Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alison B. Hoxie, University of Minnesota Duluth; Thomas Shepard, University of St. Thomas; Robert Feyen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

classroom3, orthis pedagogical approach can be combined with more traditional in-class lectures in numerousvarieties of a hybrid approach. As aptly stated by Lage et al.1, in the flipped classroom eventsthat would typically occur during class time are moved to take place outside of class and viceversa. In order to accommodate the increased class time for student-centered activities in aflipped classroom the traditional in-class lecture component is minimized or removedaltogether. Students then receive lecture material typically through computer-based videos andinstructional activities to be completed prior to attending class. A review of the literature revealsthat instructors are utilizing the flipped classroom in a variety of undergraduate

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

atthe University of Washington12,13).Due to their ability to measure procedural knowledge, researchers studying engineering designknowledge rely heavily on ethnography and VPA. Design educators, however, would not gainenough value from performing such studies on students in their classes to warrant the intenseamount of time required; educators need more efficient means to assess learning. Hence, thepurpose of this study is to evaluate two streamlined approaches – each taking no more than 10minutes of class time (for the whole class) and 1 minute of coding per response – with respect totheir effectiveness in measuring procedural knowledge. While each approach aims to assessprocedural knowledge, they both do so by asking students to declare their

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dawn Laux, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

has on technology readiness, the complexities of globalchallenges, and benefits that come with multiple skillsets and knowledge domains. With the overall traditional student population dropping, retaining college students isbecoming more urgent. A response to these challenges has included tactics such as increasedfinancial aid and fiscal support. However, a sustainable effort is warranted. The higher educationenvironment must encourage a sense of connectedness and community by recognizing students’diversity of thought and opinion, and merit. To retain students to degree completion at higher rates, the prior observations by Tinto5are recommended for improving student persistence: 1. A commitment to success must include monetary

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Direnga, Hamburg University of Technology; Bradley Presentati, Hamburg University of Technology; Dion Timmermann, Hamburg University of Technology; Andrea Brose, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

with the posttest) actually show learning gains and not only retention as afunction of the retention interval.1 IntroductionThe purpose of instruction in engineering is to help prepare students for subsequent courses andfuture jobs. It might be an obvious statement, that the knowledge gained in engineering coursesis meant to be retained, but is it really? While there is a large body of research that focuses onteaching effectiveness by measuring how much knowledge was gained during instruction, thequestion of how much of this knowledge is actually retained in the years following completion ofthe course is less frequently addressed, although it is equally important.In this paper, we investigate the long-term retention of conceptual

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Bouwma-Gearhart, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

better meet the needs of students and society. One means forimproving education is through interventions aimed at changing educators’ teaching practices, as well astheir larger organizations, namely the structures and routines that affect students’ experiences inclassroom. These interventions include a range of designs, including comprehensive initiatives andaccountability policies[1] meant to foster change to teaching practices, related organizational structuresand routines, or both. These include disciplinary and institutional accreditation policies, federal and statelaws, initiatives between and across campuses supported and coordinated by various funders andstakeholders, conceptual tools like those promoting educator inquiry on teaching

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chengyu Sun, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Harsh Gadhia, California State University, Los Angeles

Tagged Divisions

Educational Research and Methods

advisement, when carried out effectively, can help students to discover and build theirprofessional identity, to perceive their college environment as one that is caring and welcoming,and to feel better connected to the University [1, 2]. Ultimately, good academic advisementimproves student’s chances of persisting in college [3, 4]. Here, at the College of Engineering,Computer Science, and Technology (ECST) at California State University, Los Angeles, theGolden Eagle Flight Plan (GEFP) has been developed to encourage a holistic, developmentaladvisement approach. The GEFP was one of the interventions in a new First-Year Experience atECST (FYrE@ECST) program, which was piloted this 2015-16 academic year. The GEFP hasundergone preliminary testing with

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian M. Frank, Queen's University; Natalie Simper, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

learning are key engineering accreditation requirements, and fundamentalelements of undergraduate education, but “are often considered to be among the most difficultoutcomes to define, teach and assess” 1. There has been significant interest in measuringfundamental transferable intellectual skills (TIS) like critical thinking, communication,problem solving, and lifelong learning 2–7. Past work has found average performance gains inbroad TIS like critical thinking and written communication, for example, with effect sizesaround d=0.5 standard deviations (SD) over a four year program3,6,7, with some findingdifferences between majors3 and others finding no strong evidence for this6.TIS are found in some form in the Washington Accord 8, the Essential

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

to a prescribed and emergentapproach (Table 1). For prescribed outcomes, the change agent knows upon initiating achange process what kind of behavior or mental states in individuals or groups areexpected and sought, driven by the assumption that the change agent has the keyknowledge needed to define the outcomes. For emergent outcomes, the end state, interms of behaviors or mental states, is determined as part of the change process, with theassumption that those involved in the change have important information needed todefine the outcomes7. When the individual is the focus of the change, the changestrategy seeks to directly impact their beliefs and behaviors, assuming that they act of

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Utah State University; Kimberly Kristine Hardy, Boise State University; Dazhi Yang, Boise State University

Tagged Divisions

Educational Research and Methods

expressed are those of theauthors and do not necessarily reflect the views of the National Science FoundationReferences[1] Shah, J. Y., & Gardner, W. L. (Eds.). (2008). Handbook of motivation science. New York, NY: Guilford Press.[2] Chen, G., Gully, S. M., Whiteman, J. A., & Kilcullen, R. N. (2000). Examination of relationships among trait- like individual differences, state-like individual differences, and learning performance. Journal of Applied Psychology, 85(6), 835-847.[3] Mowrer, O. H. (1939). A stimulus-response analysis of anxiety and its role as a reinforcing agent. Psychological Review, 46(6), 553-565.[4] Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren Suzanne Wallace; Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

be reflected in the different types of resourcesprevalent within these “worlds.” The research described in this paper aims to deepen insight ofengineering concept representation, description, and usage in academia and practice (i.e. theworkplace).Two specific issues guided the use of roundabout design as the medium for analyzing conceptuse, representation, and description: 1) roundabouts are specific transportation design facilities emerging in use and design within the United States, and 2) the design of roundabouts served as the larger context for an ongoing case study exploring concept use, representation, and interpretation in engineering activity and interactions.The application of roundabouts as a

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Alejandra J. Magana, Purdue University, West Lafayette; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

the 21st century has been built squarely oninformation, communications, and computational technology (ICCT). In this WIP, we explorehow ICCT impacts the way that engineering is learned with the goal of establishing a researchagenda for propagating the effective use of ICCT in engineering education. We seek to informaction and generate conversation amongst administrators, instructors, researchers, and students.We can approach this goal from two broad perspectives. First, ICCT has fundamentally changedengineering practice by supporting discovery, collaboration, and innovation processes.1 Intandem, learning technologies promise to provide an unprecedented opportunity to improveinstruction, provide adaptive learning, and foster increased access

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Marie Williamson, James Madison University; Mariafé Taeví Panizo, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

Assessment and Measurement. She previously served as the Associate Director of the Center for Assessment and Research Studies at JMU. Her areas of research include assessment practice and engineering education research. c American Society for Engineering Education, 2016 Construct Validation of the Engineering Students’ Motivational Beliefs Scale: Findings and Future Directions Previous research has shown that engagement in a task is directly linked to a person’smotivational beliefs[1]. Motivational theories have been incorporated into domains likepsychology and education for decades in order to

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrystal A. S. Smith, University of South Florida; Hesborn Wao, University of South Florida; Julie P Martin, Clemson University; George T. MacDonald, University of South Florida; Reginald S Lee, University of South Florida; Gladis Kersaint, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

fromanthropology become useful in elucidating complex concepts such as culture models and socialcapital. Cultural models are internalized cognitive schemas that individuals within a cultureshare to varying degrees and draw upon to form and organize their beliefs, meanings, andpractices.1 Social capital is refers to the social connections of students and the resourcesavailable through those connections. To examine these concepts, it is important to understandtheir meaning as interpreted by individuals who are members of a particular culture. Freelisting, an anthropological structured technique, allows researchers to quickly and systematicallycollect data about a population’s shared cultural knowledge in a specified cultural model

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

methodologies almost always involve students discussing questions and solving problemsin class, with much of the work in and out of class being done by students working in smallgroups22. Experimentation with some of these methods has demonstrated that students achievebetter conceptual comprehension and problem-solving capacity learning with them23 13.Although pedagogical innovation in STEM education can lead to improved teaching andlearning, the adoption of innovations is a potentially long-lasting process, posing challenges toinstitutions regarding curriculum development, technology adoption and cultural change24 1 25 26.Several barriers exist to the use and adoption of novel teaching methodologies based on RBIS27 128 . These include student

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

developed to isolate concepts and typically include commonmisconceptions as possible incorrect answers. Situated cognition theory suggests that knowledgeis an interaction between the individual and the context and that isolated concepts may be oflimited value in solving engineering design problems. We began to test this proposition byadministering the statics concept inventory to practicing civil engineers.Purpose: The purpose of this research is to gather data on practicing civil engineers’performance on the statics concept inventory.Methods: The statics concept inventory, implemented as an online survey, collected responsesfrom practicing engineers with a range of experience from 1 year to 45 years as an engineer.Results: There were 25

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick S. Harkness, Utah State University; Angela Minichiello, Utah State University; Joshua Marquit, Pennsylvania State University, Brandywine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, or difficult; or appeal to the emotions instead ofcognitive learning of their students4. Ultimately, constructive resistance may help students toengage more deeply if managed appropriately by the instructor.Research Questions Acknowledging the need for a deeper understanding of student resistance to activelearning, this study was guided by two research questions:1. To what extent do nontraditional undergraduates resist required participation in anasynchronous, online support forum in first year calculus? [QUAN]2. What are the attitudes and rationales of nontraditional undergraduates who resist participationin the online forum? [QUAL]Frameworks Theoretical framework. The theoretical framework for this study is

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gary W Behm, Rochester Institute of Technology (CAST); Raja S Kushalnagar, Rochester Institute of Technology; Joseph S. Stanislow, National Technical Institute for the Deaf; Aaron Weir Kelstone, RIT/NTID

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

NTID faculty he worked for AT&T Bell Laboratories as an electrical engineer, a physical designer, and a computer programmer for 20 years.Dr. Aaron Weir Kelstone, RIT/NTID EDUCATION Ed.D in Education, Northeastern University, Boston, Massachusetts, 2013 M.A. in English Literature Cleveland State University, Cleveland, Ohio, 2001 B.A. in English Literature Cleveland State University, Cleveland, Ohio, 1994 PROFESSIONAL EXPERIENCE Senior Lecturer, 2010 & Program Director of Performing Arts, NTID ,2011 RECENT PUBLICATIONS American Deaf Prose: 1980-2010: Gallaudet Deaf Literature Series, Vol. 1, ”Homecoming,” Gallaudet UP, April, 2012 Wordgathering: A Journal of Disability Poetry, ”Ruminations of a Cyborg

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Corey T Schimpf, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

theory), and in that it borrows concepts from disciplines, making it dependent onknowledge that is transportable. However, not all knowledge is transportable and borrowing isnot always successful.10Data Point 1: The 2006 Engineering Education Research AgendaAs mentioned above, a group of leaders in the engineering education community developed aresearch agenda for the field in 2006. Engineering epistemologies was one of five research areasprioritized. Engineering epistemologies was defined as “research on what constitutes engineeringthinking and knowledge within social contexts now and into the future.”11 Within that area, fourspecific lines of inquiry were further identified: 1) What knowledge, skills, processes, values, and attitudes

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Raja S. Kushalnagar, Rochester Institute of Technology; Gary W. Behm, Rochester Institute of Technology ; Aaron Weir Kelstone; Brian Trager, Rochester Institute of Technology; Mary Rose Weber, Rochester Institute of Technology; Shareef Sayel Ali, Rochester Institute of Technology NTID and VTCSecure's ACE Innovation Lab; Jason Dominick Lee, Rochester Institute of Technology, Center on Access Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and has presented over 30 scientific and technical papers at various professional conferences worldwide.Dr. Aaron Weir Kelstone EDUCATION Ed.D in Education, Northeastern University, Boston, Massachusetts, 2013 M.A. in English Literature Cleveland State University, Cleveland, Ohio, 2001 B.A. in English Literature Cleveland State University, Cleveland, Ohio, 1994 PROFESSIONAL EXPERIENCE Senior Lecturer, 2010 & Program Director of Performing Arts, NTID ,2011 RECENT PUBLICATIONS American Deaf Prose: 1980-2010: Gallaudet Deaf Literature Series, Vol. 1, ”Homecoming,” Gallaudet UP, April, 2012 Wordgathering: A Journal of Disability Poetry, ”Ruminations of a Cyborg,” (WWW.wordgathering.com) March, 2010 Vi- gnettes

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Bill Jay Brooks, Oregon State University; Debra May Friedrichsen, Unaffiliated; Jeffrey A Nason, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

. Page 26.1731.1 c American Society for Engineering Education, 2015 What’s Muddy vs. What’s Surprising? Comparing Student Reflections about ClassIntroductionClassroom assessment techniques that ask students to reflect on material covered in classare believed to help improve learning by allowing the student to actively participate in thelearning process while evaluating their understanding of course content.1 Promotingstudents to be more reflective about their learning experiences allows them to developrobust learning strategies and metacognitive skills that are characteristic of expertise.2Students’ written reflections can also provide instructors with formative informationabout

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Rich, Hofstra University; Amy Masnick, Hofstra University; Marie C. Paretti, Virginia Tech; Cassandra J McCall, Virginia Tech; Benjamin David Lutz, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Educational Research and Methods

close links to problem-solvinge.g., 1, 2-4. While significant work on metacognitionhas been done in other learning domains, few researchers have focused on engineering orprovided strategies that engineering educators can use to help students develop metacognitiveskills focused on problem-solving practices central to engineering work. To help address thisgap, we draw on work in both writing-to-learn and reflective practice to explore students’ currentlevels of metacognitive awareness, and to identify fruitful interventions for further investigation.MetacognitionBroadly, metacognition is the ability to understand and be aware of one’s own thinkingprocesses. Metacognitive approaches to learning encourage students to examine their ownthinking

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nathan E Canney, Seattle University; Angela R. Bielefeldt, University of Colorado - Boulder; Greg Rulifson P.E., University of Colorado - Boulder

Tagged Divisions

Educational Research and Methods

’ attitudes toward personal and professionalsocial responsibility, operationalizing the Professional Social Responsibility Development Model(PSRDM) 3. In this context, social responsibility is seen as feelings of desire or obligation tohelp others who are in need through one’s professional abilities, with particular emphasis onunderserved and marginalized groups. The framework consists of eight dimensions, summarizedin Table 1. The survey instrument, EPRA, consists of 50 Likert-items on a 7-point metric (from‘Strongly Disagree’ to ‘Strongly Agree’) that are intended to assess these eight dimensions. Thenumber of items attributed to each dimension are also shown in Table 1. In addition to theLikert-items, the tool also includes several open-ended

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University

Tagged Divisions

Educational Research and Methods

gains [1, 2, 3, 4, 5, 6, 7]. Yet, outside of time-consuming observation protocols [8, 9],little systematic work has been done in characterizing classroom activities, due in part to a lackof proper instrumentation [10]. Additionally, students can engage in activities in very differentways than instructors intend [1, 2], so it is important to account for the student perspective. Thispaper reports current progress towards an effort to develop and rigorously assess a student surveyinstrument aimed at this purpose in post-secondary STEM classrooms: the Student Class Activityand Engagement Instrument (SCAEI).The SCAEI is based on Chi’s Interactive, Constructive, Active, and Passive (ICAP) framework[1, 2] . The ICAP framework differentiates

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

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

disparatematerial across disciplines into a cohesive and fully interdisciplinary sequence, we are just nowin a position to redefine our learning outcomes for the HERE Program. Our most recent list oflearning outcomes (Figure 1) is informed by the learning outcomes of the ACPA (AmericanCollege Personnel Association) (Figure 2) and by the revised established learning objectives ofthe courses we teach.Our revised list puts ethics, actions and values and emotions in the top three positions. Engaged Page 26.1696.4learning is a primary goal of any critical pedagogy, especially in education for sustainability, andespecially in a living-learning community

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, values, andbeliefs regarding global citizenship that are likely to be reliable across diverse populations ofundergraduates and be particularly relevant to engineering students.BackgroundPsychographics consist of beliefs, values, attitudes, motives, needs, desires, and otherpsychological factors that make up an individual’s lifestyle.1 Of these influences, values arecurrently thought to be the most accurate in predicting future behavior.2 Values are core beliefsthat guide actions and behaviors, and are studied to understand enduring characteristics ofindividuals.3,4,5Social values in particular are often applied in predicting sustainability behavior and actionsincluding recycling6, energy conservation7, and sustainability literacy.8,9 The UN

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

/failures and creative performance metrics. Our results show that while the correlationbetween number of attempts (i.e., failure rate) and creative performance was statisticallysignificant, the relationship was weak. In addition to these and other quantitative results, thisresearch has value for engineering educators as a case study in the evolution, scaling, andtransfer of face-to-face experiential learning tasks to global online learning environments.1. IntroductionThe relationship between creativity and failure appears to be a complex one, with scholarsdebating the positive and negative effects of failure on the quality and the quantity of creativeoutcomes6, 7, 12, 13. Within this context, the concept of Intelligent Fast Failure (IFF

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

. Page 26.764.1 c American Society for Engineering Education, 2015 Faculty change in engineering education:A case study of teaching faculty about blended and online learning Page 26.764.2AbstractThis paper reports results from a case study of teaching development in engineering education atKTH Royal Institute of Technology in Stockholm, Sweden, in answer to the research question“what impact, if any, does participation in a blended course about teaching in blended face-to-face and online formats have on faculty views about teaching in engineering education?” Earlyresults indicate that 1) faculty can assess the value of online and blended

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Linda Vanasupa, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

town in California. The college of engineering is fairly large (almost 6000 students, 95%undergraduates), has selective admissions (44,000 applicants for 4600 spots in 2014), and hashigh job placement of graduate. This grading method has been used in 11 different courses withover 700 students (see Table 1). Theses courses are mostly delivered using a flipped classroomwhere the lectures are available on video before class, and class time is used for activities andgroup work to deepen understanding. The learning management system (Moodle - Polylearn) isused extensively to support the students with resources for their independent learning. Inaddition, during the Fall of 2015, one course was taught at California State University, LosAngeles (Cal

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Angelika N Zissimopoulos, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Evidence supports the reliability and initial validity of the 14-item decision-makinginstrument. Three reliable latent constructs are present which support effective decision making:Processing Information, Understanding Decisions, and Processing Alternatives (Cronbach’s α:.90, .84, and .88). A first-order factor structure produced a good fitting model, χ2 = 272.412, p .699) suggesting that it was appropriate to proceed with further analysis.Using EFA the model was refined by removing problematic items such as items withoutsignificant loadings or items that loaded on the incorrect factor. Initially factors were retainedfollowing Kaiser’s criterion to keep only factors with eigenvalues of greater than 1; however theresulting pattern matrix was

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad M Gotch, Washington State University; Quinn Langfitt, Washington State University; Brian F French, Washington State University; Liv Haselbach, Washington State University

Tagged Divisions

Educational Research and Methods

environments.MethodInstrument A rubric-based approach for assessing energy literacy was first developed by Langfitt,Haselbach, & Hougham15 based on the DOE’s7 framework for energy education. The structure ofthe rubric was borrowed from a rubric used to assess senior design projects in a civil andenvironmental engineering program, and then refined based on work conducted in the area ofscientific understanding and writing24. Subsequent examinations17 and refinements16 of the rubricled to the rubric under examination in the present study. The rubric adopted an analytic style19,with scores assigned to each of six energy literacy dimensions—1) Issue, 2) Solution, 3) Impacts,4) Stakeholders, 5) Technical Concepts, and 6) Outside Information. Appendix A displays