Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; E. G. Avilés-Rabanales, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey

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Educational Research and Methods

enhance asynchronouscollaboration between students, and allowing the teacher real-time review of individual students’contributions and performance.Literature reviewThe Scrum methodology was developed in the early 90's by Ken Schwaber & Jeff Sutherland, atfirst it was used in the software industry. Scrum is a lightweight framework that helps people,teams, and organizations to create value through adaptive solutions for complex problems [1].For Dávila [2], “Scrum is an agile methodology for project management that is focused onobtaining quick results through collaborative work during development time”.In Scrum, the product development process is carried out through events of fixed durationscalled Sprints, generally these iterations have a

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

D. Matthew Boyer, Clemson University; Luke A. Duncan, Clemson University

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Educational Research and Methods

-person researchgroup within the project team, we had been concerned about our ability to collect and analyze theamount of data we might potentially have available. That is not the current situation. Althoughplans were to support up to twenty students in year 1, 52 students in year 2, 70 students in year 3,88 students in year 4, and 113 students in year 5, our first cohort had only six studentparticipants.Highlighted by this emergent issue with recruitment, we were concerned about how our researchdesigns would fare on implementation. Participant numbers are intended to continue to groweach year of the project, placing additional demands on our small research team and our chosenmethods, so we piloted initial tools and procedures that we felt would

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University

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Diversity

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Educational Research and Methods

Engineering and Engineering Technology and a professor of Industrial and Systems Engineering. American c Society for Engineering Education, 2021 Using Motivational Theory to Implement S-STEM Activities Supporting Student SuccessAbstractThis research paper describes the early results from a scholarship program that has been initiatedwith an overall goal to increase degree completion of low-income, high-achievingundergraduates with demonstrated financial need in engineering. The project will achieve fourmajor objectives: 1) provide scholarships 2) engage students with engineering faculty andindustry partners; 3) create community among students; and

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

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Educational Research and Methods

language processing techniques continue to develop, the engineering education researchcommunity should continue to explore potential applications to improve understanding andsensemaking from large volumes of underutilized text data from both within and outside ofclassroom settings.1. IntroductionAlthough engineering may be a discipline that employs mathematical and scientific concepts todesign solutions to problems, natural language – emergent, human language [1] – can be foundthroughout engineering education. Indeed, one might encounter significant challenges in tryingto teach and research without natural languages. In practice, this means that there exist ampleopportunities to learn about the professional formation of engineers by looking at

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

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Diversity

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Educational Research and Methods

them to drop out of college? Extensive research thereforeis still being conducted to determine how people learn [1], [2]. The importance of engagementhas been identified as key to retention, learning, and the development of self-regulated learners[3] – [9]. Interest as an affective state representing students’ experience of learning has beenproposed to be the result of integration of the three dimensions of engagement which arebehavioral, cognitive and affective engagement [10], [11].The effect of engagement in meaningful academic activities on retention of first year students [5]showed statistically significant impacts on GPA and persistence. It was also noted aproportionally higher positive impact of educationally engaging activities on

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods

remotelearning context, such as the importance of peers behaving respectfully in chats and beingconsiderate of others in Zoom sessions.This study underscores the importance of peer support regardless of setting. During remotelearning, engineering students adapted to the restrictions in peer interaction incurred by theCOVID-19 pandemic by utilizing a variety of tools such as Canvas, Zoom, or Slack anddeveloping rules of conduct for chat, audio, and video.IntroductionAt the beginning of 2020, COVID-19 was declared a pandemic by the World HealthOrganization (WHO). Since that time, COVID-19 has affected lives all over the world [1].WHO recommended social distancing practices to reduce transmission of the virus. In somecountries, including the U.S., this

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan Elizabeth Anderson, University of Washington; Denise Wilson, University of Washington; Ziyan Bai, University of Washington; Neha Kardam, University of Washington; Shruti Misra, University of Washington

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Educational Research and Methods

thisstudy reinforces the importance of availability of instructional support regardless of setting. Asstudents, TAs, and faculty continue to navigate the uncharted waters of the traditional collegeeducation system gone online, the nature of connection differs yet its importance remains thesame.IntroductionIn March 2020, the World Health Organization declared the COVID-19 virus a global pandemic[1], which necessitated preventative measures such as social distancing and forced many highereducation institutions to close campuses, suspend traditional practices of in-person classes, andrapidly switch to remote learning environments. In response, students had to adapt to their newand unprecedented learning environments in very limited time. During normal

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth Mills Fisher, Cornell University

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Educational Research and Methods

these two courses in their junior year, at the end of which they tookthe same concept inventory tests, but not in a think-aloud format. We explain how our interviewdata is used to identify students’ knowledge gaps or misconceptions.1. Introduction From a pedagogical point of view, learning experiences are designed to foster specificskills and dispositions that students demonstrably achieve in the course of their learning. Forstudents’ success, it is also critical that skills and learning dispositions are carried with them asthey progress along their degree programs and eventually into professional practice. Success inteaching and learning, in this regard means make it stick [1]. Due to practical limitations it is notcommon to directly

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Fong, University of Illinois, Urbana-Champaign; Seth Poulsen, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign

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Educational Research and Methods

Structures DiagramsIntroductionData structures are required topics in computer science (CS) curricula [1] and have semi-canonical diagrams that encode information spatially. Linked lists are an example of a datastructure: they are commonly represented using spatially oriented diagrams (e.g., nodes moving,pointers pointing), and are generally taught in the first or second years of CS curricula. Spatialability strongly correlates with and predicts success in early CS [2]–[6], playing a gatekeepingrole, but little is known about why. Thus, studying linked list diagrams may provide an avenue toexplore the relationship between CS content and spatial ability. However, to the best of ourknowledge, there is no formal documentation on how instructors

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University

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Diversity

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Educational Research and Methods

about these changes in grading? Do the practices actuallybenefit students from underrepresented groups?In order to answer these questions, three equitable grading strategies (adapted from Grading forEquity by Joe Feldman [1]) were implemented in a sophomore level Electrical and ComputerEngineering course: 1) eliminating the 0-100% grading scale, 2) not including behaviors orhomework in the final grade, and 3) allowing for retakes on all exams. Because content,homework, and exams are consistent with those from past semesters, comparisons can be madebetween the grade a student gets using the equitable grading system and a traditional gradingsystems. This gradebook data, along with demographic data and student surveys, were used toanswer the

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Leann Wishah, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

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Diversity

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Educational Research and Methods

of Knowledge for Students Attending a Co-op Based Engineering ProgramAbstractThis paper is a work in progress (WIP) exploring the experiences of students enrolled in aninnovative engineering co-op program, Bridge Academy (a pseudonym). The inaugural cohort ofthe Bridge engineering program consisted of 25 students who began in August 2019. Theconceptual framework for this study comprises community cultural wealth (CCW) and funds ofknowledge [1]–[3]. CCW highlights the forms of capital, or cultural resources, available tomarginalized students. Using qualitative methods, we found that Bridge Academy helps studentsto mobilize various forms of community cultural wealth for the participants. Many studentsdemonstrated funds of knowledge

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Francisca Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile

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Diversity

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Educational Research and Methods

. American c Society for Engineering Education, 2021 WIP: A Cross-sectional Survey Study for Understanding the Needs of Engineering Students for Well-being Support during COVID-19IntroductionThis paper presents a Work-In-Progress (WIP) that was carried out in a large engineering schoolin Latin America. As well as many engineering schools in the U.S. and in other countries [1], [2],this school closed its campus during 2020; therefore, courses had to be delivered through‘emergency online education’. By emergency online education, researchers have referred tofaculty members imparting their lectures in front of a computer screen while students arestudying at home [3]. In this context, engineering

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joshua D. Marquit, Penn State Brandywine

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Educational Research and Methods

Engineering Undergraduate Performance Outcomes Introduction The improvement of engineering students’ learning through collaboration has theoreticalfoundations in social learning theory [1]. Further, students’ ability to effectively work in a teamis a required outcome for all U.S. accredited engineering programs [2]. Research suggests thatwhen collaborative learning (i.e., working with peers) is implemented in undergraduateengineering courses, students show increased engagement with course material [3] and improvedacademic performance [4]. Despite these promising results, current engineering education research regarding groupwork and collaborative learning is limited

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura J. Carroll, University of Michigan

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Educational Research and Methods

the barriers instructors face when using activelearning in first- and second-year STEM courses in online-settings at post-secondary institutions.Here, we focus on fully online courses, taught in both asynchronous and synchronous settings,that have no in-person component. For our purposes, we define active learning broadly, as anytime the instructor goes beyond simply lecturing with the students taking notes. Active learningleads to improved student learning, more engaged students, and increased interest in STEM (e.g.,[1]-[5]). Additionally, active learning increases the quality, number, and diversity of STEMgraduates [5]. Despite these positive findings, adoption of active learning in classrooms has beenslow [4], and researchers have sought

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, University of Florida; Ahmed Ashraf Butt, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

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Educational Research and Methods

Elgin Wickenden Award by the American Society for Engineering Education. Dr. Menekse also received three Seed-for-Success Awards (in 2017, 2018, and 2019) from Purdue University’s Excellence in Re- search Awards programs in recognition of obtaining three external grants of $1 million or more during each year. His research has been generously funded by grants from the Institute of Education Sciences (IES), Purdue Research Foundation (PRF), and National Science Foundation (NSF). American c Society for Engineering Education, 2021 WIP: Challenges and Mitigation Strategies in STEM Courses – Students' PerspectiveBackground and Motivation With various

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kuldeep S. Rawat, Elizabeth City State University; Chandra Bhushan Asthana P.E., Elizabeth City State University

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Educational Research and Methods

pedagogical strategies employed by the instructor are alsodiscussed.IntroductionOne of the primary goals of an instructor is to present all the required course material and assessthe student learning outcomes (SLOs) as often as possible. The assessment results provide theinput to the instructor to adjust, improve, modify, or adopt new pedagogical strategies to achievebetter results on SLOs. The principles of pedagogical learning analytics intervention design [1]and the quality indicators for learning analytics [2] adequately emphasize the need to analyze thedynamics of the learning process. The intervention techniques or pedagogical strategiesemployed by the instructor to improve SLOs can be viewed as a controller to the dynamic systemof teaching and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Educational Research and Methods

model developed by the authors thatencourages students to learn and solve complex problems pertinent to current challenges facing society. Since its beginnings, the IBL model has evolved to improve upon course aspects and processes from previous course iterations [1]–[11]. IBL is currently implemented into a cardiovascular engineering course within four institutions across the United States. This model strives to emphasize freedom and responsibility to students through self-directed learning. In the course, students identify relevant societal problems, form diverse multidisciplinary, multi- institutional teams, and work collaboratively towards innovative solutions. IBL uses an online learning management system (LMS) that was designed and

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicole Svetlov, Texas A&M University; Aamir Fidai, Texas A&M University; Christine M. McCall, Texas A&M University

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Diversity

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Educational Research and Methods

in future careers. Sadly, themiddle school students have shown a lack of interest in STEM careers in the recent years [24].This lack of interest in STEM fields is even higher for female students [4]. Early exposure canhelp improve students’ interest in STEM career pathways [3]. In addition to interests, middleSchool students' attitudes towards STEM education play a significant role in their academicperformance as well [2]. Student’s attitudes towards science are one of the biggest factorsaffecting students' science achievements [1]). Students’ negative attitudes towards STEMsubjects have detrimental effects on their STEM career choices [18]. Improving student’sperceptions towards STEM subjects and careers can greatly improve the chances of

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology

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Educational Research and Methods

design processes of college freshman and seniors,design educators and practicing designers. Based on individuals constrained (both by time andscope of problem) in a lab design activity, Atman et al. (2005) were able to identify and describedifferences in design process practice such as time on problem definition, chronology of process,and iterative steps.A Design Expertise ContinuumAdams, Turns, & Atman (2003) described a possible design expertise continuum from novice toexpert. An open question from this work is investigating the trajectory of individual studentlearning (Figure 1) in Design Thinking. Figure 1. Potential Shapes of the Design Thinking Learning Trajectory, from Adams 13Adams (2001) found novice designers followed a

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Donna Jaison, Texas A&M University; Hillary E. Merzdorf, Purdue University, West Lafayette; Blake Williford, Sketch Recognition Lab; Lance Leon Allen White, Texas A&M University; Karan Watson P.E., Texas A&M University; Kerrie A. Douglas, Purdue University, West Lafayette; Tracy Anne Hammond, Texas A&M University

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Educational Research and Methods

analytical skills have been shown to improve with an increase in drawing skill[1, 2]. The physical act of drawing stimulates both sides of the brain and improves peripheralskills of writing, 3-D spatial recognition, critical thinking, and brainstorming [1–4]. However, asearly as grades K-12, students with spatial abilities are overlooked by current gifted assessmentprograms [5]. Due to emphasis on mathematics and verbal reasoning in standardized testing, andless attention to assessment of spatial skills, these students may not be seen as likely to succeedaccording to current predictive models of academic success [6], despite its necessity in STEMfields and impact on other STEM subjects [7].Studies by Sorby have consistently demonstrated that Spatial

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

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Educational Research and Methods

definition, and problem solving discourse among students, faculty, and practitioners. Dr. Olewnik is also the Director of Experiential Learning for the School of Engineering and Applied Sciences.Dr. Randy Yerrick, Fresno State University Randy Yerrick is Dean of the Kremen School for Education and Human Development at CSU Fresno. He has also served as Professor of Science Education at SUNY Buffalo where he Associate Dean and Sci- ence Education Professor for the Graduate School of Education. Dr. Yerrick maintains an active research agenda focusing on two central questions: 1) How do scientific norms of discourse get enacted in class- rooms and 2) To what extend can historical barriers to STEM learning be traversed for

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Paul J. Thomas, Purdue University, West Lafayette; Tugba Karabiyik, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

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Educational Research and Methods

Goals, Roles, Processes and Interpersonal relations (GRPI) model of teameffectiveness was created and team retrospectives were scored using that rubric. We used amixed-method approach to explore the following research questions: 1) What was the impact onteam effectiveness when instruction changed from face-to-face to online due to the COVID-19pandemic? 2)What strategies were adopted by teams to navigate the sudden change ininstruction? To address the first research question, we performed inferential statistics to comparethe impact of team effectiveness between face-to-face and online instruction. To address thesecond research question, we conducted a thematic analysis to understand the qualitativedifferences of team effectiveness for face-to

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Manjina Shrestha, Georgia Institute of Technology

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Educational Research and Methods

accessiblesmartphones in the digital world today can be a better choice for smart and effective learning.Moreover, it will have more significance with increasing online studies in the current pandemicscenario. In this paper, an AR mobile tool prototype developed for engineering education isdiscussed. The app includes limited opensource 3D models, interaction abilities, teachingcontent, and quiz feature and was evaluated with a survey. This paper will introduce the project,present an overview, design framework, implementation process, testing, and survey results. Thesurvey results show that the app is effective and useful in learning.KeywordsAugmented Reality, Engineering Education, STEM Learning, 3D Models, Unity, Vuforia,Android app.1 IntroductionEducation

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University

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Educational Research and Methods

Bloomberg Business Week regarding diversity and inclusion in tech, and conducted a TedX talk on HBCUs role in the innovation and entrepreneurship ecosystem for African Americans. Dr. Burge is a Fellow of AAAS, BEYA Innovation Award recipient, and a Fulbright Scholar recipient. American c Society for Engineering Education, 2021 Building Computational and Social & Emotional Learning Skills into Undergraduate Computing Education Through Student-Led Coding Camps1 IntroductionABET student outcomes like 1) “communicate effectively in a variety of professionalcontexts”, 2) “recognize professional responsibilities and make

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Kyeonghun Jwa, Pennsylvania State University

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Diversity

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Educational Research and Methods

each individual is unique,recognizing the archetypes of prominent identities can increase our understanding of the type ofstudents who attend small schools and open the door for tailored instruction that capitalizes onthese identities in a school's population.Introduction and Literature Review The engineering education research community has struggled to agree on precisely what"engineering identity" is and how it is measured. Instead, many varying (but often complementary)definitions are proposed [1]. Direct assessments of engineering identity can be as simple as askingsome variation of the question, "Do you see yourself as an engineer?" [2]. This straightforwardapproach provides an answer that can then be quickly correlated with

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University

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Educational Research and Methods

firstyear, and students who had their first-year GPA around or below 2.5 ± α but stayed inengineering after the first year. Race/ethnicity in terms of white students versus not-whitestudents is a major characteristic of those uncommon/untypical students, as white students hadmore tendency to leave engineering even with their first-year GPA above 2.5 ± α, and not-whitestudents had more tendency to stay in engineering even with their first-year GPA around orbelow 2.5 ± α. Gender also plays a role among those uncommon/untypical students, as malestudents had more tendency to stay in engineering even with their first-year GPA around orbelow 2.5 ± α. Students who were not honor students were less stable or varied more in theretention outcome.1

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

disentangle the nuances among thedifferent groups considered and expand our understanding of the cultural elements in engineeringeducation relevant to student mental health and wellbeing.IntroductionMental health is an emerging topic that has rapidly become a largely discussed issue. Thisparticular discussion has highlighted the ongoing mental health crisis in students at manyuniversities and colleges in the United States [1]. As a whole, college-aged individuals are proneto mental disorders [2]. The effect of said struggles on college students is emphasized uponreturning to school and disrupts these individuals' educational paths [3]. This phenomenon canbe attributed to factors such as financial difficulties, relationship difficulties, concerns

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

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Educational Research and Methods

unfulfilled. Ultimately, we aim to use this conceptual model to compare faculty adaptability indifferent contexts of curricular change. 1. Calls for change in engineering education: Enabling change agentsCalls for change in engineering education has constantly been shaped by “changing times and paradigms”(Felder, 2004, p. 32). The context within which engineering graduates are educated, and are expected tocontribute in the workplace, has always been a dominant factor in frameworks for calls for change(Jamieson & Lohmann, 2009). Characteristics of the context such as the influence of the global economy,the knowledge-based economy, changing demographics, increased integration among engineeringdisciplines and environmental factors are just some

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Boshra Karimi, Northern Kentucky University; Mahdi Yazdanpour, Northern Kentucky University; Phil Lewis, Texas A&M University

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Educational Research and Methods

,Europe, South-East Asia, Western Pacific, and Region of the Americas. The responses varied fromno reaction or continuing traditional teaching strategies respecting through social distancingprotocols on campus, to rapid transition to fully online delivery [1].However, something was definite and common in all responses worldwide: transitioning deliverymode from face-to-face to remote learning, which in many cases was different from the classiconline pedagogy. This imperative transition was the beginning of a new era in higher education toestablish or expand the essential infrastructure for online education. Inadequately resourcedinstitutions and underprivileged learners have been hardest hit due to limited access to internet andtechnology

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

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Educational Research and Methods

itspotential to get students to think metacognitively about their learning. In work related toreflection in engineering education, few have looked at creating validated surveys to evaluate thelearning outcomes of doing reflection. Other work in engineering education related to reflectionhas explored reflection, facilitated through portfolio construction, as a way to help studentsgrapple with engineer identity and “feel more like an engineer” without additional courses orexperiences [1]. But there is a push for the engineering education community to be rigorous aswe adopt the practice of creating validated instruments [2], [3].Additionally, reflection is also relevant to educational issues such as diversity in engineering andbringing broader