Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Michael Cavanaugh, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Daina Briedis, Michigan State University; Thomas David Dionise, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Jon Sticklen, Michigan Technological University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

Paper ID #12196 Fundamentals at Michigan Tech on August 1, 2014. His research has been supported by a number of companies, as well as by NSF/CISE, NSF/DUE. and DARPA. Specifically his research in DBER-based engineering education has been supported by NSF/DUE and NSF/CISE.Dr. Mark Urban-Lurain, Michigan State University Mark Urban-Lurain is an Associate Professor and Interim Director of the Center for Engineering Educa- tion Research at Michigan State University. Dr. Urban-Lurain is responsible for teaching, research and curriculum development, with emphasis on engineering education and, more broadly, STEM education. His research interests are in theories of cognition, how these theories inform the design of

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University

Tagged Divisions

Educational Research and Methods

as the collection of validityevidence. This paper outlines a process for instrument blueprint creation and content validationto help support best practices in educational assessment. Based on Messick’s unified theory ofvalidity1, the instrument blueprint includes a process for item construction that incorporatesmultiple resources, including: (1) the views of content experts; (2) research from the relevantdomain of interest; (3) reviews of existing instruments; and (4) the expertise of the researchteam.This paper uses the development of a new instrument to measure engineering innovativeness asan illustrative example of the blueprinting process. Our new instrument will assess 20characteristics of innovative engineers as identified by in-depth

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

College of Engineering Page 26.1328.1 c American Society for Engineering Education, 2015 Relating project tasks in design courses to the development of engineering self-efficacyIntroductionEngineering self-efficacy, the strength of one’s belief that one is able to complete an engineeringtask, is necessary for students to persist in the field and continue to be motivated to learn andchallenge themselves.1 Students who have a high level of academic self-confidence feel a senseof self-assurance about themselves, whereas students with high self-efficacy are sure that

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shonda L. Bernadin, Florida A&M University/Florida State University; Tracee Williams Mason, Florida A&M University

Tagged Divisions

Educational Research and Methods

researchquestions: (1) What specific emotions do students have about this course upon entering it? (2) Do their emotions change positively or negatively throughout the duration of the course?Other related research questions that may offer significant implications for understanding thecomplete emotional experience of engineering students in this course include: (3) How much do students’ emotions correlate with their academic performance in the course? (4) Does their emotion trajectory influence their motivation for pursuing engineering as a career?This study focuses on the first two research questions. Since this paper describes a work-in-progress, research questions (3) and (4) are beyond the scope of this paper. Future research inthis

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

experience. Class sizes are typically 6-12 students, with the largest class size around 20.This research uses a longitudinal quantitative methods approach that looks at the predictiveinfluence of faculty support on future academic engagement. Although indirect relationshipsbetween faculty support and engagement may be present through such intermediate outcomes asbelonging or connections to community, the focus of this study remains on direct relationshipsbetween these two primary constructs. The pathways we study herein are highlighted in yellowin Figure 1. Page 26.1383.4 Figure 1: Conceptual Model used in this Study This

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Princeton University; Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University

Tagged Divisions

Educational Research and Methods

, because civil engineers design and build the systems thatgive us shelter (buildings), enable transportation (roads, bridges, ports), and bring us water andpower (dams, reservoirs). In addition to ensuring the content was accessible to all students, thefaculty utilized evidenced-based teaching practices with the aim of enhancing students’ cognitionand affect, as well as addressing retention and overall student satisfaction4.Three research questions guided the evaluation: (1) As reported by the students, to what extentdid the course enhance students’ STEM-literacy? (2) How did the course impact students’ affectwith regards to their motivation, attitudes, beliefs, and engineering self-efficacy? (3) To whatextent did the use of evidence-based

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine D. McGough, Clemson University; Adam Kirn, Univeristy of Nevada, Reno; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

Figure 1: FTP Cone Types. The Sugar Cone category representsstudents with both a defined ideal future career and matching realistic future career. Sugar Conestudents are able to connect the future to present tasks, and present tasks back to their future.Waffle Cone students had conflicting ideal future careers and realistic future careers. The WaffleCone FTP differs from the Sugar Cone in that the Waffle Cone FTP does not have expressedoutcomes from these desired future careers. Cake Cones had limited expressions of the future,with no desired future career defined6. Figure 1: FTP Cone Types6Past research also shows that students’ perceptions of engineering problems can be driven bythese FTPs. Sugar Cone

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Teri Kristine Reed, Texas A&M University

Tagged Divisions

Educational Research and Methods

students, exploratory factor analyses identified an underlying factor structure of thescale with 38 items loaded onto one of five factors (Leadership Opportunity, Team Motivation,Engineering Practice, Innovative Changes, and Ethical Actions and Integrity), along with goodreliability evidence.I. Introduction “Our aspiration is to shape the engineering curriculum for 2020 so as to be responsive to the disparate learning styles of different student populations and attractive for all those seeking a full and well-rounded education that prepares a person for a creative and productive life and positions of leadership” (p. 52)1.As we face rapid changes in technology, society, and the world, the National Academy ofEngineering

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rosa Cabedo, Universidad Politecnica de Madrid; Tovar Caro Edmundo, Universidad Politecnica de Madrid; Manuel Castro, Universidad Nacional de Educacion a Distancia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

1982, is a type ofArtificial Neural Network (ANN) model, called Kohonen Neural Network, and is inspired bya kind of biological neural network23. From a philosophical perspective, it could behighlighted that ANNs might seem the brain, and imitate its innate ability to build topologicalmaps from external information.SOM is performed to identify, classify and extract features of high-dimensional data24. Thisnetwork architecture (Figure 1) considers on the one hand a neurons’ learning network and onthe other the training vectors (input layer) of dimension n. The elements of these two layersare fully connected and the training set is mapped into a two-dimensional lattice. SOM isimplemented iteratively so that different areas of the lattice have

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

feedback in a timely fashion during an instructional unit, Page 26.64.2it can serve to help the student identify topics that they do and do not understand and adjust plansaccordingly, and it can serve to help the instructor do the same. When assessment fills this role, itis known as formative assessment [1]. High quality feedback provided through formativeassessment has long been known to be an essential part of the learning experience [1]–[3].Another role that assessment can also fill is to verify that at the end of an instructional unit, thestudent sufficiently understands the content. When assessment fills this role it is known assummative

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, NMIMS University; Gautam Akiwate, University of California, San Diego

Tagged Divisions

Educational Research and Methods

engineering education Page 26.1022.1 c American Society for Engineering Education, 2015 Introducing an Approach to Develop Egoless Software EngineersIntroductionA software organization typically operates in three dimensions for increasing productivity – process,technology and people. There is considerable literature on the process and technology dimensions 1, 2 butvery little on the people dimension3. Glass, et al3 have studied 369 papers in 6 leading journals anddiscovered that Software Engineering research is fundamentally about technical and computing issuesand that it is seldom about

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Sarah Anne Blackowski; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Timothy A Wilson, Embry-Riddle Aeronautical Univ., Daytona Beach; Douglas Holton, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

specificcontent area, and micro-communities of practice as those reflecting collaboration of smallercohorts of STEM faculty, in-person and virtually.This study addresses the following research questions: 1) How do engineering faculty involvedin a community of practice engage in knowledge transfer? 2) How does knowledge transfer ofspecific evidence-based instructional practices occur in an engineering faculty community ofpractice?Conducted within a large research project aimed at exploring stages of pedagogical change, thiswork utilizes a qualitative methodology. Nine faculty in a first-year engineering departmentparticipated in hour-long semi-structured interviews exploring use of EBIPs and collaboration.Interviews were analyzed using thematic coding to

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, University of Michigan, Flint; Quamrul H. Mazumder, University of Michigan, Flint; Faruk Yildiz, Sam Houston State University; Kenan Baltaci, University of Wisconsin, Stout; Bedelbai Mamadiev, International Ataturk-Alatoo University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

0.93 for different scales, validating the instrumentshigher level of reliability.HypothesisThere are three hypotheses we examined in this paper. 1. There is no significant difference between freshmen/sophomore and junior/senior students in public and private universities in Kyrgyzstan. 2. There is no significant difference between male and female students in public and private universities in Kyrgyzstan. 3. There is no significant difference between public and private universities in Kyrgyzstan.Literature Review The MSLQ tool was designed by P. R. Pintrich and T. Garracia4 and it is designed to measurestudents’ motivational orientations and their use of learning strategies5. The MSLQ is based on

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Heather Marie Sapp, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

Educational Research and Methods

, leading to possible persistenceissues.MotivationIf our goal is to educate students to be prepared for the workplace, then we as instructors need tobe supportive of all student effort, knowing that failure is an ever-present part of the designprocess.1 One method of increasing support is by incorporating formative feedback into majorassignments, similar to how design reviews are conducted in the real world. In this way,descriptions of various modes of student failure are replaced with constructive messagesdescribing areas for improvement in the assignments, which can then lead to increased studentself-satisfaction through successful project completion. However, simply repurposing an analyticrubric from summative to formative use does not

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, Freudenthal Institute, School of Education, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Jacquelyn F. Sullivan PhD, University of Colorado, Boulder; Tanya D Ennis, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

recognizedmembers of the profession? Situated learning theory [1] proposed the notion of legitimateperipheral participation as central to a newcomer’s trajectory toward membership in acommunity of practice. This approach left a number of issues underdeveloped, [2, 3, 4]incluing the issue of what are the processes by which legitimacy was conferred or denied.This is a critically important question in engineering education, given persistent and onlypartly successful efforts to increase representation in the field of members of historicallyunderrepresented groups.Our objective in this paper is to address these questions by considering the relationshipbetween institutional category systems and the processes by which legitimacy isconferred upon newcomers. To do

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

individual.IntroductionThe purpose of this paper is to explore the current state of three engineering departmentsregarding teaching and learning in order to develop change strategies to promote improvement inteaching practices. This investigation has begun at the beginning of an institution-based changeinitiative developed to promote evidence-based instructional practices in large enrollmentundergraduate STEM courses.1 Three engineering departments, along with four other STEMdisciplines, are involved in the change initiative. In order to develop change strategies, thecontext of the departments were explored through three levels of perspectives, individual,activity setting, and institutional.2 The activity setting that was chosen was the classroom orlaboratory, and

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maya Rucks, Louisiana Tech University; Marisa K. Orr, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

design teams is ongoing. Thesethemes will help to understand how students view the impact that they can have as futureengineers. Redesigning curricula and analyzing recruitment techniques to encompass particularthemes may help to attract and retain more students in engineering. In this study, groups that hadan equal number of males and females were more likely to design a socially conscious projectthan groups that were mostly male or mostly female.IntroductionFreshmen engineering students at Louisiana Tech University take a series of three engineeringproblem solving courses as part of the Living with the Lab experience [1]. The third courseculminates in an open-ended design project. Students spend about five weeks selecting,designing, and

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette; Johannes Strobel, Texas A&M University

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

26.740.3students could respond along a 5-point Likert scale where 1 was equal to “Does not describe mewell” and 5 was equal to “Describes me very well”.Our participants were from various engineering disciplines at a large Mid-Western University.The survey was disseminated to participants at the beginning of the Spring 2014 semester usingadministrative points of contacts through a number of engineering list-servs, some disciplinary(e.g. Mechanical, Civil) and some organizational (e.g. Society of Women Engineers, Engineersfor a Sustainable World). Participants were provided no monetary incentive for completing thesesurveys, although they had the opportunity to volunteer in a follow-up interview thatcompensated $10.As of February 21, 2014, 220 individuals

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie Jorion, University of Illinois, Chicago; Brian Douglas Gane, University of Illinois at Chicago; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

particularconcepts. Once these claims are explicated, it is possible to determine how well developers’claims about what is intended to be measured can be supported with empirical and analyticevidence.5 Generally, CI developers make three claims about their inventories. Following are theclaims and examples of methods to validate each particular claim. 1. Overall mastery of all concepts represented in the CI. This claim asserts that (1) overall performance on the inventory measures the focal domain knowledge and that (2) individual items provide coherent data that can be aggregated into an overall measure of performance. Researchers can evaluate this claim in three ways. First, the investigators can determine the

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Reyes, University of Oklahoma; Diana Bairaktarova, Virginia Tech; Anna Woodcock, California State University San Marcos

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

orunfolding.1 While there are distinct skills under the broader category of spatial cognition, anindividual that is a high achiever in one is often a high achiever in the other. The key importanceof the distinction is in how it informs instruction regarding spatial cognition. An individual’s “spatial ability not only plays a unique role in assimilating and utilizingpreexisting knowledge, but also plays a unique role in developing new knowledge.”2 A key factorin spatial reasoning is the mental manipulation of objects or, more strictly, the manipulation of themental image of an object that has been viewed or imagined. During this mental manipulationpeople adjust the iconic image in their mind as the external object changes. The neural control

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

from engineering majors1. Data from our local site indicate that 82% of engineeringstudents return for the second year, while only about 69% continue into the third year, whilethere is a much smaller attrition rate between the third and fourth years2 (see Figure 1). Nationaldata on engineering student retention is typically reported for students persisting until the eighthsemester, and has been shown to range from 38% to 52% across a range of institutions3.Consequently, direct comparisons between the local site and national averages are not possible. Page 26.1021.2 Leave 1st year

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

engineering students who have made it beyond traditional exit points inengineering, and into upper division courses. This understanding will be developed throughaddressing the following research questions (RQ):RQ 1) What experiences, affective domain traits, and social capital resources explainengineering students’ development of engineering role identity and feelings of belongingness?RQ 2) In what ways are these experiences unique for first generation engineering students whencompared to continuing generation peers?This increased understanding will be further utilized by the research team in subsequentqualitative phases of the research project by exploring grounds for causation and thedevelopmental role of any significant factors play in development

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Anna KT Howard, North Carolina State University; Sherry Jensen, Florida Institute of Technology

Tagged Divisions

Educational Research and Methods

featuring their classroom professor and students who wereinstead exposed to a non-local professor. Additionally, an end of course survey revealed that ingeneral students had no preference for who was featured in the videos. Further refinement of theclass materials management system and the inclusion of additional course modules areopportunities to improve and further validate this study.Section 1: IntroductionOver the last several decades, more and more U. S. students are enrolling in college, with nearlyforty percent of Americans obtaining at least a two-year college degree1,2. The United States haslong been the leader in higher education, boasting a majority of the top universities and collegesin the world3. As the economy moves away from an

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; James F. Ryan III, Rensselaer Polytechnic Institute

Tagged Divisions

Educational Research and Methods

Page 26.1103.2Introduction Information Theory is a field derived from a seminal paper by Shannon[1] discussing theuncertainty extant in communication channels. We cover the details in the theory section but thispaper focuses on a measure known as the mutual information. This measure, derived fromShannon’s information entropy - a measure of uncertainty in a random variable - is theinformation gained with respect to one random variable given knowledge of another. In a sense,this measures the dependency between two random variables. We consider this notion of mutual information as a way to measure the dependencybetween variables of interest in the Multiple-Institution Database for Investigating EngineeringLongitudinal Development

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger, Syracuse University

Tagged Divisions

Educational Research and Methods

. c American Society for Engineering Education, 2016 From Assessment to Intervention: Conceptual Understanding of Rate and Accumulation ProcessesThis Work in Progress paper investigates how engineering students think and learn about rateand accumulation processes. Previous research found robust misconceptions about rate andaccumulation processes among sophomore engineering students, leading to the development ofthe Rate and Accumulation Concept Inventory (RACI)1,2. The primary motive for our developingthe RACI was to provide a valid tool that teachers and curriculum developers could use to assessstudent mastery of rate and accumulation processes. The primary goals of the RACI are to assess(1) overall mastery

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bingbing Li, California State University - Northridge; Robert G. Ryan, California State University - Northridge; Nancy Warter-Perez, California State University - Los Angeles; Yong Gan, Cal Poly Pomona; Hadil Mustafa, California State University - Chico; Helen Cox, Institute for Sustainability, California State University - Northridge; Li Ding, California State University - Northridge

Tagged Divisions

Educational Research and Methods

: Implementation of ProjectAbstractThe objectives of our educational research are as follows: 1) Faculty from engineering andfaculty from the social sciences and humanities shall develop strong working relationships andtogether implement and evaluate strategies for working across disciplines. 2) Students ofengineering and their counterparts in the liberal arts and humanities shall engage in peer-to-peerlearning and work together to solve problems. 3) Liberal arts and humanities content will bebetter integrated into the engineering curriculum. 4) Engineering students will understand thevalue and relevance of their General Education. 5) The engineering programs will be betterpositioned to assess their performances on the “soft skills” ABET outcomes (above

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

electrical engineeringand manufacturing engineering programs, ⅓ are working on multidisciplinary teams, and ⅓ aredesigning systems with realistic constraints. Each of the above categories is part of ABET’saccreditation process for engineering programs. Communications skills, the ability to engage inself-directed learning, and the ability to function in a real world work environment (teams andconstraints) are recognized to be areas that traditional engineering training is lagging in.1 Makingoffers a potential lens to highlight those areas which may be lagging in a more traditionalengineering education. Furthermore, as part of ABET accreditation criteria, universities areasked to demonstrate continuous improvement. For many this means opening maker

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sara Hahler, Louisiana Tech University; Marisa K. Orr, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

mathclasses taken) to determine the class a student will enter. At the University of Arizona, studentstake either a placement test that covers intermediate algebra skills or one that covers collegealgebra and trigonometry [1]. At St. Olaf College in Minnesota, a combination of student data,including high school rank and GPA, as well as a placement test coupled indicates where astudent is placed [2]. A self-assessment test is given to all incoming students at the University ofSydney to assist them in deciding whether or not to enroll in the highest level math classavailable to freshmen [3]. Other institutions use certain pieces of high school information, suchas GPA and/or standardized test scores [2, 4, 5]. At the study institution, a southern

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

approach that strives to produce professionals that have sustainablevalues. Sustainable values include being self-directed, self-learner, lifelong learner, etc.Although Sustainable Development has inspired the creation of the term SoTE, it is not to bemixed with the term ESD.In Figure 1, we depict the desirable SoTE, the possible realities of being sustainable, partiallysustainable, barely sustainable, and the change needed. Being partially sustainable means havinga satisfactory ability to improve with a growing capacity to endure. Being partially sustainablealso means having a satisfactory capacity to endure with a growing ability to improve. Theattribute of being barely sustainable means having growing ability to improve and capacity

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

topics, nor do they stitch togetheranchoring concepts to lay the groundwork for real-world applications.Moving away from teaching courses in isolation, the undergraduate experience is treated like acomplex integrated system, with faculty working collaboratively to show how topics connectacross the curriculum and relate to the applied world of engineering. As shown in Figure 1,newly assigned integration specialists lead the effort to synthesize content for the learningstudios, taking the form of vertical threads that demonstrate the intersections of knowledge andillustrate how fundamental concepts are interrelated. Thread champions are responsible forweaving horizontal threads throughout the curriculum: foundations (math and science), creativity