Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Science at Wright State University. He is the lead PI for Wright State’s National Model for Engineering Mathematics Education, which has been supported by both NSF STEP Type 1 and CCLI Phase 3 awards. He has received numerous awards for his work in engineering education, and was named the 2005 Ohio Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and Council for Advancement and Support of Education (CASE).Dr. Frank W. Ciarallo, Wright State University Page 26.1142.1 c American Society for Engineering Education, 2015 Measuring the impact of a mathematics

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette; Casey Lynn Haney, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette; David Cox, Harvard University

Tagged Divisions

Educational Research and Methods

methodology – phenomenography. We then discuss our datacollection methods, validity concerns, data analysis procedures, and preliminary findings. Weclose by discussing some implications, limitations, and plans for completing this study.2. Research QuestionsTo better understand the multi-faceted MOOC student experience, we investigate the followingresearch questions: 1.   What are student intentions and perceptions of the utility of engagement with online and offline components of this class? 2.   How do students describe their learning behaviors while interacting with the online environment, and what reasoning do they give for these behaviors? 3.   How are the students using the physical lab-kits, and how can we characterize their

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Laura Hirshfield, University of Michigan; Amanda Siebert-Evenstone, University of Wisconsin - Madison; Golnaz Arastoopour Irgens, University of Wisconsin - Madison; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

characterize the feedback given during meetings between teams of two to threestudents and their coach.1,2 These coaching sessions are used to evaluate a team’s currentunderstanding and to guide their next steps. Interaction between the coach and thestudents was found to be characterized by distinct episodes with up to four stages.1 Coachand student interactions were coded in terms of episode stages and episode themes (e.g.,what coaching or student engineering objectives they addressed). In addition, the talktime of the participants was analyzed.In this paper, we build upon this research by employing Epistemic Network Analysis(ENA) to compare the features of the coaching sessions.4 ENA is an analysis tool that isnew to this context. In general, a

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Educational Research and Methods

. Thespecific research questions addressed in this study are 1) if the piloted self-reportinstrument can be used to identify discrete constructs, and 2) how these constructs alignwith prior qualitative research findings.The objective of this study was addressed using a quantitative exploratory researchdesign. Items for the self-report Likert-scaled instrument were designed to distinguishstudent experience that either accept or reject the presence of ambiguity and the value ofmultiple perspectives. The instrument was disseminated to a total of 214 first-yearengineering students. Exploratory factor analysis was used to identify the constructs thatemerge from the self-report data, and these constructs were checked for alignment withthe previously

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

knowledge about how the prototypes worked. His reflections onteaching emphasized classroom management and how to model design process steps.Our findings have implications for incorporating engineering experiences into work with noviceteachers. Teacher educators should consider supporting the framing of design as a knowledgebuilding enterprise through explicit conversations about epistemology, apprenticeship in sense-making strategies, and tasks intentionally designed to encourage “figuring things out.”IntroductionThe inclusion of engineering design at all grade levels in the Next Generation Science Standardsnecessitates efforts to create learning opportunities for teachers to learn to teach engineering 1.The NGSS call for the “integration of

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

Introductory Design CourseTeamwork and Collaboration are among the three primary competencies needed for graduates tobe successful in the workplace according to the Committee on Defining Deeper Learning and21st Century Skills organized by the National Research Council.1 The committee reviewed eightthematic reports and subsequently presented a framework intended to inform curriculumprograms of these desired skills. Organizations and criteria governing the accreditation ofvarious higher education disciplines also address the need for teamwork skills. Several studentoutcomes in the ABET Engineering Accreditation Commission2 specifically relate tocollaborative work: 3(d): an ability to function on multidisciplinary teams 3(g): an ability to

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Educational Research and Methods

the institutional level by improvingthe efficiency of classroom use3. A recent meta-analysis of the effectiveness of online educationas compared to traditional education by the U.S. Department of Education also revealed thatstudents in online learning conditions performed modestly better than students in face-to-faceconditions; and students in hybrid learning conditions performed better than both completelyonline and face-to-face conditions4. Prior research indicates that people choose blended or hybrid learning for three mainreasons: 1) improved pedagogy, 2) increased access/flexibility and 3) increased costeffectiveness5,6. Hybrid learning approaches increase the opportunities for active learningstrategies, group work, and learner

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Divisions

Educational Research and Methods

. Page 26.48.31. IntroductionKey challenges for engineering education involve creating and evaluating pedagogicalinnovations that can improve not only immediate student outcomes but also motivational factorsthat predict future success. For many students, their engagement with the material and susequentmotivation depend on the context in which that material is presented; psychological researchshows that if material appears to be directly relevant to a meaningful problem, learning andmemory are enhanced.1 Recognizing that engineering has a critical role to play in major societalproblems, the National Academy of Engineering (NAE) has identified a set of Grand Challenges(GC). The diverse challenges include reverse-engineering the brain, making solar

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diane Grayson, University of Pretoria; Erika Müller, University of Pretoria

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

development and infrastructure provision in asociety. The dearth of engineers in South Africa is hampering its ability to meet both itsinternal social development needs and to compete globally. Poor throughput rates inengineering degree programs are exacerbating the problem. Of the 2006 entering cohort ofengineering students nationally only 23% completed their degrees in the regulation time offour years, and 41% completed after five years 1 . Of black a students, only 9% completed infour years and 22% in five years. There are thus both social and economic imperatives forimproving retention and equity in engineering programmes.Although it has been 21 years since a democratic government was installed in South Africafollowing the end of apartheid, great

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicole P. Pitterson, Purdue University, West Lafayette; Juan David Ortega, Universidad EAFIT, Medellin, Colombia - Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

research stories and II.becoming an engineering education researcher. This paper will report on section one whereparticipants were asked to submit three photos or images that they felt were good representationsof: (1) themselves before participating in the workshops, (2) where they see themselves presentlyand (3) where they hope to be in the future.Of the 21 participants that were interviewed for the follow-up to the RREE project, 18 providedthe solicited photos/images and discussed their rationale for their choice when prompted in theinterviews. The photos/images spanned the range of personal life events or interests to career andresearch endeavors.In this paper we will describe the common themes associated with the photos/images in terms ofhow

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Sang Eun Woo, Purdue University; Qin Zhu, Purdue University; Kavitha D Ramane, Purdue University ; Neha Choudhary, Purdue University Programs

Tagged Divisions

Educational Research and Methods

, contrasting approaches to instrument validation, and the need for an online surveyand assessment system.It is worth emphasizing that this paper reports on research-in-progress, and is focused on avariety of methodological decisions – some which have already been made, and others still underconsideration. One major goal of this paper is to make visible and critically reflect on the kindsof study design decisions which are often absent or simplified in more conventional researchpapers. We therefore see this work as contributing to broader discussions of methodology andmethod in engineering education,1-3 while also following in the footsteps of colleagues who havepublished detailed discussions about the methodological decisions and challenges

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin; Robert Matthew DeMonbrun, University of Michigan; Charles Henderson, Western Michigan University ; Michael J. Prince, Bucknell University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Educational Research and Methods

active learning strategies usedincluded a high amount of “individual” problem solving. The electrical engineering introductionto computing course also served as one of the active courses, and this course contained a highamount of “group” problem solving. For the remainder of the paper, these courses will bereferred to as “traditional,” “individual,” and “group.” Preliminary qualitative observations of thecourses verified that these courses fit these characteristics, and the course instructors alsoconfirmed these characteristics reflected their type of teaching. The three courses sampled aresummarized in Table 1. The traditional and individual courses were predominantly taken bysecond year students, while the group course was taken by

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

studentmotivation, and the connection between SRL, PI, and FTP has been described in previousliterature27. While theory and literature has shown connections exist between SRL and FTP,including quantitative studies of engineering students10,28, research is lacking to describe thenature of these connections. This pilot study will begin looking qualitatively at why and howengineering students connect their views of the future to the self-regulation of their learning inthe present.Research PurposeThis research is a pilot of a piece of a larger, mixed methods project which seeks to understandthe connection between engineering students’ FTP and their SRL strategy use throughinvestigating the sub-questions as outlined below: 1) What SRL strategies do IE

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Penny Kinnear, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

the individuals contributed to creating Page 26.1573.5a cohesive team environment. In particular, we were interested in which behaviors the teammembers displayed, when they displayed them, and how they contributed to the team’satmosphere and ability to work effectively together. The particular behaviors we used come fromSheridan et. al’s Team-member Effectiveness Framework which articulates 12 behaviors across3 ways of contributing to the team’s effectiveness, Table 2-1. Effective team members werethose seen exhibiting these behaviors and encouraging the rest of the team to exhibit them aswell.Table 2-1: Behavioral Team-member

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Uzma Shaikh, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Camilo Vieira, Purdue University; R Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

- Purdue University Master of Engineering in Educa- tional Technologies - Eafit University Systems Engineer - Eafit UniversityDr. R Edwin Garc´ıa, Purdue University, West Lafayette Page 26.185.1 c American Society for Engineering Education, 2015 An Exploratory Study of the Role of Modeling and Simulation in Supporting or Hindering Engineering Students’ Problem Solving SkillsBackground and MotivationIn the context of problem-solving in science and engineering, the use and creation of computingartifacts are being used to understand and design systems 1

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

of the art digital technology is essential forCQI in education.II. Methodology for AssessmentThe Faculty of Engineering at the Islamic University of Madinah has studied various options fordeveloping its assessment methodology and systems [5,6,7,8,9] to establish actual CQI and not just tofulfill accreditation requirements of ABET [49] or NCAAA [48]. The following points summarizethe essential elements chosen by the faculty to implement state-of-the-art assessment systems forachieving realistic CQI in engineering education: 1. OBE assessment model 2. ABET, Engineering and Accreditation Commission (EAC) outcomes assessment model employing Program Educational Objectives (PEOs), 11 EAC Student Outcomes (SOs) and Performance

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert Semmens, Stanford University

Tagged Divisions

Educational Research and Methods

earned his Bachelor of Science in Systems Engineering from the United States Military Academy at West Point and is a decorated combat infantryman. c American Society for Engineering Education, 2016Running head: PRECEDENCE DIAGRAMS AND LEARNING 1 Inventing the Precedence Diagram as Preparation for Future Learning Abstract Visualizations and diagrams help us organize many facets of data in SystemsEngineering, from Pareto charts to fish bone diagrams. Typical instruction often introduces thebest form of the graphical aid actively, and in doing so, ties it directly to the task. However, amajor goal of

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University, North Central; George Stefanek, Purdue University, North Central

Tagged Divisions

Educational Research and Methods

by using weekly group-based quizzes that were completed in the classroomthat permitted open interaction with the instructor. The approach is unique in the following ways:1) Interaction with the instructor is permitted: The instructor can give the concerned student/shints/guidance if necessary, since all the material being tested is fresh and the students have nothad time to prepare. This eliminates the need for plagiarism. One of the main goals of this pilotproject was to develop a means of continuous evaluation of the student's acquisition ofknowledge by eliminating the effect of plagiarism that occurs in the traditional homework basedapproach. Another benefit of communication with the instructor is that it helps build a rapportbetween the

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

, identical to those within the survey shown in Appendix A, to help them answerquestions such as the ones below related to confidence.Journal entry responses (n=165) were collected. For use of this work-in-progress, and to betterexplain the fullness of their experiences, only (n=8) participants who completed both surveys, aswell as a journal entry, were used to allow for mixing of the data during analysis. Demographicsof the eight participants within this work-in-progress can be found in Table 1: Pseudonym Major Year Gender Barney Civil Engineering 2 Male Billy Mechanical Engineering 3 Male

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

) acknowledged that all available evidence can and should be utilized whenconsidering the validity of an assessment in a particular context, but also that certain evidencemay be stronger than other types.14 In particular evidence must be introduced to account for sixparticular aspects of the unified validity construct: content validity, substantive validity,structural validity, generalizability, external aspects of validity, and consequential validity.Figure 1 describes each of these validity types and demonstrates their interrelationships.Collecting data on multiple aspects of validity with a single methodological approach ischallenging. A mixed-methods approach provides multiple means to collecting such evidence.Messick (1995, p. 747) noted that “the

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine G. Nelson, Arizona State University; Sarah Brem, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus; Eva Pettinato, Arizona State University; Jenefer Husman, Arizona State University

Tagged Divisions

Educational Research and Methods

they develop misconceptions (e.g. Gentner & Gentner, 1993).1 The formation ofmisconceptions can act as a barrier to learning, limiting additional learning within that contentarea.2, 3 As such, semiconductor courses must tailor content with student misconceptions inmind.2, 3 Research is needed to determine what these misconceptions are so that changes can bemade to the curriculum. The research addressed in this study specifically looked atmisconception formation in the area of semiconductors.Misconceptions Overview Research is being conducted in engineering education on how people learn content inengineering(e.g. Streveler, Litzinger, Miller, & Steif, 2008).4 This work has primarily used theframework of conceptual knowledge

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

professional identity.1. Previous Research on Class SizeAs Johnson1 observes, there is not much agreement among researchers about what constitutes asmall and a large class: the number of students that comprises a small class varies from 132 to653, and large classes range from 54 students4 to 3505. While the disagreement about thenumber of students that comprise a large class is significant, the estimation of a small class isrelatively consistent: a small class usually has no more than 30 students6, or perhaps just a fewmore (there are a few exceptions, however, who regard small classes as having 35-39students5,7,8). Both professors and students feel the effects of additional students more stronglyin smaller classes than they do in larger classes. In a

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University - San Luis Obispo

Tagged Divisions

Educational Research and Methods

mechanicalengineering majors only. More details of the courses at each time point are provided in Table I. As shown in Table I, the exam wrapper was tested at all time points while the quizcorrection was only tested during the fall 2014 quarter. During each quarter, when two or moresections of the same course were tested, the sections were combined and the results are reportedfor this entire group for each course. Figures 1 and 2 below show the exam wrapper and the quizcorrection used. Table I: Description of courses and study populations in tests No. of Total Quarter Tool tested Course sections students MajorsFall 2014 EW, QCa

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

with measuring how cultural programs andexperiences contribute to positive changes in students’ abilities to work and thrive in diverseenvironments. Global competency can be defined broadly as “having an open mind whileactively seeking to understand cultural norms and expectations of others, leveraging this gainedknowledge to interact, communicate and work effectively outside one’s environment”1.Measuring global competency levels before and after participation in cultural programs maytherefore be a potentially effective method for measuring changes in students’ ability to work ina global environment. Currently, studies on engineering students’ baseline global competencylevels are few at the undergraduate level. This research fills this gap

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus; Amy Elizabeth Bumbaco, University of Florida

Tagged Divisions

Educational Research and Methods

techniques.IntroductionInterpretivist qualitative research seeks to understand individuals’ experiences and “consists of aset of interpretive, material practices that make the world visible” (p. 3).1 In doing so it placesprimary importance on the meaning made by individuals as they interact with their worlds. Inthis constructivist perspective the participants’ perceptions, values, beliefs and experiences are ofprimary importance.1 Additionally, constructivism focuses on the individual meaning makingprocess, and individuals are viewed as active agents gaining knowledge about social contextthrough their experiences with the environment.2,3 However, the thoughts that are of importanceto meaning making may actually be unconscious, and thus inaccessible to both the interviewerand

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Arizona State University, Polytechnic campus; Joi-lynn Mondisa, University of Michigan; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

state of the art in engineering education requires a “closed loop” betweenresearch and practice. Recently, Jamieson and Lohmann5 articulated the interrelationshipsbetween what needs to be changed in engineering education, how to drive change in this context,and who should drive change. Furthermore, they proposed a model of systematic engineeringeducation innovation that is based on a continual cycle of research and practice, which, ifadopted, would “both continually advance the body of knowledge on engineering learning andresult in the implementation of more effective and replicable educational innovations, with theend result being better-educated students” (p. 1); see Figure 1. Assessment is a necessary part ofthe cycle. It clarifies learning

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gayle Lesmond, University of Toronto; Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

information in order to reachvalid conclusions” 1 and is similar to the Accreditation Board for Engineering and Technology(ABET) criteria b. Likewise, problem analysis is defined by the CEAB as the “ability to useappropriate knowledge and skills to identify, formulate, analyze, and solve complex engineeringproblems in order to reach substantiated conclusions”1 and is similar to ABET criteria e. Theresearch team sought to answer the following questions: 1. What are the specific skills/behaviours/attitudes that are important for assessing investigation? 2. What are the specific skills/behaviours/attitudes that are important for assessing problem analysis?This study is part of a larger research project which seeks to develop non-discipline

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in turn thesechallenges often stem from the kinds of personal struggles mentioned above. As such, the UGOstaff frequently work with ODOS staff, student health, the residence halls, etc. to supportstudents and give them the information and support they need. In a given academic year, theUGO supports a huge number of students; some of the support services are provisioned quickly(issues are handled in a matter of minutes or hours), while others require more sustainedinterventions (measured in days or weeks). The national numbers speak for themselves: almost30% of college-aged students report being depressed to the point of impaired functioning[1](which means perhaps 0.3 x 2700 = 810 students in engineering at our institution), over 20%report

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

when predicting the behavior of the biasing network. To this end, we designed a taskto further investigate the nature of student difficulties with biasing networks. Although therehave been previous work on filters and phase relations in ac circuits in engineering courses5,6, to Fig. 1. (a) Standard schematic of a typical biasing network encountered in a transistor amplifier circuit. (b) Thévenin equivalent circuit for the same biasing network, which is the circuit used in this assessment. the best of our knowledge, this is the first investigation of student understanding of ac biasing(and

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: A New Way to Explore Unearned Advantages and Unearned DisadvantagesAbstractThis paper describes the development of a unique interview method based on Peggy McIntosh’s“serial testimony” technique. Our “singular testimony” technique preserves many of thehallmarks of the serial testimony technique, specifically: 1. Giving participants the opportunity to share their personal narrative, or testimony, about unearned advantages and unearned disadvantages as they perceive them; 2. Allowing participants to speak uninterrupted; 3. Exhibiting no judgment and expressing no rebuttal to participant responses; 4. Returning to a particular advantage/disadvantage for further exploration and follow up questions in