Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

with industry and peers involved with TAMUK’s JavelinaInnovation Laboratory (JIL). Exposure to these curricular design experiences are wrapped in asupportive layer of peer mentoring to promote student success. Cascading vertically, Page 26.331.5undergraduate seniors mentor juniors, juniors mentor sophomores, and sophomores mentorfreshmen. This STEP project is being piloted in four undergraduate engineering programs in theTAMUK Frank H. Dotterweich College of Engineering (i.e., mechanical, civil, chemical, andenvironmental).The CASCADE objectives are:1. Infuse concepts of the design process across all four levels of the engineering

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

to the three groupings found through qualitative analysis. Results of this mixedmethods study indicate that previous qualitative results are generalizable to a differentengineering population. This work brings us a step closer to developing a valid instrument toassess motivation based on FTP for use alongside performance assessments, allowing for betterunderstanding of how the affective domain influences cognitive performance in engineering.Introduction:The study of student motivation in engineering has developed around one of two conceptualizationsof motivation: 1) short-term task-specific motivation and 2) student motivation toward long-termgoals. Task-specific motivation seeks to understand student motivation for performing andcompleting

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer; Naomi C. Chesler, University of Wisconsin, Madison; Wesley Collier, University of Wisconsin-Madison; Jeff Linderoth, University of Wisconsin-Madison

Tagged Divisions

Educational Research and Methods

framework for quantifying simulateddesign problem complexity, we present a metric of complexity, tractability 𝑻, supported by datafrom real student work on a simulated engineering design problem.TheoryEngineering Design EducationDesign is a critical part of the engineering profession [1], [2]. As a result, design is a centralfocus of engineering education in terms of teaching, learning, and assessment [3], [4]. In a recentstudy, Sheppard and others [5] interviewed faculty and students about the field of engineeringand concluded that design is the most critical component of engineering education. One facultymember asserted that “guiding students to learn ‘design thinking’ and the design process, socentral to professional practice, is the

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

order to identifykey differences between development and implementation that can impact adoption.PurposeThe purpose of this paper is to identify key differences in the attitudes and beliefs of instructorsbetween two material development workshops spaced approximately one year apart.MethodsWorkshopsTo date, two summer workshops have been held where instructors from the Pacific Northwesthave been invited to participate in the co-development of materials for a Mechanics of Materialscourse. A majority of instructors from year one returned during year two while five instructorsattended the workshop for the first time during year 2 (Table 1).Table 1. Comparison of participants from year 1 workshop and year 2 workshop

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University

Tagged Divisions

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

the majority agreed that the format was effective in their learning.Additional results from comparing the two courses, as well as examples of student-generatedmaterials are presented and discussed in context of the overall research aim.Introduction: Engineering students face increasingly complex problems whose solutions often requireinterdisciplinary teams and significant interaction with diverse stakeholders [1-6]. Exploringcontemporary issues in society within engineering classrooms may help prepare students forthese challenges. One contemporary issue with significant engineering considerations is theadvancement and proliferation of hydraulic fractured oil/gas well stimulation, or “fracking” [7].Fracking has substantially increased

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina Cristina Adam, University of California, Santa Barbara; Brian P. Self, California Polytechnic State University; James M Widmann, California Polytechnic State University; Alexa Coburn, California Polytechnic State University, San Luis Obispo; Baheej Nabeel Saoud, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

player may get hurt more than the larger player (although an equal forceis exerted on both players)1.These misconceptions can survive even after extensive direct instruction. Concept inventories arespecifically designed tests that target common misconceptions, so they serve as useful tools toassess student learning and effectiveness of teaching practices. Performance on the DynamicsConcept Inventory (DCI) at the end of a large size dynamics class taught by traditional methodsshows a student average of only 32.1%2 . Such a low score shows that simply learning the correctequations needed to solve a problem does not mean a student has mastered the conceptualcontent of a topic 3, 4.Considerable effort has been spent trying to find instructional

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Abigail Christine Perkins, Texas A&M University; Gary T. Fry Ph.D., P.E., Texas A&M University; Carol L. Stuessy, Texas A&M University

Tagged Divisions

Educational Research and Methods

evidence of effectiveness of this particular instructional innovation in advancingstudents’ knowledge and abilities in engineering. Furthermore, we found the R&D methodologyprovided an appropriate, systematic framework for integrating research methodologies at everyphase in the R&D process.1.1. IntroductionInstruction must be reoriented for 21st century engineering learning1 to keep the United Statesglobally competitive to lead, innovate, and create future jobs.2 Contemporary society demands acitizenry familiar with the complexity of real-world problems associated with societal systemscoming into direct contact with the Earth’s natural systems.1, 2, 3 Particularly in urban areas,where natural Earth systems can seriously threaten human life

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia M Walter, DiZ - Center for Teaching and Learning in Higher Education; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

PDP. The identical questionnaire was administered a second time after theseminar and again three months later. We compare different formats of the seminar as well asinstructors from different academic disciplines. The focus is laid especially on instructors inSTEM disciplines (Science, Technology, Engineering and Mathematics) versus non-STEMdisciplines. The data obtained suggest that (1) there are differences between STEM and non-STEM instructors with respect to their initial beliefs, (2) there is noticeable development of theinstructors’ conceptions about teaching and learning as a result of participation in the program,and (3) different formats of the same program may display widely differing effectiveness.1 IntroductionIn recent years

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russ Pimmel, University of Alabama (Emeritus)

Tagged Divisions

Educational Research and Methods

virtual communities of practice models for faculty developmentAbstract Faculty development is a possible pathway to inform and encourage adoption of research-based education practices into engineering classrooms. We developed a model for facultydevelopment called a virtual community of practice. In this model we sought to engage facultywith research-based education practices, and more specifically, focus on their implementation ofthese practices in their courses. Two different VCP designs were utilized in our program. Thefirst cohort (Cycle 1) consisted of faculty that were grouped based on similar courses (n = 77).The second cohort (Cycle 2) consisted of faculty that were grouped based on similar

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 IMPORTANCE OF UNDERGRADUATE RESEARCH: EFFICACY AND STUDENT PERCEPTIONSAbstractUndergraduate research has emerged as a high-impact approach that can be used to enhancestudent engagement and to enrich student learning experiences.1 It is observed in the literaturethat undergraduate research can have an impact on student retention, and possibly attract womenand ethnic minorities to science-related disciplines while playing an important role in thedetermination of career paths for participating students.2, 3, 4 While there are multiple studies onthe impact of undergraduate research in social sciences and sciences, there is limited literature inthe engineering

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Anindya Roy, Johns Hopkins University; Alejandra J. Magana, Purdue University, West Lafayette; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Educational Research and Methods

computational science and engineering (e.g.,programming) can be difficult to learn. This study explores potential pedagogical strategies forthe implementation of worked-examples in the context of computational science and engineeringeducation. Students’ self-explanations of a worked-example are collected as in-code comments,and analyzed to identify effective self-explanation strategies. The results from this study suggestthat students’ in-code comments: (1) can be used to elicit self-explanations and engage studentsin exploring the worked-example; and (2) show differences that can be used to identify the self-explanation effect.Background and Motivation Several reports have suggested that there are not enough professionals with theappropriate

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

is weak, they struggle to relate to new concepts taught in theclassrooms. This is a progressive process as the new concepts they learn one day might be thepre-requisite for a later concept in the same course or later in a higher-level course. In order tounderstand this, the following research questions are investigated. (1) Do pre-requisite concepts (from a pre-requisite course) play any role in a student’s understanding of a new concept? (2) Within the same course, how well do our students make connections between the related concepts? (3) To what extent can students learn a higher-level engineering concept without a proper understanding of mathematical concepts (both basic and advanced)? (4) How well can our

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

sacrificing material coverage or educationalscaffolding. Many educators are beginning to invert their classrooms, but there is limited (or no)data on learning gains currently available. We are rigorously examining the impact of threeinstructors inverting two STEM courses, in engineering (thermodynamics) and mathematics(differential equations), by measuring student learning gains and attitudes towards the coursematerial. Our expected measureable outcomes are: 1. Higher learning gains; 2. Increased ability to apply material in new situations (transfer); 3. Increased interest in and positive attitudes towards STEM fields (affective gains); and 4. Increased awareness by students of how they learn and strategies that

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Rhudy, Pennsylvania State University, Berks Campus; Rungun Nathan, Pennsylvania State University, Berks Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

could be implemented in a variety of ways in orderto achieve the same objective.ImplementationThe proposed learning experience was implemented within an undergraduate fluid mechanicscourse. In the studied semester, this course was offered in two sections, scheduled for Mondays,Wednesdays, and Fridays at 8:00-8:50 am (Section 1) and 9:00-9:50 am (Section 2). On everyFriday in each section, an activity named “Fluids Friday!” was conducted for the first 5 minutesof the class period. This activity was run through a digital slideshow, consisting of four primarycomponents: 1. An introductory slide containing a fun picture conveying the message “We are happy that it is Friday!” 2. A picture revealing the “Fluid of the Week” with a link to

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Social network analysis (SNA) is a type of analysis that enables researchers to examinethe relationships among members of a given system or group.15 The network analysis approachenables researchers to identify, visualize, and analyze the informal communicative patterns andnetworks that underlie the formal organizational structure.16 In contrast to the “organizationalchart” that might show how communication is supposed to flow within the organization, networkanalysis shows the actual communication and relationships that emerge within the organizationor team. In this approach, several key terms must be defined (for the definitions offered here, seeWasserman & Faust, 1994, ch. 1). Actors refer to the social entities, who are the

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ellen L Usher, University of Kentucky; Natasha Aniceto Mamaril, University of Illinois ; Caihong Li, University of Kentucky; David Ross Economy, Clemson University Department of Materials Science and Engineering; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

2012(nUniversity 1 = 81, nUniversity 2 = 64) and spring 2013 (nUniversity 1 = 186, nUniversity 2 = 34). Informedconsent procedures were followed according to guidelines by each university’s institutionalreview board. Table 1 shows the gender and academic level distributions for students whoparticipated in the study.Table 1Participants’ Gender and Undergraduate Level Fall 2012 Spring 2013 n % n % Gender Male 91 62.76 168 76.36 Female 54 37.24 52 23.64 Undergraduate Level Lowerclassmen

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

reliability of .8 is generally considered asign of good measurement. But simply summarizing the reliability with a single number maskstwo very important facts: (1) the precision may vary considerably across the ability distribution,and (2) different test questions provide more and less information at different points in theability distribution.We believe these points are becoming increasingly relevant as testing becomes a larger issue incollege instruction. With questions about accountability and efficiency gaining in prominence,and with a new interest in the possibility of differentiated instruction, we think it is a good timeto examine the status quo of classroom testing in large undergraduate classes. We do this byanalyzing testing data from two

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

Chi’s (2009) active/interactive framework (for example, the “active learning” category was changed to “classroomgroup work” and lecture and guided practice were added to our list). The final list included eightinstructional strategies (see Table 1). Table 1 Categories of instructional approaches Instructional Strategies Descriptions Used to Build Survey 1 Classroom Group Work Working in pairs or groups to address questions about the material, and working in pairs or groups to answer problems or challenges that have been posed by the instructor. 2 Artifact Dissection Students work together to disassemble a common product (e.g., sewing

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

Effects Grades: Sizeness and the Exploration of the Multiple‐Institution Database for Investigating Engineering Longitudinal Development through Hierarchal Linear Models Page 26.280.2Introduction In a recent study, an effect entitled sectionality was probed to determine the effect ofdifferent course sections at various schools had on students’ grades.[1] A caveat of that studybrought up numerous times in lectures and via private correspondence – one left out of theoriginal paper – was the effect of class size (or sizeness) for the same introductory courses.While anecdotally, faculty from all over the country had discussed with the researchers in thepast few years that

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Hagge, Iowa State University; Mostafa Amin-Naseri, Iowa State University; Stephen B Gilbert, Iowa State University; John Jackman, Iowa State University; Enruo Guo; Gloria Starns, Iowa State University; LeAnn E Faidley, Wartburg College

Tagged Divisions

Educational Research and Methods

relationships that become difficult to correct. Using DBL, thecorrect relationships are clearly identified through the student’s decisions. While DBL shares manycharacteristics with existing methods, it is presented here as a new pedagogy that has not beenstudied prior to this paper.DBL has similarities to existing active learning methods [8-13], but differs in several importantways. First, a general to specific decision set provides the structure for solving novel problems.Second, students receive help with their understanding when they have trouble making thosedecisions. The goal of this method is to build expertise and to increase the chance that a studentcan solve novel and complex problems by: 1) Improving student understanding through the

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Princeton University. Her current research interests include 1) clarifying the effectiveness of video distribution and the use of exit tickets in oral communication instruction for engineers, 2) identifying the mental models engineering students use when creating graphical representations, and 3) learning the trends and themes represented in the communication-related papers across various divisions of ASEE. As part of this effort, Norback is working with Kay Neeley of U of VA to start an ASEE Communication across Divisions Community, now numbering 80 people. c American Society for Engineering Education, 2016   Communication across Divisions

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

reasons for the shortfall in assessment practices: 1)Introducing engineering students to entrepreneurship is a relatively new trend and it will taketime for the successes to be quantified and assessed; 2) There are inconsistencies across differentengineering entrepreneurship programs; 3) The program can involve a single course, multiplecourses, projects or experiential learning; 4) The concepts can be taught by engineering faculty,business faculty, practicing engineers, or a mix of these. These program differences lead tovariations in assessment methods and instruments. Most importantly, there is lack of a clear,consistent and comprehensive definition of engineering entrepreneurship characteristics withinthe community.Based on the framework

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

question, conflict, and reasoning episodes to explore the connection between team dynamics, quality of collaboration, and individual learning outcomes. These data were analyzed using a quantitative discourse analysis approach. We found that question type episodes has a significant impact on learning outcomes.IntroductionSolving real-world problems require interpreting data and making decisions effectively. Eventhough decision-making in an uncertain decision situation with incomplete data is an essentialskill across many domains, prior studies have shown even the experienced engineers andscientists have difficulty in eliminating alternatives and conducting successful decision analyses[1]–[3]. Problem solving and decision

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

support at-riskengineering freshmen. At our university, Introductory Calculus for Engineers targets studentsidentified as under-prepared or struggling in the freshman engineering math course. Although theintervention helps some students, there are many for whom it is unsuccessful, likely becausesocial, psychological, and situational factors contribute to underperformance. Specifically,feelings of belonging and learning environment likely contribute to variability in achievement. In two studies, we examined the relationship between perceived belonging and courseperformance for first-year engineering students at a large urban public university. In Study 1,participants enrolled in Introductory Calculus for Engineers were surveyed about

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

Tagged Divisions

Educational Research and Methods

Engineering Design AssessmentIntroductionHistorian of education Diane Ravitch [1] argues: “Education means to lead forth, but it isimpossible to lead anyone anywhere without knowing where you want to go” (pg. 25).Educational standards developed by instructors and institutions play a critical role in leadingstudents—they define what students should know and what they should be able to do at a certainlevel. In other words, standards provide a destination for where we want students to be at acertain point in their education. However, simply knowing the destination is not enough to helpstudents get there. We have to have a roadmap to guide students in their travels and to determineif they have arrived at the destination

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Rebecca Holliday, Georgia Southern University

Tagged Divisions

Educational Research and Methods

degrees di = deg(vi ). De-fine the degree sequence of G to be the non-increasing sequence {di1 , · · · , din }. For example, Figure 1 shows a graph whose degrees sequence is [2,2,2,1,1]. Thegraph contains 5 vertices. The number of edges, |E|, can be calculated, deg(vi ) = 2|E|.In the above sequence, there are 2+2+2+1+1 2 = 82 = 4 edges. Graphs of this nature canbe used to represent a range of social and natural phenomena including the worldwide web, food chains, and the famous ”small world” problem (see Strogatz, 2001 fora review). Here, we use them to represent classrooms. Figure 1: Graph with degree

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

first cohort of twelve students (all bioengineering) was accepted, and in fall2015, the second cohort of twelve students (consisting of bioengineering, electrical and computerengineering, and computer science) was accepted. Herein, we describe our work in developingand implementing the (CSP): http://cancer.illinois.edu/csp.Pedagogical Basis for Program StructureThe CSP is designed to promote persistence in STEM, allow students to develop their identity asscientists and engineers, and excite students to be intrinsically motivated to continue in STEM.The Persistence Framework3 identifies several concepts which positively support persistence inSTEM, especially for minorities and women. Table 1 illustrates how the CSP employs the fourPersistence

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foudation

Tagged Divisions

Educational Research and Methods

engineering education - Annual conference of American Society of Engineering Education (ASEE). His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs. c American Society for Engineering Education, 2016 Applying “The New Age of Innovations Principles” to Software Engineering EducationIntroductionThe ever-increasing ubiquity and criticality of software requires a mature softwareengineering discipline. However, it is still an evolving and young discipline, 1, 2, 3 which iscausing changes in the character of software development 4. Educating students in such adiscipline presents difficulties but also offers

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan R. Senkpeil, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Implications for student support in those differentclassroom contexts are described.1. IntroductionMany engineering programs recruit from the upper echelon of high school students, meaning thatmost incoming engineering students begin their college careers with strong academic credentials.Given the high GPAs and standardized test scores (cognitive factors) of the majority of incomingstudents, it seems clear that these students have the cognitive capacity to succeed at theuniversity. However, what we see instead is a large number of students not performing to theirpotential, or worse yet failing courses and being forced to drop out or change majors. Thisobservation suggests a number of unmeasured non-cognitive factors that play an important rolein

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Maintained Situational phases of interest are hypothesized to beprimarily state-based, while Emerging and Well-Developed Individual phases are considered tobe trait based. Over time, and through repeated activation, states can develop into traits, throughneural reorganization during brain development12. This is one reason why early experiences thatfirst “catch” and then “hold” one’s interest are thought to have such a sustained effect on laterinterest development13, 14. Hidi and Renninger’s model provides empirically driven descriptive characteristics ofstudents in each phase of interest (see Table 1). These descriptive characteristics allow insightinto measurable indicators of interest that go beyond surface level descriptors like