversations with engineering educators nationally and the desire to assess the role thatcomprehensive educational and engineering experiences have in important industrial and   1  academic skill sets: creativity and innovation. Importantly, the instrument is aligned to severaltheoretical perspectives. With regard to creativity theory it is aligned to robust creativityresearch by Torrance,1 Abedi’s and Khatena’s,2 and Rogers’3 work on innovation

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

an ‘engineering’ job, webased our persistence determination largely on the participant’s self-report of her persistence.Approximately half of the interviews were conducted face-to-face; the other half were conductedby telephone due to distance. (About one fourth of the interviews were held in the Midwest andthe rest in the Northwest.) All but two of the interviews were recorded, from which verbatimtranscripts were generated. The other two participants chose not to be recorded, so field noteswere taken. Page 22.591.5Table I. Online survey: Persistence and Identity items (Items 2 through 5 adapted from Chachra et al.12) 1) Mark which of

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl A.P. Cass, Clemson University; Zahra Hazari, Clemson University, Department of Engineering & Science Education and Department of Mathematical Sciences; Philip Michael Sadler, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

contribute to science identity formation, particularly in physics. Itwas concluded that physics courses can be used as arenas in which to develop science identity,with the ultimate goal of increasing inflow and persistence in engineering career paths.IntroductionThe Engineering PipelineMuch of the work examining the migration in and out of engineering career trajectories (i.e.recruitment and retention) has focused on the post-secondary and graduate levels.1-8 Forexample, Ohland and colleagues, using two large databases to examine the persistence andmigration in and out of engineering as well as other college majors, found that engineering notonly suffered a dearth of females entering the programs but also a low overall rate of migrationinto the

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

performanceand desired performance. Feedback in the academic world takes many forms, from interaction inthe classroom to interaction during office hours with a teaching assistant or a professor.According to a meta-analysis by Hattie and Timperely, the effect size of feedback is among thetop of all educational factors, weighted heavier than such factors as student’s prior cognitiveability, socio economic status, and reduction in class size.1 They describe feedback as a processwhere teachers identify specific learning goals, help student ascertain where they are relative toreaching those goals, and then assist students in moving their progress forward. Feedback inside

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Kristin E. Oliver, Texas Tech University

Tagged Divisions

Educational Research and Methods

universities in the west andsouthwest of the U.S. with well-established engineering programs. Based on the number ofacademic semesters completed, participants were classified as freshmen, sophomores, juniors, orseniors. All students participated voluntarily. The study in the U.S. was reviewed and approvedby the respective Institutional Review Boards; in India, an institutional ethics committeereviewed and approved the research project.Research Instruments The materials included the MRSQ12 and RBI17. The rating scales for both used a 5-pointLikert scale. The rating scale for the MRSQ, which measured frequency of strategy use, wasspecified as follows: I use this strategy 1-Never, 2- Rarely, 3-Sometimes, 4-Often, 5-Always. Asample item reads: I make

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Gerlick, Pittsburg State University; Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Shane A. Brown, Washington State University

Tagged Divisions

Educational Research and Methods

outcomes to be measured for program and ABETaccreditation documentation. Fifteen TIDEE assessments have been developed to address fourcritical performance areas in engineering design: teamwork, professional development, designprocesses, and solution assets. Table 1 presents a brief overview of these performance areasalong with corresponding assessment instruments and the general performance criteria of each(adapted from Davis et al.2).The TIDEE assessments typically incorporate multiple response methods including checklist,short answer, and essay. The Team Member Citizenship assessment, for example, asks studentsto assess themselves and their teammates with respect to important attributes of teamwork, aslisted in Table 2. Students then assess the