Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Tristan Utschig, Georgia Institute of Technology; Judith Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

Technology Education. Accessed Jan 2008. 10. Virginia Tech Department of Engineering Education. Accessed Jan 2008. 11. Doumont, JL. “Trees, Maps and Theorems: Effective Communication for Rational Minds”. Brussels, Belgium: Principiæ, 2009.12. Personal communication, Blakeslee, October 2009.13. Mullinix, B. "A Rubric for Rubrics: Reconstructing and Exploring Theoretical Frameworks". in Professional and Organizational Development (POD) Network Conference. 2007. Pittsburgh, PA.14. Mullinix, B. "Rubrics". 2009, Accessed Jul 2009. 15. Meuller, J. "Authentic Assessment Toolbox". 2009, Accessed Jan 2009. 16. Bargainnier, S., "Fundamentals of Rubrics, in Faculty Guidebook - A Comprehensive Tool for Improving

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas; Nicholas Evangelopoulos, University of North Texas; Uyi Lawani, University of North Texas

Tagged Divisions

Educational Research and Methods

.1Bibliography1. Shine, S., Kiravu, C., and Astley, J., “In Defense of Open-Book Engineering Degree Examinations.” International Journal of Mechanical Engineering Education, Vol. 32, No. 3, July 2005, pp. 197-211.2. Theophilides, C. and Koutselini, M., “Study Behavior in the Closed Book and the Open Book Examination: A Comparative Analysis,” Educational Research and Evaluation, Vol. 6, No. 4, December 2000, pp. 379-393.3. Theophilides, C., and Dionysiou, O., The major functions of the open-book examination at the university level; A factor analytic study, “Studies in Educational Evaluation, Vol. 22, No. 2, 1996, pp. 157-170.4. Williams, J.R., and Wong, A. (2009), “The Efficacy of Final Examinations: A comparative study of closed

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

Engineering Education. (2013). Transforming Undergraduate Education in Engineering (TUEE): Phase I: Synthesizing and Integrating Industry Perspectives. Arlington, VA3. National Academies Press, (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century: The National Academies Press.4. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120.5. Felder, R. M., Sheppard, S. D., & Smith, K. A. (2005). A new journal for a field in transition. Journal of Engineering Education, 94(1), 7-10.6. Prince, M. (2004). Does Active Learning Work? A Review of the REsearch

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Rawson, University of California, Riverside; Tom Stahovich, University of California, Riverside

Tagged Divisions

Educational Research and Methods

, Dexter Whittinghill, and Jennifer Kadlowec. Classes that click: Fast, rich feedback to enhancestudent learning and satisfaction. Journal of Engineering Education, 99(2):159-168, 2010.[9] Timothy S. Van Arsdale and Thomas Stahovich, Does Neatness Count? What the Organization of Student WorkSays About Understanding. In Proceedings of the 119th ASEE Annual Conference and Exposition, San Antonio,TX, 2012[10] David Hestnes, Malcom Wells, and Gregg Swackhamer, Force Concept Inventory. The Physics Teacher, Vol.30, Issue 3, 141-158, Mar 1992[11] Patricia A. Alexander and Judith E. Judy, The Interaction of Domain-Specific and Strategic Knowledge inAcademic Performance. Review of Educational Research, Vol. 58, No. 4, 375-404, 1988[12] C. Lee, J. Jordan, T

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Robin Adams, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; David P. Crismond, City College of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

education (especially in regards to the design of complex systems), student preparation for post-graduation careers, and innovations in research-to-practice.Dr. Robin Adams, Purdue University, West Lafayette Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, acting and being; design learning; and engineering education transformation.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L Pawley, Purdue University, West Lafayette; Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

steps mapped to Walther et al.'s Q3 typology Description Making the data Handling the data Validation: How can we improve We present data collection method We document research insights the research findings’ capacity to for collective scrutiny by mapped to analytical step. (Memo appropriately capture and colleagues and research steps.) represent aspects of the social community. (Step 9) reality observed? Theoretical validation: Do the We have designed the interview We regularly return to the concepts and relationships of the protocol to facilitate inquiry into

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Amani Salim, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

Educational Research and Methods

Student Responses for Q1For Q1 - “Who is the client?”, students are required to identify the direct client. This is theperson(s) who will utilize the written procedure or solution developed by the team. Descriptionsof the types of clients identified by students and sample student responses are shown in Tables 1-3. For each MEA, the types of clients are divided into four categories: 1) the direct client, 2) theindirect client, 3) non-clients, and 4) multiple clients - a combination of 1-3. For MEA 1 (Table1), the direct client is the technical installation team of TLP (a security system company) whowill install the security laser system and ultimately use the written procedure developed by theteam. The indirect clients include the CEO of TLP and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen M. Swartz, North Dakota State University; Lauren Singelmann, North Dakota State University; Ryan Striker P.E., North Dakota State University; Mary Pearson, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Stanley Shie Ng, Biola University

Tagged Divisions

Educational Research and Methods

andStudent 2. When Student 3 moves link connections will cause the group to move in the samedirection and distance that Student 3 moves towards his/her target. Since Student 3 also has aproject connection link, the project location coordinates will also be reassigned to a new centralposition between Students 1 and 3 due to Student 3’s movement.In the model, team progress was determined based on which grid square (see Figure 2) theproject location ended in once the clock cycle was complete. Individual student progress wasdetermined based on the grid location each student ended in. While the model’s simulation isoccurring, data is logged on every input value, movement, and interaction of all agents duringevery time count. This data can then be

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

findings align with Kember et al.’s [11] observation that critical reflection requires engagement with and change of a perspective over time, making it inherently less frequent. The most common downward change was from critical reflection to reflection. In total, 28 students moved up the reflective scale while 6 moved down. The results from using the de Figueiredo [2] framework to code the reflections

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

. Additional funding for undergraduate research was provided by the 2014 Seattle UniversityFr. Woods Fellowship Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1 National Academy of Engineering, Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington DC: The National Academies Press, 2005.2 ABET, "Criteria for Accrediting Engineering Programs Effective for Evaluation During the 2009-2010 Accredidation Cycle," ABET Engineering Accreditation Commission, 2008.3 American Society for Civil Engineering, "Civil Engineering Body of Knowledge for the 21st Century

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

and educational model to strengthen a radar curriculum forbroad distribution. Advances in Engineering Education, 1(1), 1-2311- Nathan, M. J., & Petrosino, A. (2003). Expert blind spot among preservice teachers.American Educational Research Journal, 40(4), 905-928.12- Merriam, B. S. (1998). Qualitative research and case study applications in education. San Francisco,CA: Jossey-Bass.13- Strauss, A. L., & Corbin, J. (1998). Basics of qualitative research: Grounded theory procedures andtechniques. Newbury Park, CA: Sage.14- Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientificconception: Toward a theory of conceptual change. Science Education, 66, 211-227

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, The University of Georgia; Ashley Babcock, University of Georgia

Tagged Divisions

Educational Research and Methods

." International Journal Of Engineering Education 21(1): 139 - 150.25. Prince, M. J. and R. M. Felder (2006). "Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases" Journal of Engineering Education 95(2): 123-138.26. Sheppard, S.D., J.W. Pellegrino and B.M. Olds (2008) "Guest Editors' Foreword: On Becoming a 21st Century Engineer" Journal of Engineering Education 97(3): 231-234.27. Bransford, J. (2007) "Preparing People for Rapidly Changing Environments." Journal of Engineering Education 96(1): 1.28. Kellam, N.N., T. Costantino, and B. Cramond (2009). "The Impacts of an Interdisciplinary Design Studio on Creativity." Proceedings of the Creativity and Innovation Symposium, Winston-Salem.29. Foor, C. E., S. E

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Dan Budny, University of Pittsburgh; Laura Lund, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

the course.Though these elements seem somewhat vague upon first review, the expectations and courseoutcomes must be carefully laid out and communicated from the first day of class in order to Page 14.1327.5maximize the level of satisfaction experienced by not only the students, but also by thecommunity partners and the instructor(s). Furthermore, it is also vital to reinforce theseexpectations and evaluate whether they are being met at various points during the course viasurvey and reflection. Although the community project is the fundamental tool with which aservice learning course is conducted, the specifics of each project are incidental

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Saraj Gupta, Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Communication,” Design Studies, 23, 473-496.10. Ehrlenspiel, K. (1999). “Practicians – How They Are Designing? … and Why?,” Proceedings of the International Conference on Engineering Design (ICED’99), 721-726.11. Bucciarelli, L.L. (1984). “Reflective Practice in Engineering Design,” Design Studies, 5, 3.12. Dorst, K. and Cross, N. (2001). “Creativity in Design Process: Co-evolution of Problem-Solution,” Design Studies, 22, 5, 425-437.13. Okudan, G.E. and Mohammed, S., (2006). "Facilitating Design Learning in a Collaborative Environment: Findings on Team Functioning,” International Journal of Engineering Education - Special Issue on Design, Vol. 22, No.3.14. National Academy of Engineering (2004). The Engineer of 2020:Visions of Engineering

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Robert Leicht, Pennsylvania State University; John Messner, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Hyeon Woo Lee, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

…2. What suggestion(s) do you have for improving it? Student survey #2 (Administered after 6 flipped class sessions)1. Did you watch the recorded lecture as assigned?2. How many times did you typically watch the lectures?3. Did you review portions of the lecture that seemed unclear? (Almost always, Often , Sometimes, Rarely, Never )4. Did you watch the video straight through, or watch it in pieces and take breaks? (Straight through, Pieces, Straight through, then reviewed unclear pieces, All in one sitting, but I would pause and review certain sections)5. How long did you typically spend watching the lectures at one sitting? (10 mins, 15 mins, 20 mins, 30 mins, 45 mins, 1 Hour, More than 1 hour)6. What length of posted

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Donald Elger, University of Idaho

Tagged Divisions

Educational Research and Methods

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Barbara Olds, National Science Foundation and Colorado School of Mines; Michelene Chi, University of Pittsburgh; Mary Nelson, University of Colorado; Monica Geist, University of Northern Colorado

Tagged Divisions

Educational Research and Methods

: Minnesota Studies in the Philosophy of Science. (pp.129-160). Minneapolis, MN: University of Minnesota Press.[10] Chi, M.T.H. (2005). Commonsense Conceptions of Emergent Processes: Why Some Misconceptions Are Robust. Journal of the Learning Sciences, 14(2), 161-199.[11] Chi, M. T. H. (1997). Creativity: Shifting Across Ontological Categories Flexibly. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp.209-234). Washington, DC: American Psychological Association.[12] Slotta, J.D., Chi, M.T.H., and Joram, E. (1995). Assessing Students’ Misclassifications of Physics Concepts: An Ontological Basis for Conceptual Change. Cognition and Instruction. 13 (3), 373-400

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University

Tagged Divisions

Educational Research and Methods

importantly, to help maintain the sense of colleagueship and community that develops among the workshop participant s during their four days together. The sessions are open to participants in the orientation workshops held in the preceding three years. Topics that have been addressed include troubleshooting teaching, working with student project teams, dealing with fund ing agencies, and the most popular one, writing effective NSF CAREER grant proposals. The average attendance is between ten and twenty. One of the principal reasons for initiating the workshop was new faculty dissatisfactionwith the orientation they received following their arrival at N.C. State. To assess the impact ofthe workshop in this regard, surveys of

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

John in that he retrospectively reflectson how reading journal articles in the past helped him approach reading journals in the present.He states: “When I started reading paper[s], I used to go through it very fast. My idea was just grasp the results and that's all… I didn't follow the whole idea of the [paper]... [My advisor] wanted me to see that all these things are not very difficult. All the [big] equations we see are actually very small, simple equations… Now when I see some very difficult equation, I know that it's not difficult. Inherently it's very simple. This is the learning I had because this helps me a lot now.” - UmarEven though Umar knows he learned how to approach reading journal papers with

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Divisions

Educational Research and Methods

and stakeholder relationships. Organization studies, 29(8-9), 1227-1254.Lester, J., & Kezar, A. (2012). Faculty grassroots leadership: Making the invisible visible. The Journal of the Professoriate, 6(2), 98-129.Lozano, R. (2006). Incorporation and institutionalization of SD into universities: breaking through barriers to change. Journal of cleaner production, 14(9), 787-796.Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of organizational behavior, 23(6), 695-706.Oreg, S. (2003). Resistance to change: developing an individual differences measure. Journal of applied psychology, 88(4), 680.Rao, H., Monin, P., & Durand, R. (2003). Institutional Change in Toque Ville

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Educational Research and Methods

& Sons.9. Lee J.J., Hammer J. (2011). Gamification in Education: What, How, Why Bother? Academic Exchange Quarterly, vol. 15(2), 1-510. Gee, J.P. (2016). Games as Well-Designed Teaching and Learning. http://www.p21.org/news- events/p21blog/1511-gee-games-as-well-designed-teaching-and-learning. Accessed on July 14, 2016.11. Akpolat, B.S. and Slany, W. (2014). Enhancing software engineering student team engagement in a high intensity extreme programming course using gamification. IEEE 27th Conference on Softwar Engineering Education and Training, CSEE and T2014 Proceedings, April 23-25, 2014. Klagenfurt, Austria. http://dx.doi.org/10.1109/CSEET.2014.681679212. Barata, G., Gama, S., Jorge J.A., Goncalves, D

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maya Denton, University of Texas, Austin; Nathan Hyungsok Choe, University of Texas, Austin; Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; David B. Knight, Virginia Tech; Whitney Wall Bortz, Virginia Tech; Timothy Kinoshita, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

://www.nsf.gov/statistics/2018/nsb20181/report/sections/higher-education-in -science-and-engineering/graduate-education-enrollment-and-degrees-in-the-united -states#s-e-doctoral-degreesNational Science Board. (2018b). SEH Doctorates in the Workforce, 1993 – 2013. Retrieved from: https://www.nsf.gov/nsb/sei/infographic2/?yr=2013&fd=Mathematics%20and%20 statistics&cs=None#mainNational Science Foundation. (2018a). Survey of Doctorate Recipients. Retrieved from: https://www.nsf.gov/statistics/srvydoctoratework/National Science Foundation. (2018b). Survey of Earned Doctorates. Retrieved from: https://www.nsf.gov/statistics/srvydoctorates/Roach, M. & Sauermann, H. (2010). A taste for science? PhD scientists

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gregory L. Heileman, University of New Mexico; Michael Hickman; Ahmad Slim; Chaouki T. Abdallah, University of New Mexico

Tagged Divisions

Educational Research and Methods

action will reduce programquality. The analytical tools we present in this paper have proved useful in guiding discussionsaround curriculum change on our campus, as they provide a tool for comparing the complexities ofsimilar programs at different institutions, including those that are highly rated, and for consideringthe possible improvements in graduation rates that could be obtained through particular curricularreforms.References 1 C. Abdallah, G. Heileman, and T. Babbitt. The university is a system. The EvoLLLution, Jan. 29, 2016. 2 C. Alexander, S. Ishikawa, and M. Silverstein. A Pattern Language: Towns, Buildings, Construction. Oxford University Press, New York, 1977. 3 K. Beck and W. Cunningham. Using pattern languages for

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; Kristin Imhoff, Drexel University ; Kevin Ayers, Drexel University; Philipp A. Boettcher

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

administration for the engineering tutoring center consists of a director, coordinator,faculty liaison, and student employees. The director, faculty liaison, and coordinator have workedas a team on the continuous development and assessment of the day-to-day activities in the center. The director has been the main position guiding the growth and direction of ACE. Thedirector meets with departments to discuss course support in ACE and works to garner facultysupport and participation. S/he determines course support needs, works to provide newopportunities through ACE such as workshops and help sessions, provides direction for datacollection and analysis for ACE activities, advises ACE coordinator, and researches scientificliterature to improve

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bashirah Ibrahim, Ohio State University; Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

Tagged Divisions

Educational Research and Methods

,” The Research Journal for Engineering Education, 106, pp 245-272, 2017.11. P. Rogers, D. C. Davis, S. Winfree, K. Ash, B. Ibrahim and L. Ding. Early Validation of the Motivation in Team Projects (MTP) Assessment. In Proceedings American Society for Engineering Education Annual Conference. Columbus, OH, 2017.

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress, University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

. 62, no. 1, pp. 27-42, Mar. 2019.[6] V. B. Mansilla, “Assessing Student Work at Disciplinary Crossroads”, ​Change: The Magazine of Higher Learning,​ vol. 37, no. 1, pp. 14-21, Jan. 2005.[7] V. B. Mansilla and et. al., “Quality Assessment in Interdisciplinary Research and Education”, ​Research Evaluation​, vol. 15, no. 1, pp. 69-74, Apr. 2006.[8] R. K. Yin, ​Case Study Research: Design and Methods, Applied Social Research Methods Series,​ 5th ed., Los Angeles, CA: Sage Publications, 2013.[9] S. B. Merriam, ​Qualitative Research: A Guide to Design and Implementation​, San Francisco, CA: Jossey-Bass, 2009.[10] D. Wicks, “The Coding Manual for Qualitative Researchers”, ​Qualitative Research in Organizations and

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen M. Ward, Arizona State University; Yingyan Lou, Arizona State University

Tagged Divisions

Educational Research and Methods

– 378, 1998.[3] K. Heid, “In-Depth Interviews to Understand Student Understanding”, in Assessment Practices in Undergraduate Mathematics (Gold, G., Kieth, S., and Marion W. ed), pp. 109 – 110, 1999.[4] V. Odafe, “Oral Examination in College Mathematics: an Alternative Assessment Technique”, PRIMUS, 16(3), pp. 243 – 256, 2006.[5] P. Iannone, and A. Simpson “Oral Assessment in Mathematics: Implementation and Outcomes”, Teaching Mathematics and Its Applications: International Journal of the IMA, 31(4), pp. 179 – 190, 2012.[6] P. Iannone, P. and A. Simpson, “Students’ Views of Oral Performance Assessment in Mathematics: Straddling the ‘Assessment of’ and ‘Assessment for’ Learning Divide

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico-Mayaguez; Ana Nieves, University of Puerto Rico-Mayaguez; Cristina Pomales-Garcia, University of Puerto Rico-Mayagüez; Nayda Santiago Santiago, University of Puerto Rico-Mayaguez; José Vega, University of Puerto Rico-Mayaguez; Vilma Lopez, University of Puerto Rico-Mayaguez

Tagged Divisions

Educational Research and Methods

statement.Students strongly disagreed about the idea of using the calculators (70%), MP3’s (80%), or cellphones (79%) to disconnect when the professor or the class is boring, or when they do notunderstand the class.There was a high variability in the times students reported spent in activities like internet,messenger, playing games, or talking in the phone or cell phone. On average students said theyused a laptop to navigate through the internet for approximately 4.2 (SD 2.6) hours daily. Theyuse a messenger system for 3.7 (SD 3.4) hours daily, talk on the phone and cell phone 1.7 (SD Page 12.197.101.9) and 2.3 (SD 2.2) hours daily, respectively. In general, a