Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering careers were measured byonly one item each.    Further, there are other studies that investigated the impact of only a handful of out-of-classactivities. For example, Flowers9 looked at activities, such as student union, athletic andrecreation, and clubs and organization. Similarly, Huang and Chang (2004) focused on activities,such as attended a club meeting, joined a club, and led a club10. In a similar pattern, Webber,Krylow, and Zhang11 investigated community/service projects and interactions with faculty andstaff. To the best of our knowledge, Elkins, Forrester and Noel-Elkins6 included the highestnumber, 14 as shown in Figure 1, of out-of-class activities in a single study to measure students’perceived sense of campus community. The

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

gatekeeping courses. Among many factors to this failure, an important one isattributed to the lack of engaging pedagogy inside and outside classrooms. Through this NSFWIDER Program sponsored planning project, a team of faculty and administrators at AlabamaAgricultural and Mechanical University (AAMU) are implementing evidence-based instructionalpractices in foundation courses in STEM curricula. Recognizing that it is essential to implementeffective pedagogy in gateway courses where most attrition occurs, this project has conducted apilot study, which focuses on: (1) collecting baseline data about the extent to which evidence-based practices are currently being used in STEM gateway courses; (2) redesigning threefoundational gateway courses in

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Full Range of Leadership in Student Teams: Developing an InstrumentIntroductionThe federal government and industry have called for engineers to play a more prominent leadershiprole in business and public service.1-3 Increasing the technical literacy in high levels of leadershipmay help shape decisions which support well-informed, economically sustainable innovation andsolutions to problems facing our planet.1; 3 Because formative experiences during undergraduateyears help engineers shape their professional identities,4; 5 purposefully helping students cultivatetheir leadership skills is an important step toward meeting those calls. Leadership scholars suggestthat shared leadership may be a more effective leadership

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mukasa E. Ssemakula, Wayne State University; Gene Yeau-Jian Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

Tagged Divisions

Educational Research and Methods

education1. This paper reports on work that was undertaken torespond to this need through the development of the Manufacturing Integrated LearningLaboratory (MILL) concept. The MILL concept is predicated on the use of integrated projectsspanning multiple courses to give students relevant and realistic hands‐on experiences. It entailscoordination of the hands-on activities in the multiple targeted courses around the unifyingtheme of designing and making a functional product2,3. This was collaborative work betweenfour institutions namely: Wayne State University, Prairie View A&M University, New MexicoState University, and Macomb College. Four knowledge areas were identified for study namely:(1) drafting/design, (2) manufacturing processes, (3

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G. Jacobitz, University of San Diego; Ernest M. Kim, University of San Diego

Tagged Divisions

Educational Research and Methods

results and data on ideation space utilization as compared to traditional officehours covering a full academic year will be presented at the conference.1. IntroductionStudent visitation with faculty during scheduled office hours is an important aspect of thelearning experience. In addition, such visitation has been shown to positively affect studentmotivation and academic self-confidence [1] as well as an increased sense of purpose [2]. Manystudents feel that encouragement by faculty during office hours helped build the students’confidence, and, after meeting with professors during office hours, felt more comfortable askingquestions during classroom time [3]. Nadler and Nadler [4] conclude that “Education does not stopat the classroom doors and

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Olusola O Adesope, Washington State University-Pullman; Nathaniel Hunsu, Washington State University; Bernard J. Van Wie, Washington State University

Tagged Divisions

Educational Research and Methods

-regulation. The results are discussed with respect to their implications for instruction in engineering education. Keywords: active learning; hands-on learning; motivation; cooperative learning IntroductionVarious reports published within the past decade highlight a wide range of problems withengineering curricula, especially the lecture-dominated form of transmitting core engineeringconcepts to students [1-5]. These reports also show- that students’ motivation in learningengineering concepts continues to wane resulting in reduced interest in engineering careers andlow student-retention in engineering programs. Researchers have proposed different approachesto tackling this problem [6-7

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University, West Lafayette; Ryan R. Senkpeil, Purdue Engineering Education; Elizabeth K. Briody Ph.D., Cultural Keys LLC; Edward F. Morrison, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

delivered the 44-item Felder-Soloman Index of Learning Styles (ILS)[1], the 10-item Big Five personality inventory[2],the 8-item grit survey[3], the Motivated Strategies for Learning Questionnaire (MSLQ)13-item subscale on study skills and test anxiety[4], and we also obtained their academictranscript and admissions data. For faculty who consented (nf = 33), we delivered the 44-item ILS, the 16-item Approaches to Teaching Inventory (ATI)[5], and a 19-itemPedagogical Inventory (PI) that asked faculty to indicate their level of awareness and useof specific pedagogical tools (active learning approaches, lecturing, think-pair-share, etc.)in their teaching. For a particular sophomore-level course, we matched ILS scores ofstudents with their instructor

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 An Anchored Open-Ended Survey Approach in Multiple Case Study AnalysisIntroductionSurveys are ubiquitous in educational research; this data collection method is used to examine awide range of topics, including behaviors, attitudes 1, perceptions 2, and many other aspects ofstudents and their experiences. Surveys are also used to make inferences and predictions aboutpopulations that would otherwise be too large to examine 3. By asking questions to arepresentative sample of a population, statistical tools can help generalize results. Furthermore,question type can, and often does, vary within and across surveys, with typical formats beingsliding scales (e.g., Likert

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

higher education. For a number of years within engineering education, engineeringaccreditation boards in the US, Canada, and internationally, have recognized lifelong learning asone of the key competencies of engineering graduates. Characteristics of the lifelong learnerinclude the ability to “set goals, apply appropriate knowledge and skills, engage in self-directionand self-evaluation, locate required information, and adapt their learning strategies to differentconditions” (p. 292-293)1, 2. Inherent in these skills of lifelong learning is the ability for one to bea self-regulated learner with the ability to plan, monitor, control, and adjust his or her behaviourto achieve a desired outcome. In a learning context, self-regulation is highly

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Kari L. Jordan, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Aeronautical University. c American Society for Engineering Education, 2016 Balancing the Influence of Driving and Restricting Factors to Use Active LearningAbstractSeveral change models have stages where faculty decide to adopt, persist, or abandon usingalternative teaching approaches. While there have been several studies that identified keybarriers and driving factors to implement evidence-based practices, there has been little focus onexploring the relational balance between these factors. Therefore, this study examines thefollowing research questions: 1) How do faculty perceive the balance between driving andrestricting factors to implement active learning? 2) What professional

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ray Essick, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Emma Mercier, University of Illinois at Urbana Champaign

Tagged Divisions

Educational Research and Methods

implementation at UIUC in the context ofresearch on learning space design, [1, 2, 34] teacher and TA professional development, [27, 37, 40] andteam interaction. [3, 28, 36] Longitudinal survey data and two-sample hypothesis testing are used todescribe the impact of collaborative learning and particular implementation decisions onstudents.2. The introductory mechanics sequenceThe introductory mechanics sequence is comprised of three courses: Introductory Statics,Introductory Dynamics, and Introductory Solid Mechanics. Most students encounter thesecourses during their sophomore year, enrolling first in Introductory Statics, which is aprerequisite for the other two courses. Students studying in ten different engineering majors arerequired to complete

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

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

Initiative (WPSI). The acronym was changed from“WPSE” to WPSI. We dropped the “E” as our intent was never to be exclusive to non-engineering students or faculty members. At ASEE 2014, we presented preliminary results fromthe first WPSI iteration. Following the 2014 conference, we identified the need for a valid,reliable, and easily replicable assessment measure that could be used both within and outside ofWPSI to measure the attainment of a series of sustainability-related learning objectivesthroughout the engineering education research community.1 In this paper, we present the ongoingdevelopment and refinement of this measure, the Sustainability Skills and Dispositions Scale(SSDS). This instrument evaluates students’ attainment of learning

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Maura Borrego, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

engineering. Studies show that a lack of identification with engineering and byengineers often motivates students to migrate out of engineering into other majors.1 Attempts todefine identity in the context of engineering education necessitate a deeper understanding of theterm “identity.” While definitions of identity vary across disciplines, how identity is formed isstill a central and driving question. For example, what are the components that predictengineering identity and what does engineering identity predict? We posit there is more to engineering identity than just feeling like an engineer or seeingoneself as an engineer. This definition is limited and does not take into account the various facetsof personal identity that contribute to

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Deborah M. Grzybowski, Ohio State University; John T. Demel, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

at The Ohio State University to accomplish two major goals: (1) to providean inclusive learning environment in order to accommodate the learning styles of all studentsthrough the incorporation of online multimedia learning modules to be completed prior to class,and (2) to provide more in-class studio time with activities designed to increase active learning.The 15-week course covers a wide variety of fundamental engineering topics and laboratoryexercises but emphasizes problem solving and computer programming in MATLAB and C/C++.The class met for four 125-minute sessions per week in classrooms with studio-style seatingarrangements in groups of four with a desktop computer for each seat. In this research project,we asked the evidence-based

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Curtis Cohenour Ph.D., P. E., Ohio University; Audra Hilterbran, Ohio University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

contemporary automated grading tools common to undergraduate MSExcel® training courses with large student enrollments. Specifically, the program was guided bya two-fold objective of (a) increasing formative assessment opportunities in preparation forsummative exams, and (b) facilitating an accelerated student-teacher feedback loop throughprompt and specific feedback.The uniqueness of the proposed method is grounded in the simple set up and the efficient use ofActiveX Com controls in Matlab® to grade the Paradigm Education Solutions Benchmark SeriesMicrosoft® Excel 2013 (BM)1 text workbooks. For this particular training course, the BM Textwas organized into two levels with eight chapters within each level. Each chapter included anassessment. A unit

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yu-Yun Liu, University of Louisville; Kate E. Snyder, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

Educational Research and Methods

hypothesized that increases ininterest and attainment value, and decreases in perceived psychological cost value, would beassociated with higher academic achievement among undergraduates in engineering and withretention (maintaining enrollment in the college of engineering the following year).Participants in the current study included first-year students from an urban metropolitanuniversity enrolled in a school of engineering (n = 376, 21.8% female) in Fall 2013. Participantscompleted a self-report survey assessing their motivational beliefs twice during the first semester(Time 1 [T1]: first week of the semester; Time 2 [T2]: thirteenth week of the semester). Interestin engineering was measured by a single item. A five-item scale was used to measure

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

impact classroom climate and student motivation?AbstractThis research paper describes an investigation into the impacts of a flipped pedagogy on student-perceived classroom climate. We used the College and University Classroom Environment Inventory(CUCEI) to assess the classroom climate in both the flipped class and various control classes that werenot flipped. This inventory includes seven psychosocial dimensions of classroom climate:personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, andindividualization. Our specific research questions were: 1. Do students perceive a more positive classroom climate in a flipped classroom vs. a traditional lecture-based

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

students.3 Though much research has been conducted on predicting what willlead students to pursue engineering, exposing P-12 students to engineering to foster interest at anearlier age2, and determining why students leave engineering4, few studies have been conductedon how undergraduate engineers who persist to graduation develop throughout their collegecareers. Thus, in recent years, the framework of engineering identity and the factors thatencompass it, based on previous research on physics and math identities, has been used as a lensto study engineering students.Engineering identity is both a subset of and affected by the larger student identity, which alsoincludes personal and social identities.1 Identity can be defined as how students

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, promotion of a collegial and vertically-integrated cohort8, and connection ofstudents with institutional resources to foster their success. The program, begun in fall 2014, ispresently in its second of four funded academic years.The program was populated during its inaugural semester by a diverse group of 27 students (10freshman, 9 sophomores, 8 juniors). Figures 1 through 3 show the percentages of students asclassified by gender, ethnicity, and major, along with comparisons to relevant groups at the hostinstitution. Students may select majors from electrical engineering (BSEE), mechanicalengineering (BSE ME), mechanical engineering technology (BS ET), and electrical andcomputer engineering technology (BS ECET). With regard to gender and ethnicity

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

David Reeping, Ohio Northern University; Kenneth J Reid, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

bemeasured.Moreover, the ability to evaluate one’s course in the context of curriculum development can alsobe daunting. The task is made more streamlined using the First-Year Introduction to EngineeringCourse Classification Scheme, but this tool only quantifies the content (the objectives) of thecourse.1 Assessment and any associated performance metrics are not captured directly using thismethodology, so while the tool is useful for quantifying course objectives, its use as anassessment tool is limited – especially in the context of a curriculum review. Thus, byconstruction, the opportunity to remind the users to consider a one to one correspondencebetween the performance objectives and assessment is lost. Ensuring the balance of assessmentand objectives is

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

identifying information-rich cases may reduce bias whileallowing qualitative analysis for in-depth research questions.The purpose of this paper is to describe an outlier analysis followed by a cluster analysis toinform purposeful sampling as part of sequential mixed-methods studies. Three hypotheses aretested: 1) Purposeful sampling can be performed using statistical methods that weight criteriaequally for all prospective participants. 2) Outliers represent critical cases of groups within adesired population for maximum variation or contrast sampling techniques 3) Due to outliernature, sample size affects the quality of critical cases identification.The sample included adults in academia and industry who competed a lifelong learning scale

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

Engineering course Although recent literature in engineering education has focused on student enjoymentof coursework and its influence on student retention, 1- 3 very little research has incorporatedtheoretical frameworks which identify the specific roles that student beliefs and emotionsplay in course engagement. 4 To supplement self-report measures when assessing students’emotions in learning environments, many educational researchers have attempted to tiephysiological responses to students’ beliefs, affects, and motivation – including those thatutilized self-reported bodily responses, brain imaging, galvanic skin responses, andcardiovascular responding. 5- 12 Some researchers in education, but not many, have utilized thebiological marker

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lance C. Perez, University of Nebraska - Lincoln; Presentacion Rivera-Reyes, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods

specific point in a typical undergraduate electrical engineeringcurriculum at which the cognitive demand of the problems being posed exceeds the cognitivesupply being brought to the problem by a typical student. The Hahn and Chater framework isbeing used to assess cognitive supply.1. IntroductionAccording to Jonassen [1], problem solving is one of the most important cognitive activities ineveryday life (p. 63), as well as in the practice of science, technology, engineering, andmathematics (STEM). Professionals in STEM areas must solve problems in order to achieve thegoals of a current activity in a specific context. In the context of engineering solving a problemmight involve a structured and stated process [2] or the problem may have no specific

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

pedagogical approaches and curriculum designs are most effective to cultivate these twocritical skills and prepare students for their academic and professional careers. In thisinterdisciplinary study, the researchers selected three tablet courses (i.e. Construction Graphics,Green Building Design and Delivery, and Administration of Personnel) from engineering andbusiness management curricula. Project-based learning and flipped classroom pedagogies wereadopted in all three courses. Direct and indirect measures, along with associated rubrics weredeveloped to assess the targeted student learning outcomes: (1) oral/written/graphicalcommunication, and (2) critical thinking, in a tablet-enhanced learning environment with anemphasis on active and

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

participants andoften lacks evidence of validity. This paper examines the perceptions and use of engagedthinking, a term that encompasses critical and reflective thinking, by six students throughout a10-week Research Experience for Undergraduates summer program. An analysis of a series ofinterviews conducted with each student throughout their research experience presented themesrelated to prerequisites for engaged thinking (background knowledge, disposition, andtransitional circumstances) which could address some of the shortcomings that have previouslyprevented undergraduate research from reaching its full potential.IntroductionThe development of critical thinking skills represents one of the primary goals of undergraduateengineering education.1-3 In

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elnaz Douzali, University of Illinois, Chicago; Houshang Darabi, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

” [1]. Many researchers havestudied the objectives and applications of EDM [2][3]. One of the applications of EDM isobserving and understanding educational institutions’ data to predict student retention [4].Mohammadi et. al and Fike et. al show studies where the behaviors of students are observed andretention predictors are identified through EDM [5], [6]. Different researchers show methods forimproving the outcome of student retention using EDM [7].In addition to EDM, this paper implements process mining as its initial analysis step. Processmining is differentiated from data mining initially by its definition. As describes in the processmining book by Van Der Aalst et. al, “process mining is to use event data to extract processrelated

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Mott, California Polytechnic State University; Steffen Peuker, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

typicallyoutperforms the best student in class.  Page 26.143.2Benefits for instructors and administrators include: (1) minimal team facilitation because thegroups tend to develop into self-managed learning teams. (2) TBL is cost effective since it can beused in large classes using the same instructor/TA costs as small classes. (3) There are fewerworries about students not being in class or failing to prepare for class. (4) Student-facultyinteractions are more like working with colleagues when students are prepared for class andinstructors have time to develop personally rewarding relationships with students2. Description of Team-Based Learning Team-Based

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

William Sanchez, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Peter Bermel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Analysis and Optimization: An Exploratory Study (Evidence-based Practice)Background and MotivationThere is a long-standing interest and focus in educational research on electricity-related concepts, due totwo essential reasons: (a) electricity is one of the central areas of science, technology, and engineeringcurricula at all levels of education, and (b) its concepts are particularly difficult to teach and learn becausethey are abstract and complex 1. Therefore, both educators and students face several challengesthroughout the learning process 2. Students often develop their own conceptions of electricity, which maybe in conflict with the formal science perspectives 3. When these students’ interpretations of

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Educational Research and Methods

participation and recognition withinthat social sphere37. Based on prior work in science education and a symbolic interactionismapproach to understanding engineering role identity, the construct of identity, in our framework,is based on three measurable dimensions of students’ beliefs about theirperformance/competence, the recognition they receive from others, and their interest inengineering. These are not the only identities that an individual may hold, but they capture astudents’ subject related identity within engineering. A representation of this framework can befound in Figure 1.Recognition plays a significant part in identity development and has more recently become afocus in science identity research. A student’s perception of how others view

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

George E. Hassoun, Notre Dame University - Louaize, Lebanon

Tagged Divisions

Educational Research and Methods

of these activities andto the importance of appropriately weighing each learning and assessment activity, includinghomework assignments and quizzes.I – IntroductionWhen it comes to improving the effectiveness of engineering education, much research has beenpublished and numerous methods and techniques have been suggested. Active Learning, forexample, is a popular learning methodology advocating the initiation of classroom activities,such as group discussions, interactions and/or short quizzes, aiming to improve long-termknowledge retention [1]. Cooperative, Collaborative, and Problem-based Learning (PBL) areother methodologies that have been proposed to improve learning [2], [3], [4]. A more recentapproach, the Flipped Classroom, proposes