Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy A. Bibelnieks Ph.D., University of Minnesota Duluth; Kristen S. Gorman, University of Minnesota; Brian D. Gute, University of Minnesota Duluth; Joshua W. Hamilton, University of Minnesota Duluth; Elizabeth M. Hill, University of Minnesota Duluth; Alison B. Hoxie, University of Minnesota Duluth; David A. Saftner, University of Minnesota Duluth; Andrea J. Schokker, University of Minnesota Duluth; Pete Willemsen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

all students in a class arecalled upon to do other than simply watching, listening, and taking notes.” 1 Research hasdemonstrated that active learning improves student retention. 2,3 Therefore, educating more SCSEfaculty in active learning techniques and providing them a support structure should help with acampus goal of retaining and supporting a diverse student population. Additionally, improvingstudent outcomes through increased faculty commitment to active learning would help ensurethat students are able to make timely, continuous and satisfactory progress toward degreecompletion.Active learning mitigates several structural barriers to inclusion of underrepresented minoritygroups such as women in science and engineering. 3 Moreover, two

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University

Tagged Divisions

Educational Research and Methods

the overall fuzziness of that goal hardly contributes to a common set ofactionable processes. However, as a diverse field of researchers, we can hope that a diversity ofsmall steps will eventually coalesce around that ideal. One particular subgoal, as set out in 1, isincreasing an instructor’s capability for accurate formative assessment, or the process of makingstudent learning readily visible using a variety of in-situ tools. Formative assessment differs fromtraditional assessment (ie, traditionally scored tests or homework) in that it aims to illuminatesome of the underlying knowledge structures held by the student, not just their ability to meet anormative proficiency of skills. In that way, formative assessment is a manner of

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alyssa Bellingham, Drexel University; John Kamal, Science Leadership Academy; Jessica S. Ward, Drexel University ; Adam K. Fontecchio, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) fields to meet the demands of an expandingSTEM workforce.1 A large part of this struggle is that a large percentage of the population,including women, African Americans, Hispanics and Native Americans, are underrepresented inSTEM fields.2,3 Over the past few decades, there has been a steady increase in the representationof women and minorities in STEM fields post-college, but the demographics of these fields hasremained largely unchanged and unbalanced.4,5 This is due in large part to limited supply offemale and minority graduates from STEM fields of study, which arises from the differences inpreparation and educational experiences of these students.6 Many interested in reducing thisdisparity have recommended focusing on increased teaching

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Benjamin James Call, Utah State University; Wade H Goodridge, Utah State University; Thayne L Sweeten Ph.D., Utah State University

Tagged Divisions

Educational Research and Methods

charts (Plots A and C in both figures)reflect Anatomy course scores and the bottom bar charts (Plots B and D in both figures) reflectStatics course scores. Data is initially presented with regards to the MCT instruments applicationin a pre- and post-testing format for both classes and then data is presented for the PSVT:R in thesame fashion. Kurtosis and skewness will be discussed as relevant descriptive statistical data foreach bar chart and comparisons can then easily be made between the Anatomy and Statics preand post-performance on both instruments. A typical bell curve centered on the mean has beenprovided to aid visual confirmation of data normality.MCT ResultsBased on the pre-MCT results, the Anatomy course (Fig. 1, Plot A) had kurtosis

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University, West Lafayette ; Allison Godwin, Purdue University, West Lafayette; Brenda Capobianco, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

science teachers’ integration of the engineering design process to improve science learning. c American Society for Engineering Education, 2016 Systematic Review of the Funds of Knowledge Framework in STEM EducationIntroductionFor over two decades, there have been significant and consistent calls to increase the quantity anddiversity of engineering graduates to not only support the workforce demand but also to improveengineering solutions to better reflect the demographics of the U.S. population.1–4 However, thecall to increase the diversity of engineering often has been centered on simply increasing thepercentages of underrepresented groups in engineering. Once these

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; John Alexander Mendoza-Garcia, Purdue University, West Lafayette / Pontificia Universidad Javeriana - Bogota, Colombia; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

these considerations.IntroductionPhenomenography is a qualitative methodological approach that seeks to identify the variety ofways people experience a given phenomenon 1-3. Due to its widespread applicability to bothclassroom practice and educational research, this approach has steadily gained popularity sinceits official introduction in 1981 3,4. Today, phenomenography is recognized as one of the topemergent methodologies in engineering education 5. As the use of phenomenography has grown,so too has the variation in phenomenographic methods 6,7. While literature commonly drawsattention to the distinctions between work by Ference Marton in Sweden (e.g. purephenomenography and later “new” phenomenography 1,3,4,8) and John Bowden in Australia

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tershia A. Pinder-Grover, University of Michigan; Martyn Taylor Haynes II, University of Michigan

Tagged Divisions

Educational Research and Methods

requires practical andrelevant training. Historically, there has been concern that graduate students, especially in thescience, technology, engineering, and math (STEM) fields, were not receiving adequate trainingto prepare them to teach as graduate students and as future faculty.1, 2, 3, 4 However, more recentresearch has shown that when engineering graduate students receive instructional training, theyare more likely to use teaching methods to engage undergraduate students.5, 6 For instance,Lattuca, Bergom & Knight (2014) found a modest correlation between engineering faculty whoreceived training on student-centered teaching methods as graduate students and the likelihoodthat they will use these pedagogies as faculty as opposed to more

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

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

social responsibility7. Engagement in service learning also correlated with positivegains in social responsibility attitudes of engineering students. Similar findings have been seenoutside of engineering as well, where engagement in service increased student’s awareness of theworld and of personal values8, such as social responsibility. Service learning is only onepedagogical approach, however, that may be influencing student’s views of social responsibility.This paper explores what other in-class experiences students highlight as being influential tothose views.Research QuestionsThis research was guided by the following research questions: 1. What types of courses do engineering students reference as being influential to their views of

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

undergraduate research experience”1 the program wasinitially created in the Department of Electrical Engineering and Computer Science, andexpanded in 2015 to the rest of the School of Engineering. The pairing of this researchopportunity with communication instruction is intended to provide a professionalizingexperience, giving students an understanding of the world of academic and industry research.This year-long communication intensive course enrolls approximately 170 students fromdepartments across the School of Engineering, including Aeronautics and Astronautics,Biological Engineering, Chemical Engineering, Civil and Environmental Engineering, ElectricalEngineering and Computer Science, Materials Science and Engineering, MechanicalEngineering, and

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Renee M Clark, University of Pittsburgh; Erin Gross Claypool, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, problem solving, and studentengagement during class using a structured behavioral observation protocol known as theTeaching Dimensions Observation Protocol (TDOP). Several of the traditionally-taught classsessions were also observed for comparison, with positive results noted. Also, a comparison ofstudents’ conceptual and exam performance in the two flipped sections versus the “traditional”section enabled direct assessment of the benefits of the new approach, with significantdifferences not being detected. Further assessment of the flipped “pilot” classroom includedstudent engagement, instructors’ reflections, and two perception instruments measuring students’overall experience in the class.1. Introduction and Literature ReviewNumerous

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

instructors at four Canadianinstitutions.Although there is research on engineering ethics education3,4,5,6, there is a gap in examining howengineering instructors view the inclusion of ethics and the other hallmarks of STSE in their ownteaching. This research was designed to help fill this gap in the field, focusing on three keyresearch questions: (1) How do undergraduate engineering instructors describe their teachinggoals and practices?; (2) How do undergraduate engineering instructors describe their teachinggoals and practices with respect to exploring the relationship between engineering, society andthe environment (i.e. STSE)?; and (3) What are the specific challenges or enabling factors inexploring the relationship between engineering, society

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Robin Adams, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; David P. Crismond, City College of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

emerged through the collaborative inquiry process. We concludewith a question about the implications of this exploration for individual researchers, thecommunity, and policy makers that warrant further conversation.IntroductionThe Boyer report,1 Scholarship Reconsidered, articulated a new paradigm for scholarly activitiesthat goes to the core of academic life: “the meaning of scholarship itself” (p. 1). Boyer expandedthe concept of scholarship, traditionally viewed as the scholarship of discovery, to include threeequally important areas: the scholarship of integration, the scholarship of application, and thescholarship of teaching. This view of scholarship has influenced policy conversations within andoutside of academia – shaping reforms in the

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

education.1. IntroductionPedagogical research has long been concerned with the issue of how feedback can best promotestudent learning. In a review, Shute1 defines formative feedback as “information communicatedto the learner that is intended to modify his or her thinking or behaviour for the purpose ofimproving learning”(p.154). In the context of engineering design education and capstone designcourses in particular, formative feedback is regularly provided to students in design reviewmeetings. These are held at various points in the project progression, often coinciding with thecompletion of major design milestones, and are attended by students, the course instructor, theproject client, and other stakeholders.Traditionally design reviews have been

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

easier to compare and contrast. The first narrative is a constructed Page 26.1184.4narrative and is in first person, using direct student quotes whenever possible, and includedconnecting words and phrases as needed to make the story coherent. The next constructednarrative was also in the first person and was based on the same interview without using directstudent quotes, where attention was paid to crafting a story that involved the protagonist having agoal and responding to events. The final narrative was a thematic analysis of a narrative and wastold from the researcher’s perspective with direct quotes (see Table 1 for a summary of

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

. Page 26.1410.3Introduction and Literature ReviewStudent absences may be attributed to illness, family emergencies, transportation problems,boredom, social life, other course work, or general lack of interest in either the subject matter orthe professor.1 Lack of class attendance can have a number of consequences for both facultymembers and students. Faculty members may need to repeat information or explanationsnumerous times and in a variety of delivery formats.2 Sleigh, Park and Clump, among severalother researchers, provide evidence that supports the positive correlation between classattendance and academic performance within college classes across disciplines and on nationallicensure examinations.2 – 5 Blerkom et al. reviewed attendance

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

innovative solutions to the world’s most difficult problems.Indeed, as reports by both the National Academy of Engineering and ABET have concluded, thechallenges that must be addressed by the next generation of engineers are becoming increasinglycomplex as society continues to grow more interconnected [1-2]. To be effective engineeringleaders in a global workforce, engineers need strong communication skills that will allow themto interact with a wide-ranging audience, including entrepreneurs, policy makers, communityleaders, and the general public—most of whom do not necessarily have a background inengineering, science, and technology.This study explores four specific communication capabilities—writing, creating and deliveringoral presentations

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

responses), with results as shown in Figure 1. The survey results show that theimplementation through SIIP of context-rich collaborative problem solving is a high-fidelityimplementation, with high student satisfaction. In particular, the length and difficulty of theactivity was perceived as about right by students, and they felt that the grading scheme was veryfair (65% fair versus 9% unfair). In terms of content, students considered the material to be veryrelevant to the course (71% relevant versus 8% not relevant) and interesting (70% interestingversus 7% not interesting). The collaborative format of the activity was thought to be verywell-supported by the TAs (91% helpful versus 4% not helpful) and students much preferred todo the worksheets in

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Page 26.1621.1 c American Society for Engineering Education, 2015 Understanding Curricular Approaches to Communication as a Global Competency: A Study of the Teaching and Learning of Communication Skills at Three UniversitiesIntroductionAs society grows more global and interconnected, the challenges that must be addressed by thenext generation of engineers are becoming more complex [1-2]. Engineers need deep technicalexpertise, of course, but they also need what have typically been called 21st-century skills, forexample, critical thinking, problem solving, teamwork, and communication. Technicalknowledge and “soft” skills are

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

proactively support students versus optional support designed todevelop a student’s self-awareness. Our findings suggest that career service professionals usetheir beliefs about students as a basis for decisions on how to support students. Implications ofour study include considerations for how we inform students regarding knowledge and skillsassociated with successfully obtaining a first job post-undergraduate degree and how thoseknowledge and skills may be different from ones necessary to obtain an engineering degree.IntroductionA diverse and highly skilled engineering workforce is needed to address today’s grandchallenges involving sustainability, medicine, information technology, and learning.1 Yet manysmart, capable engineering graduates leave

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

fully investigated. A greater number of talentedengineers is needed, and understanding how to increase diversity in engineering through out-of-school experiences affect choices of engineering careers will contribute to improving the typesand numbers of engineers entering the workforce to meet the challenges of the 21st century.In this paper, we used the lens of possible selves to address the following research questions: 1)How do students’ out-of-school high school experiences affect students' engineering identitynow and in the future?; 2) Are these experiences different by gender?; and 3) How doesengineering identity now and in the future predict students’ choice of engineering in college?MethodsThe data for this study come from the Outreach

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Stephanie Ann Claussen, Colorado School of Mines; Renee Falconer, Colorado School of Mines; Allison G. Caster, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

), learningopportunities designed and delivered by the Center, and the faculty, staff, administration andstudents are the muscles that work to facilitate the changes.Stepping away from the metaphor, the framework that informs our work focuses on four settingsand three lenses from which to consider each setting. The four settings are: 1. Faculty, 2. Class/Students, 3. Administrators, and 4. the University.While the first three may be obvious, the forth is included not as an umbrella for the first three.The University is identified as a setting so that we explicitly consider the University as a whole,considering the institutional needs and strategic shifts. Considering the needs and shifts of theinstitution alongside those of faculty, students, and

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, The College of New Jersey; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Erin J. McCave, University of Houston; Courtney S. Smith, Virginia Tech

Tagged Divisions

Educational Research and Methods

 provided  a  sense  of  community  and  place  to  receive  advice  to  address  these  and  other  challenges.  We  found  that  the   proposed   collaborative   qualitative   research   methodology   was   useful   for   not   only   exploring  the  experiences  of  new  faculty,  but  also  supporting  the  development  of  EERs.    Introduction    As   the   demands   and   expectations   for   faculty   increase,   many   institutional   leaders   and   future  faculty  question  whether  the  typical  graduate  school  model  provides  the  necessary  training  for  an  academic   career   [1]–[4].   Prior   studies   suggest   that   graduate   education   provides   students   with  anticipatory  socialization  of  the  role  of  a

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Margot A. Vigeant, Bucknell University; Charles Kim, Bucknell University; Erin Jablonski, Bucknell University

Tagged Divisions

Educational Research and Methods

the activity and how it is viewed (4, 6). It is known that external influences such ascompetition, deadlines and restrictions can impact a person’s situational motivation for a specificactivity (12); all are factors to consider in educational environments.Hidi and Renninger proposed a four-phase model of interest development that suggested adynamic relationship between curiosity and interest (13). If curiosity is satisfied, then interest andengagement can occur. Furthermore, curiosity has been associated with a need for competencein Deci’s theory of intrinsic motivation (5). As Arnone, Small, Chauncey, and McKenna noted,“When curiosity is ignited, the interest component can then enter into the dynamic” (p. 188) (1).Alternatively, interest can

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

. Page 26.980.2 One vantage point in which adoption can be viewed from is that of the instructor.Specifically, CBAM’s Stages of Concern (SoC) can be utilized as it focuses on how instructors’beliefs and attitudes change as they progress through the implementation process6. Concerns arethe elements that construct the different SoC’s as summarized in Table 1. Self Concerns Stage 0 Participant is not concerned or involved with the innovation Awareness Stage 1 Participant is generally aware of the innovation but has not Informational considered the demands or requirements of its use. Stage 2 Participant is unsure about their ability to meet the demands of the Personal

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

proposition that one way to help educators be more reflective is to give them anopportunity to discuss (or be interviewed about) an activity they do with students. To addressthis proposition, we use a “multiple perspectives methodology” featuring essays from seveneducators about their experiences of being interviewed about a reflection activity they have donewith students. The educators’ essays suggest that the interviews were experienced as(1) a reflection opportunity, (2) a chance to reflect on the activity that was the focus of theinterview, (3) a chance to reflect on reflection as an educational activity, and (4) a chance tobridge reflection and other points of personal interest. The results presented in this paper providea basis for suggesting

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah E. Parikh, Foothill College; Lori Silverman, Foothill College

Tagged Divisions

Educational Research and Methods

analysis.MotivationWe need more engineers and community colleges provide a pathway for additional engineeringstudents [1, 2]. Currently, there are seven million students in community colleges nationally andover two million students in public California community colleges [3, 4]. Understanding andimproving pathways to engineering via the community college route has the potential tocontribute currently untapped engineering talent to help fill the projected engineer deficit.Metrics should be established in order to assess the current rate of success and identify areas ofimprovement in community college transfer programs.Background on transfer program goalsSuccess of engineering transfer programs can be defined by how well it meets its objectives. Theauthors

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Jeffrey E. Froyd, Texas A&M University; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Academy of Sciences of the United States of America, 2014.2. Prince, M.J., et al., Use of research-based instructional strategies in core chemical engineering courses. Chemical Engineering Education, 2013. 47(1): p. 27-37.3. Froyd, J.E., et al., Estimates of use of research-based instructional strategies in core electrical or computer engineering courses. IEEE Transactions on Education, 2013. 56(4): p. 393-399.4. Borrego, M., J.E. Froyd, and T.S. Hall, Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education, 2010. 99(3): p. 185-207.5. Association of American Universities. AAU Undergraduate STEM Education

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Kennesaw State University; Gregory L. Wiles P.E., Kennesaw State University; Thomas Reid Ball, Kennesaw State University

Tagged Divisions

Educational Research and Methods

Engineering Education, 2016 The Converged Classroom: A follow-up studyIntroductionLearning new ways to utilize technology is a common challenge 1. Distance learning has beenwith us for over 100 years. With changes in technology, distance learning has steadily changedto more closely resemble traditional face to face instruction. First, paper based correspondencecourses were supplemented by lectures recorded on video tape. Later, computer based trainingprovided the first elements of interaction. With the spread of the internet, materials moved fromthe computer to web pages. There were discussion boards where students could interact withinstructors and other students. Finally, there came the advent of real time class meetings

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

conceptualunderstanding.IntroductionEvaluating a student's understanding of the concepts presented in an undergraduate engineeringcurriculum is a significant challenge but “understanding conceptual knowledge is critical to thedevelopment of competence in engineering students and in practicing professionals”1.Researchers of conceptual change argue that the manner in which conceptual knowledge iscategorized is indicative of a problem solver’s ability and, additionally, that the verycategorization of that knowledge effects the solver’s ability to effectively represent a problem 2.An instructor's role includes facilitating student knowledge acquisition and also aiding thatstudent in effectively organizing it. A student may not have the ability to effectively relate newmaterial to prior

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

protocol documents the first day ofclass and any mention of active learning practices to be used throughout the term. Afterwards,the daily classroom observation protocol is completed for each instance of active learning thatoccurs during each of the class periods. This protocol documents several aspects of activelearning: 1) basic course details, including start and stop times for the activity, 2) informationabout each active learning instance, including the level of difficulty and novelty of the materialbeing discussed, 3) the type of active learning, 4) the degree of faculty participation in theactivity, 5) how the instructor introduces the instance of active learning, and 6) student responseduring the activity.In order to ensure the reliability