Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

experience, explained that herinability to learn the new material quickly had the strongest influence on her confidence incourse success, leading to the development of negative efficacy beliefs. I’d have to say how fast I learn [the material affects my confidence in succeeding the most]; because some people seem like they just catch on so, like so quick. And I’m just kind of like slow or something ‘cause I can’t like figure it out right away. Um, like in lab, we always have to write these scripts and like I can do it eventually - but some of the people will be done like ten minutes later; they’ll be like, “Are you done?” I’m like “No!”, ‘cause it just like takes me more time to do stuff and . . . aah - it’s

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

role of emotion in student learning, and synergistic learning. A recent research project uncovers the narratives of exemplar engineering faculty that have successfully transitioned to student-centered teaching strategies. She co-designed the environmental engineering synthesis and design studios and the design spine for the mechanical engineering program at UGA. She is engaged in mentoring early career faculty at her univer- sity and within the PEER National Collaborative. In 2013 she was selected to be a National Academy of Engineering Frontiers of Engineering Education Faculty Member.Karen Sweeney Gerow, University of Georgia Karen Sweeney Gerow is pursuing her PhD in the Lamar Dodd School of Art at the University

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

academically when they regulate their learning19–22. SRL has beenoperationalized to measure aspects of students’ metacognition, motivation, and behaviors relatedto their academic self-regulation, such as the Self-Regulated Learning Interview Scale (SRLIS)developed by Zimmerman and Martinez-Pons19. SRLIS, a semi-structured interview protocolfocused on “hypothetical learning contexts”23 based on research with K-12 students comprises 14themes19,20, including self-evaluation, organizing and transforming, goal-setting and planning,seeking information, keeping records and monitoring, environmental structuring, self-consequences, rehearsing and memorizing, seeking social assistance (peers, teachers, adults),and reviewing records (notes, books, tests).Prior

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

Page 26.1092.2pedagogical workshops, attending a theater performance focusing on inclusive teachingstrategies, and presenting a short lesson to a small group of their peers. The GSIs choose theworkshops based on their teaching responsibilities with topics including: teaching discussionsand laboratory sections, managing office hours, grading, and teaching problem solving skills.The theater performance allows GSIs to observe a novice instructor in a STEM classroom,identify strategies to improve the overall class environment, and reflect on how their suggestedstrategies improve the overall class environment upon a second performance of the sketch.10During the practice teaching or microteaching session, GSIs develop a short 5-min lesson,present it

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick S. Harkness, Utah State University; Angela Minichiello, Utah State University; Joshua Marquit, Pennsylvania State University, Brandywine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) enabled participation in common activelearning strategies (e.g., group discussion and peer-to-peer learning) among the students whileout-of-class. Specifically, we share findings related to student resistance to requiredparticipation in an online forum in first year calculus.Literature Review Active learning. It is typical for instructors in science, technology, engineering, andmathematics (STEM) to adopt more traditional pedagogical approaches1. Traditional approachesare often linked to a belief that students come into class “empty,” waiting to be filled with all theknowledge that the instructor can give them1. With this mindset, the role of the instructor is todisseminate as much knowledge as possible within the time allotted; the role

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

. Advancing research in this area is consistent with an increased emphasison preparing students for professional practice5. Stakeholders’ varying definitions of keyabilities makes it more difficult to assess professional skills6 relative to technical outcomes, suchas ability to apply theories or formulae7-9. Conducting multi-institution studies on theseoutcomes has been a challenge because professional skill assessments have relied on a variety ofmeasures, including feedback from multiple sources such as faculty, peers, and self-reflections10,peer evaluations11, project rubrics12, and portfolio analyses13-17.Lattuca, Terenzini and Volkwein18 assessed outcomes across multiple institutions in anevaluation of the impact of new ABET accreditation

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lauren A. Sepp, University of Washington; Mania Orand, Human Centered Design and Engineering ; Jennifer A Turns, University of Washington; Lauren D. Thomas, University of Washington; Brook Sattler, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

ininstances where students were briefly asked to reflect, or where educators included opportunitiesfor reflection. For example, in a paper entitled, “Using Rapid Feedback To Enhance StudentLearning,” 17 reflection is casually referenced as, “Students are given time to reflect on thequestion posed, discuss it with their peers, and then must select from the possible solutions.”Whereas reflection is discussed as the main focus in a paper entitled, “A Personal Account onImplementing Reflective Practices,”18 and is referenced to throughout the text.Understanding the scope of reflection can lend insight into the type of attention that reflection isreceiving in scholarly work related to engineering education. The trends revealed in oursystematic review find

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

element for a system such as ours because they meet the design requirement thatthe system should need minimal additional training. Satisfying the “minimal additional training”requirement means that the engineering education teaching and research community could applythe this kind of system off the shelf in their own work to identify important trends and answerrelevant questions in their own contexts.In educational data, NLP techniques have been used to study a variety of topics. Crossley et al.,[12], [13] used a series of rule-based approaches to study students’ sentiments and their mathidentities in an intelligent tutoring system. Crossley et al [14] also used an NLP approach tostudy differences in students writing styles as a function of their

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

performance are shownbelow in Table 2 (this is directly taken from [8-9]). Referring to Table 1, it would be interesting touse the parameters from ‘measures of performance’ column as a measure to know what is the aimof the research that the faculty members are involved in. Knowing these measures, would behelpful in determining which type of scholarship is being associated with the research process. Table 1. Boyer’s model of scholarship [8-9] Type of Purpose Measures of PerformanceScholarshipDiscovery Build new knowledge - Publishing in peer-reviewed forums through traditional - Producing and/or performing creative work within established

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

be used forindividual, group, or full-class learning experiences. If the students come well-prepared and theexercises are well-designed, then it is hoped that students will leave the face-to-face time with adeeper understanding of the core concepts, one which they have worked to develop through theirown efforts with the support of their peers and the instructor.The inverted classroom approach has a basis in three well-known principles of the science oflearning: (a) Vygotsky’s Zone of Proximal Development 1, (b) Bloom’s Taxonomy of Learning 2,and (c) “How the Brain Learns” and the retention of core material 3. Lev Vygotsky introducedthe concept of a zone of proximal development (ZPD) to describe the intermediary state betweenthe things a

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shannon Massie Chance, Dublin Institute of Technology ; Gavin Duffy, Dublin Institute of Technology

Tagged Divisions

Educational Research and Methods

experience atthis institution of converting a physics course to PBL (Bowe & Cohen, 2004), supervisingeducation research PhD projects, and reading and writing about the topic (Bowe, 2007).While this effort seems minor in comparison to institutions like as Aalborg (Moesby, 2002), it wasa significant development for engineering education at DIT, and it has been sustained in the periodof years since this case study was conducted. The shift is in line with recommendations byEastman, McCracken, and Newstetter (2001), McKenna et al. (2011) and the National ScienceBoard (2007). As such, the context for our study was this prevalent and sustained transformation—from a traditional teacher-centered pedagogy to student-centered learning—through

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

also was the associate director of operations for the Engineering Education Re- search Center from January 2011 to September 2013. Her work experience includes two years as a project manager in the planning department of the Port Authority of Allegheny County in Pittsburgh, and a re- search associate at the University of Novi Sad’s Institute for Traffic and Transportation Engineering. Dr. Vidic has published in peer-reviewed journals and conference proceedings, including those of ASEE and INFORMS. She currently is participating in collaborative research on improving engineering students’ learning strategies through models and modeling and is interested in the assessment and effectiveness of model-eliciting

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

intangible factors that students use to identify asengineers such as “making competent design decisions, working with others to share ideas andaccepting responsibility”4. At minority serving institutions, African American and Latina/ostudents’ identity development is shaped by the positive experiences with faculty and peers intheir programs25. In identifying as engineers, students express a certain pride in the rite ofpassage of overcoming the challenges of the engineering curriculum3,25. There are some genderdifferences with regards to engineering identity; women are less likely to identify as engineersthan men, especially freshmen female students4. Significance of Study The majority of the research in

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

were most involved in creating it; students who participated less in thetechnical aspects of projects may not observe the same improvements in engineering self-efficacy as their more-involved peers. Page 26.1328.2In this study, we are focusing on the relationship between the tasks that students take on inproject work and student’s beliefs and characteristics: specifically, academic self-confidence,engineering self-efficacy and gender. We are examining the relationship between the tasks thatstudents take on during a project course and the students’ incoming and outgoing confidence andself-efficacy levels, by exploring the following research

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Cher Cornett, East Tennessee State University

Tagged Divisions

Educational Research and Methods

. Page 12.109.1© American Society for Engineering Education, 2007 A Service-Learning Project in Digital Media Designed to Develop Professional SkillsAbstractIn well-developed instructional programs, professional skills such as business writing, teamorganization, project management, and oral presentation skills are built into courseworkthroughout the curriculum. Because of limitations of the classroom environment, theseexperiences only simulate those encountered in the field, making it difficult for students toappreciate the importance of these skills in their career preparation. In the Digital Media (DIGM)program at East Tennessee State University (ETSU), students often see professional skillsaspects of

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

connections by exploring relationships among the three topics, considers issuesrelated to the topics within engineering, and offers possible areas of future exploration.IntroductionMission and vision statements for universities and colleges across the country underline theimportance of critical thinking and related skills in higher education today.1-8 Without explicitlyusing the phrase, sources such as ABET EAC and the National Academy of Engineering assertthe need for engineers to be well trained in critical thinking skills.9,10 However, a number ofresearchers11-14 argue that many students show little to no gain in “critical thinking, complexreasoning, and writing skills”11 over the course of their undergraduate educations. Despiteconsensus that one

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brent K Jesiek, Purdue University, West Lafayette; Sang Eun Woo, Purdue University; Qin Zhu, Purdue University; Kavitha D Ramane, Purdue University ; Neha Choudhary, Purdue University Programs

Tagged Divisions

Educational Research and Methods

commentariesfocused on concepts like “research quality,” “rigor,” and “systematic research,” as well asaccompanying shifts in the various criteria used to evaluate funding proposals and peer reviewedpapers. The field’s topical foci are also something of a moving target given a long and episodichistory of efforts to reinvent the form and content of engineering curricula. As the methods anddesired outcomes of engineering instruction change, so does the engineering education researchagenda. Further worth noting are rising pressures to relate research to practice, as reflected inmandates to identify the “broader impacts” associated with scholarly work in the field.This paper speaks to these challenges through the lens of our team’s recent experiences workingon a

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University; James A. Kaupp, Queen's University; Natalie Simper, Queen's University; Jill Scott, Queen's University, Kingston (Canada)

Tagged Divisions

Educational Research and Methods

with students writing the test in a secure browser. The test takes 90 minutes tocomplete, with 60 minutes allotted to the performance task and 30 minutes allotted to the selectedresponse questions.The core of the CLA+, the performance task, is used to measure critical thinking, problem solvingand written communication and remains the key focus of the CLA+. The performance taskspresents a real-world situation in which students assume an appropriate role to address theproblem, identify a solution, or provide conclusions and recommendations resulting from careful Page 26.1176.4analysis of the provided evidence. The student responses in the

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

you now describe your analytical and problem-solving skills? Compared with when you first entered this college how would you now describe your interpersonal/social skills? Think back to any internship or co-op experience. Write about a time when social/interpersonal skills (i.e. team work, communication) were important for you or someone around you to accomplish an assignment?III. THE WORKSHOPThe one and ½ hour workshop consisted of three parts. First, findings from the national APPLEsurvey and local Blackboard findings were presented. After the presentation and a brief break,the faculty members were invited to form inter-departmental groups and were provided with aworksheet to guide their conversations of how

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

understand the impact of implicit bias, chilly climate, and micro-inequities on whitewomen’s and people of color's continued low rates of entry into and comparatively high rates ofexit from the engineering educational and professional “pipeline” compared to their white malecolleagues. Their studies have spanned the space of gender, race, and engineering by exploringunderrepresented people's relationships as young students with peers, teachers and parents, asyoung ethnically diverse women and men with media, role models, and career visions, asundergraduate and graduate students with teams, mentors, and technical material, and asprofessionals with colleagues, peer-reviewers, and institutional leaders

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matias Alonso Piña, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chilev; Cristian Ruz, Pontificia Universidad Católica de Chile; Tomás Andrés González, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

demandshigher-than-average time from students. To evaluate the student's perceptions of ourapproach, we collect data from several sources, including an online survey and groupinterviews, specifically designed to evaluate the perceptions of this approach. We concludethat our wellbeing protocol is beneficial for students and that students recommend itsimplementation in other courses with high enrollment.The wellbeing of students has been identified as central to student engagement [7]. Acomponent that distinguishes our protocol from other approaches to wellbeing described inthe literature, such as mentoring and peer-to-peer tutoring approaches (e.g., [4]), is that itengages in active, personalized communication with students. Furthermore, the wellbeingTA

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gary W Behm, Rochester Institute of Technology (CAST); Raja S Kushalnagar, Rochester Institute of Technology; Joseph S. Stanislow, National Technical Institute for the Deaf; Aaron Weir Kelstone, RIT/NTID

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

look away from RTD tosearch and observe details in the lecture visual as shown in Figure 1. They risk losinginformation, which can slow down or even derail learning. As a result, they spend far less timewatching lecture visuals and comprehend less information than their hearing peers. The ability tofollow lectures with dispersed visuals is difficult without accessible technology.  We address two major barriers in using RTD. First, the audio-to-visual nature of RTD creates asimultaneous visual for the student, who is forced to choose and switch between reading theRTD and the current visual (e.g., slides or whiteboard). If the student looks at the RT, they willmiss the whiteboard or vice-versa as shown in Figure 1. Second, as the presenter moves

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Sarah Holsted, Broad-based Knowledge; Joshua Morrill, Morrill Solutions Research (MSR); Joseph G. Tront, Virginia Tech

Tagged Divisions

Educational Research and Methods

educationadministrators, promotion and tenure committees, and faculty colleagues did not value or knowhow to judge the value of the innovative courseware created or authored by these innovativefaculty members. [6, 13] The faculty members who made up the NEEDS community however,envisioned a future where computer-based, electronic teaching and learning materials would playa much more central role in engineering education; [9, 13, 17] and where evaluating the quality ofcourseware would become an essential practice by and for faculty who would use thesematerials. Peer review criteria were developed for the Premier Award and were used in theyearly judging process for the award. They also served as best practice guidelines for facultydeveloping courseware. [7]The

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Professional Skills module wherein the benefitsof volunteering within the engineering discipline, both in terms of making a difference tosociety but also with regards to promoting individual employability and self-directed learningwill be emphasized.Additionally, working with colleagues, a number of mentoring opportunities aimed atfoundation students were offered and supported by the School. One such opportunityinvolved students going into inner city schools to offer mentoring in mathematics. Whilstother students were recruited for a foundation level Peer Assisted Learning project, providingmaths mentoring for their peer group. At graduate level, finding time outside of thecurriculum to enable the students’ to participate in such activities proved to

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

cohorts. The initialfaculty cohort team comprises five of the six facilitators of the new cohorts. Moreover, all sevenmembers of the initial faculty cohort continue to meet. This community of practice is leading thedevelopment of additional workshops, implementation of an assessment/evaluation framework todocument the effect of active learning as this continues and expands through SCSE, writing grantproposals to enable further dissemination of the multidisciplinary cohort model approach acrossa college of engineering and science, and supporting each other’s individual research endeavors.IntroductionThis paper describes Work in Progress (WIP) efforts to increase active learning in a college ofengineering and science. Motivation for this project

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

section. These two coursesections share the same hybrid structure, the same material, assignments, activities, assessments,course schedule, meeting times, and the same instructor. The only difference is the deliverymethod for live material. Students in the HF2F section are physically present for the classmeeting, and students in the HSOL section are digitally present for the class meeting. HSOLstudents interact in real time with HF2F students and with the instructor. Studies support thisneed for peer and instructor interaction, and suggest that it helps to overcome social andacademic isolation common with purely online courses13, 14.There is some technology required for the converged classroom. It is necessary to have a coursemanagement system

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Kerrie A. Douglas, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

grading in the semester prior to the implementation of training versusthat of the semesters that used training. In the future, this data will be used to further modifygrading and training procedures, and data will continue to be collected and analyzed.References[1] ABET, “Criteria for accrediting engineering programs, 2017 - 2018,” 2016.[2] G. W. Clough, “The engineer of 2020: Visions of engineering in the new century,” Washington, DC, USA, 2004.[3] P. E. Dickson, T. Dragon, and A. Lee, “Using undergraduate teaching assistants in small classes,” Proc. 2017 ACM SIGCSE Tech. Symp. Comput. Sci. Educ., pp. 165–170, 2017.[4] S. Ashton and R. S. Davies, “Using scaffolded rubrics to improve peer assessment in a MOOC writing

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

questions • One-or-Two Level 3 questions. These assess Fluency, the application of multiple concepts in a new way. Following the language analogy, Level 3 shows fluency of the thermodynamics language, able to write and speak about complex topicsA defined grading rubric delivered via online Learning Management System (LMS)Conceptual Fluency moves away from generous and sometimes laborious partial credit andtowards a binary grading technique using a strictly-defined rubric. We award full credit for a fullyconceptually and numerically correct solution. For any answer with numeric or conceptual errors,we initially award no points. Defined partial-credit is discussed below.We also adopted a new LMS to help us quickly operationalize and

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

shown that access to peer role models increases academicpersistence [1], [2]. It has also been shown that retention of URM and women is increasedthrough project-based learning or experiential learning pedagogies and techniques[3]-[10].Moreover, URM students often have a limited perspective of their contributions to improvingtechnology due to social issues such as a lack of exposure to engineering and science professionsand having personal role models in their local community who are scientists or engineers.Furthermore, when URM students enter STEM fields, many fail to see the connection betweentheir studies and real-world problems because gateway courses in current curricula fail to makethat connection explicit [10], [11

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristin Lerdal, South Dakota School of Mines and Technology; Andrea E. Surovek, South Dakota School of Mines and Technology; Kristen S. Cetin, Iowa State University; Bora Cetin, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology

Tagged Divisions

Educational Research and Methods

is founded in knowledge and experience and gained over time without regard to aspecific domain [10] while the second believes creativity is domain specific and may beunrelated across domains [11, 12]. That creativity requires expertise in a field lends itself todomain being relevant in the creative process; for example, a poet of renown is not necessarilygoing to produce an innovative engineering design nor is an engineer going to write an award-winning poem. It is not impossible, but it is not predicted by any known assessments.An alternative to defining creativity as domain-general or domain-specific is to recognizecreativity as a habit that can be developed and applied to a variety of situations or domains [13]while creative products and