Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

P.K. Imbrie, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

Tagged Divisions

Educational Research and Methods

measure the effectiveness of such experiences is of both academic andindustrial importance.Even with the increased emphasis on the use of student teams in academia, research studies thatrigorously attempt to assess team effectiveness are limited. Team effectiveness is an essentialelement of the overall collaborative experience, and the work presented herein will address thefollowing research questions: 1) How do differences in perceptions of team effectiveness(measured by constructs of learning, interdependency, goal setting and potency) explainvariability in individual learning? 2) How do differences in perceptions of team effectiveness(measured by constructs of learning, interdependency, goal setting and potency) predictvariability in team

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Marie Hamel, University of Maryland; W. Ethan Eagle, University of Maryland

Tagged Divisions

Educational Research and Methods

“Conceptual Fluency Approach.” As far as we know, this style of assessment approach has onlybeen tried in the introductory mechanics courses at Michigan State University [1], thus theassessments were adapted to accommodate learning goals of an introductory thermodynamicscourse, which remained unchanged. This work also builds on other prior work in the area ofthermodynamics instruction that has illuminated areas of conceptual difficulty and retention ofconcepts [2]-[7].If successful, the Conceptual Fluency Approach achieves greater “fluency” in fundamentalthermodynamics concepts and long-term retention of these concepts for future courses, such asheat transfer or fluid mechanics. Part of achieving this fluency is assessing students in a way

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

prompts in ill-structured tasks for collaborative problem solving in undergraduate engineering courses. Ill-structured tasks are important to engineering courses because they are similar to authenticproblems that students will encounter in their future workplaces [1], [2]. Solving ill-structuredtasks collaboratively allows students to expand their learning beyond “drill-and-practice”-typeproblem solving and engage in higher order thinking and co-construction of knowledge [3].Nevertheless, studies have indicated that it is necessary to scaffold ill-structured tasks becausethey are complex [4], [5], and students do not naturally implement effective collaborativeinteractions while solving these tasks [6]. However, it is not clear what type(s) of

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of aproblem” [1, p.70]. Research shows that the quality of students’ interactions that take placeduring a collaborative problem solving activity under the collaborative, cognitive, andmetacognitive dimensions influence the outcomes of the activity [2], [3]. Consequently, whenintervening in groups, teachers must implement strategies that can facilitate the occurrence ofhigh quality students’ interactions such as elaborating on and negotiating ideas (collaborativedimension), providing explanations, causal elaborations or justifications (cognitive dimension) ,and monitoring individual or group understanding or progress on the task (metacognitivedimension) [4], [5]. Teachers can foster positive students’ interactions during group work [4

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; John J. Case, U.S. Military Academy; John Andrew Kearby, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

different thanpresented in class. This exercise is termed a “napkin sketch” to articulate to students the benefitsof simple sketches to communicate ideas – as is often done by engineers in practice. The purposeof the study was to investigate how this napkin sketch activity addresses three concerns ofengineering educators: creativity, visualization and communication, and knowledge retention.Specific objectives of the study were to generate conclusions regarding the activity’s ability to(1) provide an outlet for, and a means of encouraging creativity, (2) provide an opportunity forstudents to visualize and communicate what they have learned through drawings rather thanequations or writing, and (3) encourage knowledge retention by providing a

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinlu Shen, Zhejiang University; Tuoyu Li, Zhejiang University

Tagged Divisions

Educational Research and Methods

discipline issues that are raised in the existingprojects, in the meanwhile discussed how to meet industry demand in the process ofnew engineering construction. The research findings are as following: (1) Thecommonness of programs’ schemes is emerging. In terms of mechanismconstruction, the mechanism of collaborative education receives the most attention,while the cultivation of soft ability and engineering innovation ability are focusedmost in terms of the talent ability; (2) Most of the construction plans are aimed atthe transformation of traditional disciplines, and there is little construction ofcorresponding disciplines for national key industries such as energy conservation,environmental protection and new materials; (3) The overall design of

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

Paper ID #30713The role of prototyping in design and policy making: Visual stimuli,selective attention and decision makingHadi Ali, Arizona State University, Polytechnic campus Hadi Ali is a doctoral student in Engineering Education Systems and Design at Arizona State University. American c Society for Engineering Education, 2020The role of prototyping in design and policy making: Visual stimuli, selective attention and decision making 1. OverviewThis is a theory paper. In this study, we integrate research on visual stimuli

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Charles Ira Abramson, Oklahoma State University

Tagged Divisions

Educational Research and Methods

technology through the dedicated undergraduate (MET 4173) class as well as through the hands-on training sessions and certification (level 1 to 4) in the Endeavor Digital Manufacturing Maker Space.Dr. Charles Ira Abramson, Oklahoma State University Department of Psychology Dr. Charles I. Abramson is Regents Professor of Psychology at Oklahoma State University and founder of the Laboratory of Comparative Psychology and Behavioral Biology. He earned his PhD. in Psychology from Boston University in 1986. He joined the faculty of Oklahoma State University in 1993 and holds adjunct appointments in the Departments of Integrative Biology and Entomology and Plant Pathology. Trained as a comparative-physiological psychologist, he

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew T. Stimpson, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Educational Research and Methods

ExperienceIntroductionLaboratory notebooks serve numerous purposes and have been used to document activities,results, success, and revisions [1]. Laboratory notebooks also serve as a means of organizingideas and serve as a record of legal ownership of ideas [2]. Beyond this, though, notebooksprovide valuable information that can be analyzed to answer an array of questions [3]. Forinstance, laboratory notebooks served as means of understanding how researchers catalogactivities [4]. Researchers have also addressed the ways in which lab notebooks are used todocument research activities and the degree to which notebooks should be considered vitalrecords [5]. Still others have investigated how implementing electronic notebooks influenceslaboratory activity [7]. In the

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana-Champaign; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Anthony Salvatore Margotta, University of Illinois at Urbana-Champaign; Elizabeth Renee Livingston; Mariana Silva, University of Illinois at Urbana-Champaign; Taylor Tucker, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

a continued attempt to construct and maintain a shared conception of aproblem [1, p.70]”. The role of the teacher in implementing collaborative problem solvingactivities in face-to-face STEM classrooms has received increasing attention in recent years [2],[3], [4], [5]. According to these researchers, teachers must implement strategies that can facilitatestudent interactions in groups which, in turn, can positively impact the group progress towardsthe goal of solving the task during the activity. These strategies must take place prior to thebeginning of the activity, during the activity, and at the end of the activity [3]. Empirical studiesthat focus on examining these strategies are limited [6], [7], [8], [9]; they all recommend

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Divisions

Educational Research and Methods

convince faculty members in engineering institutions about its importance andbuild a strong community of engineering education researchers in India.Javeed’s (the first author) association with engineering research communities in India andengagement in the private body Indo-Universal Collaboration for Engineering Education (IUCEE)[1] has exposed him to the current state of engineering education in India. Also, this associationhas made him anecdotally aware that very few faculty members seem genuinely interested in EERand the ones who are interested are unsure of how to proceed. There could be many reasons forthis issue, such as lack of awareness of EER, inability to see value in EER, lack of formal trainingopportunities on EER, focus on core

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

Tagged Divisions

Educational Research and Methods

institutional support network, which may negatively affect degreepersistence rates [1]. The specific category of engineering students of interest to this study arestudents who enter engineering academic programs with prior work or career experience outsideof the engineering field. These students are identified as second career seeking (SCS) students [2],who may experience unique barriers/demands and may need specific supports/resources to besuccessful in their academic pursuits. The term career in this context is defined as an occupation,which relates to a range of aspects of an individual’s life, learning, and work and is undertaken fora significant period of a person’s life and with opportunities for progress. Career adaptability can be

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

Engineering students develop competencies through classroom learning, work-integratedlearning outside the classroom, and extra-curricular activities on and off campus [1-3]. In twoways, current engineering education research (EER) does not adequately reflect these multipleinterlinked experiences that contribute to competency formation. Firstly, while much EER hasbeen devoted to students’ classroom learning [4, 5], less emphasis has been placed on work-integrated learning and the synergies arising from learning inside and outside classrooms.Secondly, the potential of existing data sources, such as administrative data, academic recordsand student surveys which engineering schools routinely collect, remains relatively untapped.These data sources are

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vetria Byrd Ph.D., Purdue University, West Lafayette; Kendall Roark, Purdue University, West Lafayette; Brent T. Ladd, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

data visualization education. We contend that this unique approach facilitatescritical thinking about the data visualization process [1]. The method utilized, worksheets and ausability survey, was developed by Byrd [2] and was designed to introduce the data visualizationprocess to novice visualizers in a short period of time,Background and Context of the WorkshopWith a goal of training the next generation of interdisciplinary scholars, an annual engagedlearning summer workshop was designed to introduce diverse cohorts of students to data sciencetechniques while providing positive interdisciplinary research team experiences [3]. Themotivation for the workshop in 2019 was to provide an introduction to data science through afocus on critical and

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Barclay, University of North Carolina at Charlotte; Carl D. Westine, University of North Carolina at Charlotte; Angie Claris, University of North Carolina at Charlotte; Florence Martin, University of North Carolina at Charlotte

Tagged Divisions

Educational Research and Methods

learning technology,students experience a tailored learning experience, specific to their learning path towards theirmastery of the given topic. Expanded research in the engineering education context can lead tomore closely aligning instructors’ teaching styles and students’ learning styles.IntroductionIt is well established that there is often conflict between the instructor’s teaching style andstudents’ learner styles in the engineering classroom [1]. The use of adaptive learning as ateaching style facilitates several learning styles, complementary to the traditional lecture style.Learning styles including sensory, intuitive, visual, auditory, inductive, deductive, active,reflective, sequential, and global [1], can all be incorporated into

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David John Orser, University of Minnesota, Twin Cities; Kyle Dukart, University of Minnesota, Twin Cities; Changhyun Choi, University of Minnesota, Twin Cities; Frances Wood, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

surveys returned 76% very positiveresponses, and improved perception of learning for inexperienced programmers (p=0.01). Inaddition, there appear to be intangible benefits to PAs, TAs, Professors, and the department.These include confidence and communication skills for the PLAs and reduced variability in thecourse over time. Finally, it is shown that students rate TAs and PLAs as equivalently effective athelping them learn.IntroductionPeers as mentors, facilitators, and team leaders are not new ideas [1]. They have been tried out inmany forms over the years [2, 3] and have been shown to generally improve student outcomes inthe first years of college [4, 5, 6].Peer Learning Assistants are a similar, yet less common intervention with fewer studies

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou, University of Michigan

Tagged Divisions

Educational Research and Methods

resulted in the increase inpersistence to graduation [1], [2]. More recently, researchers have shown that such participationis related to positive outcomes across a wide range of dimensions, including social capital andbelonging [3], design [4], [5], teamwork [4]–[6], communication [4], [6], [7], ethics [8], andleadership [4], [9]. This paper examines the relationships between participation in a variety oftypes of co-curricular activities and a number of social, academic, and professional outcomes.Conceptual FrameworkFigure 1 shows a schematic of the conceptual framework guiding this work (Authors, submitted).It is largely based on Astin’s Input-Environment-Output theory [10] and Weidman’s conceptualframework of Undergraduate Socialization [11

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of their partnerengineering students. Both groups reported gaining new perspectives from working ininterdisciplinary teams and seeing benefits for the fifth and sixth grade participants, includingexposing girls and students of color to engineering and computing.IntroductionIn addition to amassing expertise in their field, engineering students must learn to collaborateacross disciplinary lines if they are to successfully negotiate today’s complex challenges [1].Increasingly, engineering solutions must integrate knowledge and practices from multipledisciplines and engineers must be able to recognize when expertise from outside their field canenhance their perspective and ability to develop innovative solutions. Tomek [2] discussed

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge A. Baier, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Ximena Hidalgo, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

the intrinsic motivation of students. Thus,arguably it also has a positive impact on learning experience. Existing literature does not identifywhat attitudes and practices can be implemented in schools of engineering to promote effectivecare in teaching. This paper describes the progress of an ongoing research currently carried out ata large engineering school in Chile. The investigation has two main objectives. First, tounderstand what does it mean to care in teaching; second, to understand what is the influence thatcaring teaching has on the students’ learning experience.IntroductionFrom a philosophical perspective [1], the ethics of care involves attending to and meeting theneeds of who we take responsibility for. It particularly values

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

, then move on to discuss transitioning from bell-curve gradingto specifications grading in a statistics class, and finally creating a first-year engineering coursefrom scratch using specifications grading. In all three cases, the move to specifications gradingtook a few twists and turns, but overall, we plan to continue to use specifications grading.Through the diversity of course types, we hope to show how specifications grading can be usedflexibly in different types and levels of engineering courses. As we explain, in each case studythere are particular goals, benefits, and challenges of specifications grading in different types ofcourses that can help faculty guide implementation.Case StudiesCase Study 1: Senior Capstone DesignAt a small

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and engineering identity, if it exists, could alloweducators and researchers to quantitatively measure engineering identity and gain further insightinto motivational patterns.Theoretical FrameworkThis work-in-progress focuses on uncovering patterns between engineering identity andacademic motivation. Both constructs involve student self-perception. This study closelyexamines how students perceive themselves as engineers, how they perceive success, and howthey respond to failure. Our work is grounded in several theories that report on these perceptions.IdentityIdentity is defined in this study as how a student perceives themselves to fit in a group [1]. Thisstudy focuses specifically on engineering identity, which can simply be defined as how

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

their learning [1], [2]. TheMSLQ is one of the most extensively used scales designed to assess self-regulated learning [3].Pintrich and colleagues developed the MSLQ [2] to measure three components (motivation,metacognition, and behavior) of self-regulated learning [2]. It has been widely validated anddeployed in university engineering education settings. The MSLQ has two parts: Motivation and Learning Strategies. Motivation scales arecomposed of three dimensions (value, expectancy, and affective) with 31 items subdivided intosix subscales: intrinsic goal orientation, extrinsic goal motivation, task value, control beliefs,self-efficacy for learning and performance, and test anxiety. The learning strategies scalemeasures two dimensions

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip P. Graybill, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

presents an initial survey of undergraduate engineeringstudents and engineering course instructors on the use of websites and apps like Chegg, CourseHero, and Slader (collectively “unsanctioned online resources,” or UORs) in engineering courses.The survey sought to determine 1) the degree to which engineering students are using UORs toviolate academic integrity, 2) how well instructors’ beliefs about students’ use of these resourcesalign with students’ actual behaviors, and 3) potential strategies for decreasing the use of UORs inviolating academic integrity. The students reported similar frequencies in using UORs comparedto traditional resources for most of the queried behaviors. Instructors estimated a much higherfrequency of students’ violation

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

distinct but complementary functions: (a) a contentrepository, (b) an audience response system to deliver content, and (c) learning analytics thatprovide data to instructors and researchers. It houses over 3,000 ConcepTests, which are shortquestions that can rapidly be deployed to engage students in concept-oriented thinking and/or toassess students’ conceptual knowledge, along with more extensive concept-based active learningtools and concept inventories. Screenshots of students’ views of a ConcepTest and aninstructional tool developed during this project are shown in Figures 1 and 2, respectively. TheConcept Warehouse has grown rapidly over the last five years with over 1,200 faculty accountsand 28,000 student users (Friedrichsen, Smith, and

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(WIP) assessing how engineers view aspects of the workplaceculture affecting the extent to which they can authentically be themselves. Our conceptualframework includes Faulkner’s [1] concept of in/authenticity and Kendi’s [2] history of racistideas in the U.S. In this paper we present experiences of three engineers working at the samecompany, which were collected as pilot data for an NSF-funded study. We found that the twoWhite engineers saw no distinction between their personal and work identities. They saw thecompany’s values aligning with their personal values, and the workplace as being open andcomfortable. In contrast, the Black engineer described taking on different identities in businesssettings and one-on-one interactions. Several

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph H. Holles, University of Wyoming

Tagged Divisions

Educational Research and Methods

presented.Assessments and student outcome tracking for the course will be discussed. Experiences,outcomes, feedback, and lessons learned from the initial offering of this course will be presented.Introduction Recently, the Honor’s program in our college has been revised to focus on undergraduateresearch. Undergraduate research experiences are considered High Impact Practices (HIP)[1] andare broadly used to improve recruiting and retention. As a result, all students will be required totake 3 credits of undergraduate research, complete a senior thesis, and deliver a researchpresentation.[2] The goal of this change is to increase the number of students conductingundergraduate research and to also increase the number of students applying for graduate school

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

: Challenges with Teaming Instruction and Managing DysfunctionIntroductionThis is a Work-in-Progress paper. Teaming continues to be an important dimension ofengineering work and by extension a required outcome of engineering education. Despite theemphasis and importance ABET places on teaming and the efforts of institutions to meet theserequirements [1], students may or may not develop effective team behaviors as a result of thevarious team experiences they have in an engineering curriculum. Researchers have noted thatthese skills have traditionally been considered “outside of the curriculum” and the instruction ofthese skills has been primarily relegated to cornerstone and capstone design courses. Even inthese courses

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Wei Zakharov, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Lan Jin, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

business practiceto meet companies’ needs, especially in transnational corporations, and in classroom teachingbased on effective team-based learning pedagogy in engineering education settings.Multicultural teams have the potential to outperform monoculture teams, particularly on certainoutcomes, such as creativity; however, the role of cultural diversity in teams is ambiguous.Therefore, it is worth investigating relevant literature in the impact of cultural diversity onteamwork effectiveness. This paper aims to explore the following questions: (1) what aspectsof cultural diversity and teamwork effectiveness have been studied in research literature since2010? (2) What is the relationship between cultural diversity and teamwork effectiveness

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Adam R. Carberry, Arizona State University

Tagged Divisions

Educational Research and Methods

preliminary results attempting to define theconstruct of “engineering intuition,” specifically focusing on the establishment of our interviewprotocol. Semi-structured interviews with practicing engineers, nurses, and business managerswere conducted using: 1) implicit discussion around intuition informed by literature, and 2)critical incident technique [1], i.e., explicit discussion around the concept of intuition. Eachinterview sought to identify practitioner decision-making and problem-solving processes on thejob. The combined dataset and supporting literature are planned to be used as the basis of ourfuture work, which ultimately aims to develop a psychometrically tested instrument capable ofaccurately measuring engineering intuition. Dissemination

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

with students in efforts to improve theirinterest, capacity, and belongingness in engineering. As part of a larger NSF-funded study on theinteractions of engineering professional formation with diversity and inclusion, we will use semi-structured interviews to investigate an electrical and computer engineering (ECE) faculty’sintention to implement inclusive teaching practices, using Fishbein and Ajzen’s reasoned actionmodel to define intention [1]. The interviews will be focused around an inclusive teaching “tipsheet” that was recently distributed to the ECE faculty. These interviews will allow us tocharacterize factors that influence the development of such an intention within the context of anengineering department, in order to make