Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Amy E Thompson, University of New Haven; Terance Joshua Thomas, University of New Haven

Tagged Divisions

Educational Research and Methods

rated “Very Important.”High School Career Interest Assessments (59%), High School Guidance Counselor (56%),Friends (51%), High School Teachers (49%), and Flexibility of Work Schedule (45%) rated the Page 23.587.14highest in the Not Important Category. Using the variance measure, there was very littleagreement on importance levels in the following five influence categories: Opportunity toParticipate in Student Organizations (0.12%), Flexibility of Work Schedule (0.18%), Probabilityof Graduating with Honors in Major (0.46%), Family Member(s) (0.52%), and High SchoolTeacher(s) (0.55%).Analytical Results: Underrepresented

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

subjectmatter of the course, and reciprocity with the community partner. The approach of S-L, with itsroots in experiential learning, is consistent with the theories and empirical research of a numberof leading educators and developmental psychologists, as documented by Jacoby (Jacoby, 1996).The approach is also consistent with the relatively recent change in paradigm in education from afocus on teaching to a focus on learning (Bradenberger, 1998).More recently, Astin’s group reported that its 2007-2008 survey of over 12,000 full time facultymembers at 379 institutions that the percentage of faculty who found it “very important” or“essential” to encourage commitment to community service rose 19 percent compared to 2004-05 (55.5 % vs. 36.4 %), the

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Mitikaa Sama; Rohini N. Abhyankar, Arizona State University; Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

intendedmeaning of each dimension would be measured. Based on the difficulties measuring costreported in prior work,20-23 cost items were generated along two different types of cost, task effortcost (i.e., time spent) and emotional/psychological cost,21 to increase the likelihood of producinga factor measuring some aspect of cost. All STV items were displayed as a single scale whichasked respondents, “Please indicate the extent to which you agree or disagree to the followingstatements about your first position after graduating with your bachelor’s degree(s),” on a five-point Likert (bipolar) scale, from 0=“strongly disagree” to 4=“strongly agree”. Nunnally andBernstein26 recommend the use of Likert scales because they are easy to create, produce

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

selective; S designates Page 26.171.3selective; HTI designates Higher transfer-in; LTI designates lower transfer-in; L4 designateslarge four-year; M4 designates medium four-year; S4 designates small four-year; NR designatesprimarily nonresidential; R designates primarily residential; and HR designates highlyresidential. Name Gender Race Major Year in Home institution school profileAnusha Female Not Mechanical Sophomore RU/VH, MU, given Engineering FT4/MS/LTI, L4/REric Male Asian

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University

Tagged Divisions

Educational Research and Methods

) Nathanael et al., Dekker & (2014) Woods (2010) Hollnagel et al. (2006)References[1] S, Flumerfelt, F-J Kahlen, A. Alves, and A.B. Siriban-Manalang, “Lean EngineeringEducation : Driving Content and Competency Mastery. Momentum Press, 2015.[2] K. O’Brien, S. Venkatesan, S. Fragomeni & A. Moore, “Work Readiness of Final-Year CivilEngineering Students at Victoria University: A survey”, Technical Paper, Institution ofEngineers Australia, Australiasian Journal of Engineering Education, Vol 18, No. 1, 2012.[3] N.V. Hernandez, A. Fuentes & S. Crown, “Effectively Transforming

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

Paper ID #8899The Influence of Student-Faculty Interactions on Post-Graduation Intentionsin a Research Experience for Undergraduates (REU) Program: A Case StudyDr. Lisa Massi, University of Central Florida Dr. Lisa Massi is the Director of Operations Analysis for Accreditation, Assessment, & Data Adminis- tration in the College of Engineering & Computer Science at the University of Central Florida. She is Co-PI of a NSF-funded S-STEM program and program evaluator for an NSF-funded REU program. Her research interests include factors that impact student persistence and career development in the STEM fields.Caitlyn R

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] R. Korte and S. LeBlanc, “Work-in-progress: Investigating the experiences that develop competence for newly hired engineers in an electric power company,” in Proceedings of the American Society for Engineering Education Virtual Conference, 2020.[2] National Academy of Engineering, “Educating the Engineer of 2020: Adapting Engineering Education to the New Century,” The National Academies Press, Washington, DC, 2005.[3] J. W. Prados, “The editor’s page: Engineering criteria 2000—A change agent for engineering education,” Journal of

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

of the cognitive processes, as well as pursue otherdimensions of students’ dialogue, such as their metacognitive interactions. Groups’ experiencescan also be further investigated through qualitative excerpts. This study supports the evolution ofcollaborative problem solving by demonstrating why task scaffolding can effectively engagestudents in processes and interactions that lead to higher-quality work.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1628976. Any opinions, findings, conclusions or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation.References[1] S. Freeman, S. L. Eddy, M

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

Tagged Divisions

Educational Research and Methods

phenomenology approach for richer descriptions of students’ experiences.References[1] C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature,” J. Res. Sci. Teach., vol. 48, no. 8, pp. 952–984, 2011.[2] D. Heo, S. Anwar, and M. Menekse, “The relationship between engineering students’ achievement goals, reflection behaviors, and learning outcomes,” Int. J. Eng. Educ., vol. 34, no. 5, pp. 1634–1643, 2018.[3] C.-S. Lai, “Using inquiry-based strategies for enhancing students’ STEM education learning,” J. Educ. Sci. Environ. Health, vol. 4, no. 1, pp. 110–117, 2018.[4] A. Saterbak, T. Volz, and M. Wettergreen, “Implementing and assessing a

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods, Ocean and Marine

, Pathway, or Ecosystem – Do Our Metaphors Matter?” Distinguished Lecture, ASEEAnnual Conference, Tampa, 2019.Deslauriers, L., E. Schelew, and C. Wieman, Improved Learning in a Large- Enrollment Physics Class. Science, 2011. 332(6031): p. 862-864.Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.Freeman, S., S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M.P. Wenderoth, Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 2014. 111(23): p. 8410-8415.Friedrichsen, D. M., Smith, C., & Koretsky, M. D. (2017

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer M. Bekki, Arizona State University, Polytechnic campus; Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

participation the faculty at ASU who are members of the affinity groups.Finally, we thank the The Polytechnic School at ASU and the evaluation team for supportingdata collection and participation in this research. This work is supported by the National ScienceFoundation Grant 1519339. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.ReferencesBolman, L. G., & Deal, T. E. (1991). Leadership and management effectiveness: A multi-frame, multi-sector analysis. Human Resource Management1, 30(4), 509–34.Borrego, M. & Henderson, C. (2014). Increasing the use of evidence-based teaching in STEM education: A

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Educational Research and Methods

accuracy and noteswere taken by the interviewer at the time of the interviews.Qualitative modeling with the FRAM. The FRAM consists of four steps: (1) functionidentification and description, (2) variability identification, (3) variability aggregation, and (4)control mechanism identification [25]. The functions that comprise each model, identified anddefined in the first step, represent all actions that occur within the system. Each function ischaracterized by up to six factors: input(s), output(s), precondition(s), resource(s) or executivecondition(s), control(s), and time. A function may be a foreground function if it is the primaryprocess of concern or a background function if it affects the process but is not directly involved.The first three

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Pierre Lafleur, Ecole Polytechnique de Montreal; Yves Boudreault, Ecole Polytechnique de Montreal; Richard Prégent, École Polytechnique de Montréal

Tagged Divisions

Educational Research and Methods

new program. F ig u re 3 .0: R e te n tio n ra te v s n u m b er o f s e m e s te rs 1 0 0 ,0 % 1 0 0 ,0 % 9 5 ,0 % 9 2 ,2 % 9 0 ,0 % R e te n tio o n ra te 8 5 ,0 % 8 3 ,9 % 8 0 ,0 % 7 5 ,0 % 7 0 ,0 % 6 5 ,0 % 6 0 ,0 % 1 2 3

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Aidsa Santiago Roman, University of Puerto Rico, Mayagüez; Ruth Streveler, Purdue Universtiy; Paul Steif, Carnegie Mellon University; Louis DiBello, University of Illinois at Chicago

Tagged Divisions

Educational Research and Methods

engineering science.Paul Steif, Carnegie Mellon University Paul S. Steif is a Professor of Mechanical Engineering at Carnegie Mellon University. He received a Sc.B. in engineering from Brown University (1979) and M.S. (1980) and Ph.D. (1982) degrees from Harvard University in applied mechanics. He has been active as a teacher and researcher in the field of engineering mechanics. In particular, Dr. Steif develops and implements new approaches and technologies to measure student understanding of engineering and to improve instruction.Louis DiBello, University of Illinois at Chicago Louis DiBello is an Associate Director of the Learning Sciences Research Institute (LRSI) and

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

Tagged Divisions

Educational Research and Methods

some limitations: (1) Results are based on studentretrospectives containing the reflections of students regarding their teamwork experience. (2) Wecould not interview students, so all results are based on students’ reflections of teamwork. Futurework should explore this further with control groups to better identify if it is online instructionthat lends itself to improved teamwork.References[1] K. S. Koong, L. C. Liu, and X. Liu, “A Study of the Demand for Information Technology Professionals in Selected Internet Job Portals,” vol. 13, p. 9.[2] M. P. Sivitanides, J. R. Cook, R. B. Martin, B. A. Chiodo, and F. Landram, “Verbal Communication Skills Requirements for Information Systems Professionals,” J. Inf. Syst. Educ

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

] Committee on Revitalizing Graduate STEM Education for the 21st Century, Board on Higher Education and Workforce, Policy and Global Affairs, and National Academies of Sciences, Engineering, and Medicine, Graduate STEM education for the 21st century. Washington, D.C.: National Academies Press, 2018.[8] J. L. Lott, S. Gardner, and D. A. Powers, “Doctoral student attrition in the stem fields: an exploratory event history analysis,” Journal of College Student Retention: Research, Theory & Practice, vol. 11, no. 2, pp. 247–266, Aug. 2009.[9] E. Crede and M. Borrego, “Learning in Graduate Engineering Research Groups of Various Sizes,” J. Eng. Educ., vol. 101, no. 3, pp. 565–589, Jul. 2012.[10] E. Horowitz, N. Sorensen, N

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristi Glassmeyer, Arizona State University; Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University

Tagged Divisions

Educational Research and Methods

). Navigating the bumpy road to student-centered instruction. College teaching, 44(2), 43-47.[4] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning, 3(3), 69-81.[5] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 11(23), 8410-8415.[6] Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32(1), 77–87

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

, as such, we do not work to account forstudent variation in student responses to the interview in terms of the teacher differences.The interviews were semi-structured: interviewers were given a set of themes on which to focusand sample questions. The expectation was that interviewers would engage in a conversationwith the interviewee in which they worked to elicit student’s thoughts about 5 focal themes. Asa result, we consider the interviews a “negotiated text” 4 (p. 663) that was co-constructed throughthe conversation of the interviewer and interviewee(s). For the purpose of this paper, we focuson 2 thematic categories, including: 1. What is the student’s understanding of the engineering design process? 2. What STEM concepts did the

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. [Accessed: 06- Mar-2021].[4] R. Miller and B. Linder, “Is Design Thinking the New Liberal Arts of Education?,” 2015.[5] A. F. McKenna, “Adaptive Expertise and Knowledge Fluency in Design and Innovation,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 227–242.[6] M. J. Safoutin, “A methodology for empirical measurement of iteration in engineering design processes,” Citeseer, 2003.[7] A. F. McKenna, J. E. Colgate, G. B. Olson, and S. H. Carr, “Exploring Adaptive Expertise as a Target for Engineering Design Education,” in Volume 4c: 3rd Symposium on International Design and Design Education, 2006, vol. 2006, pp

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods

, U.K., Ashgate, 2008, pp. 57-80.[5] S. E. Dreyfus and H. L. Dreyfus, "A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition," California University Berkley Operations Research Center, No. ORC-80-2, 1980.[6] R. R. Hoffmann and G. Lintern, "Eliciting and representing the knowledge of experts," in Cambridge Handbook of Expertise and Expert Performance, New York, Cambridge University Press, 2006, pp. 203-222.[7] R. R. Hoffman and J. Smith, Toward a general theory of expertise: Prospects and limits, New York: Cambridge University Press, 1991.[8] S. E. Dreyfus, "The Five-Stage Model of Adult Skill Acquisition," Bulletin of Science, Technology, & Society, vol. 24, no. 3, pp. 177-181, 2004.[9] D

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

University S =Symbolic Student Faculty Admin.Less Emphasis on More Emphasis on O = Org.Viewing course as Thinking about

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the Purdue University 2018 recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award. c American Society for Engineering Education, 2020 Exploring the Early Career Pathways of Degree Holders from Biomedical, Environmental, and Interdisciplinary/Multidisciplinary Engineering Jacqueline Rohde, Jared France, Brianna S. Benedict, and Allison

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

non-users.The indicative components did not show a significant difference between users and non-users.However, three of the indicative components were being used by 85% or more of concept testusers (Table 2) (having students: “participate in activities that engage them with course contentthrough reflection and/or interaction with their peers”, “provide that answer(s) to a posedproblem or question before the class can proceed”, and “discuss a problem in pairs or groups”).The high percentage of users spending time on these activities shows that they are used inconjunction with Concept Tests, but also with other RBIS or in the general classroom as well

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

Margherita Landucci, Liceo Artistico Statale; Fabio Garganego, Municipality of Venice

Tagged Divisions

Educational Research and Methods

into any meaningful parts.In contrast, the words trees, eating seem to be made up of two parts: the word tree, eat plusan additional element, -s (the ‘plural’) or –ing (the ‘past o present participe’). In the sameway our intuition tells us that the chemical word Fe can not be broken down into anymeaningful parts. In contrast, the word Fe(s) seems to be made up of two parts: the word Feplus an additional element (s), wich indicates the solid state of aggregation.Inflectional versus derivative morphemes‘Tree’, ‘eat’ and ‘Fe’ are called free morphemes; while ‘–s’, ‘-ing’ and ‘(s)’ are calledbound morphemes. Two or more morphemes in combination give a complex morpheme (acomplex word).Bound morphemes can be inflectional morphemes as in the above

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Robert Renaud PhD, University of Manitoba

Tagged Divisions

Educational Research and Methods

. This individual treatment of engineering competencies was also reflected in thetreatment of the ABET learning outcomes at the onset of their accreditation changes to outcomes-basedassessment. For example, in an unpublished review of the Journal of Engineering Education from2006-2011 conducted by the first author to explore publications on the teaching and assessing of theengineering ‘professional skills’ (e.g., teamwork, communication skills, ethics, professionalism, andlifelong learning) in response to Shuman et al.’s 2005 article3, 11 out of the 12 articles that met thecriteria focused exclusively on one or two student outcomes4-15. During this time period, there were noarticles published in this journal that considered the conceptual or

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

higher education for ways to use data for improving teaching andlearning, new fields such as educational data mining and learning analytics have emerged. Thesefields can support the development of engineering-specific theories of learning and thecharacterization of different aspects of learning processes at the level of individuals, groups, andinstitutions.References:1. Madhavan, K. and Lindsay, E.D. (2014). Use of information technology in engineering education. In Johri, Aditya, and Barbara M. Olds, eds. Cambridge handbook of engineering education research. Cambridge University Press.2. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher Education Edition. Austin, Texas: The New Media

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cherie Geiger, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida

Tagged Divisions

Educational Research and Methods

AC 2011-1377: DEFINING AN EVALUATION FRAMEWORK FOR UN-DERGRADUATE RESEARCH EXPERIENCESLisa Massi, University of Central Florida Dr. Lisa Massi is the Director of Operations Analysis in the UCF College of Engineering & Computer Science. Her primary responsibilities include accreditation, assessment, and data administration. She is a Co-PI of the NSF-funded S-STEM program at UCF entitled the ”Young Entrepreneur & Scholar (YES) Scholarship Program.” Her research interests include program evaluation and predictors of career intentions.Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos is a Professor in the UCF Department of Electrical Engineering and Computer Science and the PI of the

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Paniz Khanmohammadi Hazaveh, Michigan Technological University; Linda Wanless, Michigan Technological University

Tagged Divisions

Educational Research and Methods

(3,4) D flip-flops. Lab (7,8,9) Lab (7,8,9) Ability to evaluate the output of Exam 2(5), Exam 3, Exam 2 (3,4,5), sequential logic systems including lab 7,8,9,10 Exam 3, lab 7,8,9,10 synchronous and asynchronous operations. 2.3. Statistical toolsIn this study, we have utilized innovative assessment tools such as the probability distributionfunction of students’ grades in each objective for Fall 2019 and Fall 2020. We have analyzed thedifference between students’ grades in each objective individually and we also have looked at theaverage grade of students in each objective. The Kolmogorov–Smirnov test (K-S test) andhypothesis test statistic (t-test) were the

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Keith Holbert, Arizona State University

Tagged Divisions

Educational Research and Methods

and Bowers (1997) of studentsstudying physics found that reading is, in fact, more important than hearing.IntroductionHaving been challenged by a member of the public—specifically a K-12 school teacher—toprovide authoritative source(s) of the STATEMENT, what was envisioned as a simple search andproof would ultimately reveal a lack of evidence for the cited statistics. The STATEMENT beingreferred to here is that people (or students) learn (or recall/remember): • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they hear and see • 70% of what they say (and write) • 90% of what they say as they do a thingThere are various forms and permutations of the STATEMENT found in published

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

underrepresented minorities in engineering. Nonetheless, a story is not completeuntil it integrates not only some of the characters, but also their environment, history, beliefs,values, ways of knowing, doing and being. Similarly, as part of the engineering educationcommunity, we must add more factors to this story – the stories of struggle, subjugation, andoppression.Bibliography 1. Blaisdell, S. (2006). Factors in the Underrepresentation of Women in Science and Engineering: A Review of the Literature. Women in Engineering ProActive Network. 2. Cohen, C. C. D., & Deterding, N. (2009). Widening the net: National estimates of gender disparities in engineering. Journal of Engineering Education, 98(3), 211-226. 3. Beddoes, K