Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eric Loken, Pennsylvania State University; Zita Oravecz, Pennsylvania State University; Conrad Tucker, Pennsylvania State University, University Park; Fridolin Jakob Linder, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, the measurement quality obtained with high-stakes adaptive testing could also berealized in learning materials for students developing their academic skills, including largecollege classrooms or Massively Open Online Courses. For students, targeted materials couldmake study time more efficient, and real-time scoring of self-administered assessments couldprovide timely feedback on performance. As an example, students studying introductory physicscould log on to a website and answer questions delivered adaptively. Online scoring wouldallow students and instructors to make accurate evaluations of progress and projections forsuccessful completion of the course. Such a learning tool could ultimately serve as summativeassessment, but would be

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

history, and more have beendiscussed at length in a previous work.[1] For those interested, the world of hierarchical linearmodels (HLMs) is an expansive space, and fundamental texts in the discipline describe it in adetail beyond this paper.[8, 20-31] If one is interested in starting a project in using HLM, two major Page 26.280.3pieces of advice can be offered. First, it would behoove the researcher to learn how to programthem from scratch as much as possible using an environment such as R or even a higherfunctioning one such as SAS. Specialized programs abound that offer easily-accessible results,but blind the researcher to important

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Sanders, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Jennifer Zoltners Sherer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

or not active learning works. Method The two case studies presented here are drawn from a larger sample of 93 classroomobservations of 54 different faculty instructors during the Spring 2017 and Fall 2017 semesters.Some faculty instructors were observed during both semesters. Observations were conductedduring the middle of the semester to allow sufficient time for classroom routines to beestablished, without also getting too close to the end of the semester when the focus shifts tofinals and project completion. The ELCOT tool tracks the interactions in two-minute intervals,allowing categorization by time as well as activity. Only the first 50 minutes of each class were included in the

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

learning, evidence of improved feedback practicescontinues to be missing [19]. For instance, a lack of alignment between formative andsummative assessment has been noted [20]. Performance based assessment has been extensivelystudied, in particular, the use of formative assessment tools such as rubrics to provide feedbackon student work [21]. However, rubrics are more commonly used on writing assignments, oropen-ended projects, such as design reports. Courses that emphasize content (i.e. facts, and theapplication of physical and mathematical concepts) are common in engineering curricula. Inmany engineering courses students are asked to solve closed-ended problems to demonstratetheir mastery of the material in these types of “fact and principle

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Leilah Lyons, University of Michigan; Zbigniew Pasek, University of Windsor

Tagged Divisions

Educational Research and Methods

educational strategies used to supportdifferent types of learning objectives and the strategies used to make the game accessibleto visitors of both genders. Section 2 describes our assessment goals for this project: howthe collected data can be used to understand (1) demographic group performance, (2)game-play issues, and (3) educational impact. The engineering behind our datacollection system is described in Section 3, analysis of the results is presented in Section4, and Section 5 closes with overview of future research issues.Figure 2. In Some Assembly Required Sanjay, the machine technician, introduces an inkenjoiner (left), and provides feedback during its calibration process (right).1.1 Educational Game Design

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Jennifer McFerran Brock, University of Alaska Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Educational Research and Methods

,reporting and displaying project results, simple engineering mechanics and materials science,and simple circuit analysis. Students will ideally take this course during their freshman year incollege. The prerequisite for this course is pre-calculus, which is the mathematics requirementfor the engineering program in general, so some students will have had one or more semesters ofremedial mathematics and/or science courses upon enrolling in the introductory engineeringcourse. The class meets for two 75 minutes lecture periods per week, with class periods devoted Page 23.461.3to either traditional lecture or in-class group activities.For the final exam

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

Tagged Divisions

Educational Research and Methods

enrolled in a first-yearengineering design course (3 sections) and 52 graduate engineering students enrolled in amaster’s level systems engineering course (2 sections) at Penn State University. Studentsvolunteered to participate based on a description of our research project and received nocompensation for their participation. Each student completed a concept map of a course-relatedtopic as a class exercise mid-way through each course; the topics were systems thinking(undergraduates) and creativity (graduates), respectively. All students were provided with briefinstructions about concept mapping and performed at least one “practice map” before completingthe maps of interest; they were given approximately 30 minutes to complete each mapping task

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tracee Gilbert, Virginia Tech; Janis Terpenny, Virginia Tech; Sharnnia Artis, The Ohio State University

Tagged Divisions

Educational Research and Methods

AC 2010-1480: STUDENT SUCCESS – ORIENTED NEEDS ANALYSISFRAMEWORK: A PILOT STUDYTracee Gilbert, Virginia Tech Tracee Walker Gilbert is a Ph.D. candidate in Industrial and Systems Engineering at Virginia Tech. Her research focuses on designing and applying ISE methods and tools to improve engineering education, with particular emphasis on new approaches that will have lasting effects for the success of women and minority students in K-12 and higher education. Prior to pursuing graduate studies full-time, she worked as a Senior Systems Engineer in private industry where she lead projects to develop Geospatial Intelligence Systems from concept through implementation.Janis Terpenny, Virginia Tech

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

betweenparticipants and computer-assigned scores is much lower; slightly less than 0.7.Currently a group of senior-year students from computer engineering are developing a web-based project based on the modified TF-IDF algorithm. The goal is to make this projectaccessible to people from around the world, so that they can submit their exams for calculation.This is in response to questions asked during ASEE-2013 where instructors wanted access to thissoftware for their own courses. The users of this platform will have their documents categorizedand added to the existing repository, and in return receive a scored wordlist based on themodified TF-IDF algorithm

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oluwatosin Alabi, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; R. Edwin Garcia, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

techniques used by the battery industrythrough leaning the theoretical and practical aspects of battery fabrication. The instructional teamdesigned this course to build students’ conceptual understanding by integrating the usevisualization and graphical artifacts, like the ones depicted in figure two, and engaging thestudents in the use of modeling and computational analysis to complete class projects andhomework assignments.In addition, the instructor focused on teaching students how to model and analyze batterysystems using analytical and computational techniques used by practitioners and research expertsin battery systems design. The computation tool used in the course was the Virtual Kinetics ofMaterials Laboratory (VKML). The VKML tool is an

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University

Tagged Divisions

Educational Research and Methods

, Page 24.140.7 6playing and demonstrating a game that is relevant to the subject matter and supports courselearning outcomes. In this SCL practice the course team project will be quantified anddemonstrated through a game that the team will design, create, play and demonstrate. Teams aregiven full freedom (empowered) to create/innovate and even to adopt any existing game to suit theproject under study. This SCL has been successfully implemented in more than one course in theMS Sustainability Management program. This particular SCL is perhaps one of the most advancedSCL used in the graduate classes since real world problems need to be well

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Halimat A. Ipesa-Balogun, Smith College; Yanning Yu, Northwestern University; Yezhezi Zhang, Smith College; Xi Jiang, Smith College

Tagged Divisions

Educational Research and Methods

who is pursing a Bachelor Science degree in engineering. Motivated by the importance of education in improving social mobility, she is passionate about engineer- ing education. With a strong interest in learning theories, she has conducted education research with a focus on Knowledge Building theory and the 21st century skills in hopes of designing a more effective learning environment.Miss Xi Jiang, Smith College A Smith College sophomore majoring in engineering, Xi has participated in the knowledge building special study group since last semester. She is also the instructional designer in the project designing online engineering learning environment for hight school students. Being active in extracurriculum life

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kyle B. Reed, University of South Florida

Tagged Divisions

Educational Research and Methods

one’s perception about one’s own abilities. Toassist in measuring self-efficacy, Carberry et al.5 validated an instrument based on 36 questionsto measure self-efficacy in engineering design tasks. Their measure does not apply as well to Page 25.232.4task-specific concepts and they state that further study is needed on how self-efficacy relates tocognitive learning outcomes in engineering education.In contrast to much of the literature that has focused on student’s confidence in general terms,such as their ability to succeed in a course or on a complex design project, this paper focuses onself-efficacy in the face of specific problems that are

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

, thermodynamics concepts, and bioprocess engineering. She is currently also an Associate Dean in the College of Engineering.Dr. Katharyn E. K. Nottis, Bucknell University Katharyn E. K. Nottis is an associate professor in the Education department at Bucknell University. An Educational Psychologist, her research has focused on meaningful learning in science and engineering education, approached from the perspective of Human Constructivism. She has been involved in collabo- rative research projects focused on conceptual learning in chemistry, seismology, and chemical engineer- ing. Page 22.1510.1

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Diane Carlson Jones, University of Washington; Joy K. Crawford; Tamara Floyd Smith, Tuskegee University; Donald M. Peter, M.S. P.E., Seattle Pacific University; Elaine P. Scott, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Nanette M. Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

Carlson Jones, University of WashingtonJoy K CrawfordTamara Floyd Smith, Tuskegee UniversityDon Peter, MS,PE, Seattle Pacific University Don has taught electrical engineering at Seattle Pacific University since 1987, specializing in analog and power electronics, Before that he worked as a design/evaluation/diagnostics engineer at Tektronx, Inc. for eleven years. He has been envovled in various consulting projects, including two summers as a NASA Summer Faculty Fellow at the Jet Propulsion Laborary in Pasadena, Ca. He has a BS in Physics from Seattle Pacfic University and an MSEE from the University of Washington. Don is an IEEE senior member and member of the ASEE.Elaine P. Scott, Seattle Pacific University

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University, University Park; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata S. Engel, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

engineering problems. This construct includes the interpretation of figures,diagrams, and word descriptions that represent engineering- or physics-based principles. There aretwo different skills that are included in this construct: 1. Three-view two-dimensional projection drawing to a three-dimensional perspective drawing. 2. Relating different visual and mathematical representations of unseen quantities such as Page 22.1352.6 velocity, force, pressure, or temperature.Spatial Reasoning Items: Construct S1An example of Construct S1 is shown below in Figure 3. This figure was used with permissionfrom a Mental Rotation Test developed

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

as prepared. I can say that I didn’t know that much. I was one of those kids who was on the fence about science classes. After this camp, I was really inspired. I did my senior project on nanotechnology.Following the camp, participants were contacted six months later to provide feedback on thecamp's impact on their view of science. Camp participants (n=4) completed the follow-upsurvey. Of these, all either Agreed or Strongly Agreed that they could see the value of thesummer camp as it relates to STEM education. When asked if they would participate in the Page 22.225.9Bioengineering summer camp if asked again, all

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

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

textbookbiases and science achievement longitudinally in students who have been historicallyunderrepresented in the science fields. Finally, interventions should be developed in K-12science classrooms in which students themselves analyze their texts for biases and use theseidentified biases as a means for activist projects that focus on confronting and changing biases inSTEM fields. In that way these biases can be called out, discussed, and processed by those whomay be most affect by them. Change can start on the grassroots level with the future of STEMworkforces at the helm of curricular change. Page 23.1055.10

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Clemson University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

technology, and the emphasis on new energysources in the world.MethodologyThe data used in this study were drawn from the Sustainability and Gender in Engineering(SaGE) project (http://www.clemson.edu/~gpotvin/SaGE.pdf) which comprises is a large-scalestudy of students enrolled in introductory English courses at 2 and 4 year colleges across the U.S.(NSF GSE 1036617). These data are a nationally representative sample of college studentsenrolled in introductory English courses during the Fall semester of 2011. Drawing from astratified random sample of colleges and universities across the U.S. taken from the NationalCenter for Education Statistics (NCES), this study collected data from 6,772 students attending50 different institutions. The SaGE survey

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez Campus; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette; Louis V DiBello, Universtify of Illinois at Chicago

Tagged Divisions

Educational Research and Methods

rigorous research in engineering education.Prof. Louis V DiBello, Universtify of Illinois at Chicago Page 23.1352.1 c American Society for Engineering Education, 2013 Validating the Diagnostic Capability of the Concept Assessment Tool for Statics with Student Think-AloudsAbstractThis paper reports findings from a verbal protocol study eliciting students' reasoning about keystatics concepts as assessed by the Concept Assessment Tool for Statics (CATS). The work ispart of a larger project focused on developing a comprehensive model of validity for the use ofconcept

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Dia Sekayi, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

research with an adviser who I was interested in, and I was able to do side projects like [PSPFC]. I was able to take courses in teaching that my friends looked at me and they're like, "You have time to do that? My adviser wants me in the office ... In my lab until nine o'clock at night every night." I don't have any restrictions like that. [semi-structured interview]More recently, Isabelle found a supportive advisor with whom she had previously worked withas a teaching assistant. The relationship she has developed with her advisor has helped provideher with additional opportunities to further develop her teaching practices and exploreapproaches to improving the undergraduate engineering experiences in her

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stefan Kleinke, Embry-Riddle Aeronautical University; Brian Sanders, Embry-Riddle Aeronautical University; Mark Douglas Miller, Embry-Riddle Aeronautical University

Tagged Divisions

Educational Research and Methods

manipulation and hands-on examination, such as labpractice and experimentation, so far, have been difficult to replicate in the online learningenvironment (OLE) [15]-[17]. Additionally, a new generation of ‘digitally native’ students maydemand more interactivity and involvement [18]-[22] than what online education has providedthus far.To foster greater student engagement while also accounting for individual learner differences andaddressing some of the challenges of the distributed learning environment, a variety ofapproaches have been suggested, ranging from collaborative environments [9],[23],[24] overproblem-, project-, situation-, or inquiry-based learning [25]-[27] to gamifications [6],[28]-[32]1The term self-engagement was introduced by [42] to

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

) Learning Laboratory, a design-oriented facility that engages students in team-based, socially relevant projects. While at Texas A&M University Imbrie co-led the design of a 525,000 square foot state-of-the-art engineering education focused facility; the largest educational building in the state. His expertise in educational pedagogy, student learning, and teaching has impacted thousands of students at the universities for which he has been associated. Imbrie is nationally recognized for his work in ac- tive/collaborative learning pedagogies, teaming and student success modeling. His engineering education leadership has produced fundamental changes in the way students are educated around the world. Imbrie has been a

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

Tagged Divisions

Educational Research and Methods

Paper ID #33932Modeling Trajectories of Latent Classes to Understand the AcademicPerformance of Engineering StudentsHeather Lee Perkins, North Carolina State University Heather graduated from the Applied Social and Community Psychology program in the spring of 2021, after completing her Bachelor of Science in Psychology from the University of Cincinnati. She has par- ticipated in various research projects examining the interaction between stereotypes and science interest and confidence, their influence upon womens’ performance in school and the workplace, and their pres- ence in the media and consequences for viewers. Her

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Fong, University of Illinois, Urbana-Champaign; Seth Poulsen, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

focused on implementation and only showed a static diagram (see Figure 7). For ad-hoccorrespondence, some YouTubers bounced between implementing the linked list and showing anexample using the diagram, but the two were not tightly coupled. For one-to-onecorrespondence, YouTubers stepped through their code and illustrated the corresponding changein the diagram, thus keeping the program state and diagram state in sync.DiscussionWhat (if anything) should we standardize?We might be tempted to think that diagram standardization is the answer to simplify all of thevariety. Certainly, chemistry seems to rely on standardization: how one professor draws Fischerprojections in one university is how another will draw the same Fischer projection. However

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

, reflection is gaining traction as a tool to help studentsthink about their study habits, exam performance, command of the course content, and teaminteractions. Yet few validated instruments exist to systematically document what students arelearning from reflection experiences. The purpose of this research project is to providepreliminary evidence of validation for an instrument to capture the knowledge gains of studentsfrom doing reflection activities in a course context. Having a validated survey will allowresearchers and educators to compare knowledge gains across activities, between classes, andeven across institutions. In order to create the instrument, the research team followed the surveyvalidation process. The 72 items, or questions for the

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin Lewis Van De Bogart, University of Maine; MacKenzie R. Stetzer, University of Maine

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 Investigating physics and engineering students’ understanding of ac biasing networksAbstract: This research paper describes a targeted investigation of student understanding of acbiasing networks, which has been conducted as part of a larger, ongoing project focused on thelearning and teaching of canonical bipolar junction transistor (BJT) circuits (e.g., the common-emitter amplifier). Biasing networks are critical for signal processing via BJT circuits, yetcoverage of such networks in physics and electrical engineering courses and texts is sparse andfrequently secondary to coverage of the amplifier circuits themselves. In this cross-disciplinaryproject, we have been

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

., number of filter slices [n]).We illustrate these methodological decisions as well as the results of TDA and its usefulness forengineering education using data from a project investigating first-year engineering students’underlying attitudes, beliefs, and mindsets to characterize the latent diversity of these students. Apaper-and-pencil survey was administered to 3,855 students at 32 ABET accredited institutionsacross the U.S. in Fall 2017. After cleaning the data using attention checks within the survey, 3,711student responses were examined for validity evidence. Exploratory factor analysis (for newlydeveloped scales) and confirmatory factor analysis (for existing scales) were conducted. Theresulting factors with strong validity evidence and