Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

roles at least once. We usedGoogle Drive folders to organize the drafts, feedback, and response templates for each student’sdraft, which also permitted students to complete these reviews outside of class time. Studentswere assigned to complete their team reviews over the course of a one weekend, and at thebeginning of class the following week, the compiled SDR response was provided to each teammember.Student’s were asked to reflect upon the compiled SDR feedback. As part of the reflection,students were instructed to create a short, informal revision plan for their specification report.The revision plan was a brief bulleted list that ensured students read and understood the feedbackprovided to them, but also provided a way for students to turn

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Donald Elger, University of Idaho

Tagged Divisions

Educational Research and Methods

3 Brainstorming alternative ideas (subset of PDM) 8 1 Weekly project team reviews with instructor 8 0 Mentors (teaching assistants) in the lab 7 3 Creating team plans 5 2 Team size ( too few or too many teammates) 4 2 Following a team meeting agenda 3 1 Product specification/test plan 1 0 Team logbooks 3 3 Lack of tools in the

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

future when hecontinues, “In view of that, I’ve been doing some internships. I’ve had a couple of internships. Ithink it’s enough to help me lecture, but to get out in that field more is going to be helpful.”Mark perceived he will not have enough industry experience, which led to him to plan a moreimmediate future goal in industry. He is able to directly find usefulness in his graduate-leveltasks to his future because he put a lot of thought into defining his future self. For this study, the five participants displayed different conceptualizations of task value.Note that each participant was not asked about how tasks directly relate to their defined futures,but rather how they valued the tasks they were performing. Mark is the only

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

. Students were tasked with developing two general designs of a multi-purpose event center, considering maximum capacity, ways for people and vehicles to enter and exit the property, and a layout of a general plan for the property. 2. Water runoff. Students created a 100-year flood plan in which they calculated the total runoff for a 100-year flood plan and designed two drainage systems, describing the advantages and disadvantages of each. 3. Structures. Students designed a simple 3D model of the building and produced elevation sketches for the front, side, and back of the building. Additionally, students were tasked with incorporating novel features to make the structure eco-friendly. 4

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Zixuan (Victoria) Zhao, Purdue University

Tagged Divisions

Educational Research and Methods

the main tenets of this theory is that writershold multiple processes at the same time, for example, composing text while also anticipating theaudience or the venue to which a manuscript will be submitted. Thedevelopment of this theory and model has extendedover time, to which aspects of technology have beenassumed into the model: Composing and revising ona computer is much different cognitively thancomposing and revising by pen-and-paper. Some ofthe facets of cognitive writing theory are visible—thatis, they are easily tracked through visible outcomesmanifested through writing (e.g., composition orrevision), while some of the categories in the initialmodel might be invisible (such as planning orconsidering needs of the audience.) In using

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

andexperiences in entrepreneurship, career plans, etc., were measured through 12 items. The other25 items were designed to measure the KEEN secondary learning outcomes, with one or twoquestions related to each outcome.Questionnaire GenerationTwo broad sets of items were generated in this survey questionnaire, with one set designed tomeasure the general entrepreneurial characteristics, and the other designed to measure thelearning outcomes defined by KEEN. A literature review on engineering entrepreneurshipassessment indicates that strong interests, high curiosity level, personal experiences and familyinfluences are the main facts that shape a student’s general entrepreneurial characteristics.8 Thefirst set of items was therefore developed to measure

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

effort was lost, due in part to unintentionallack of institutional support.Fifteen years later, facing the challenges of financial shifts, changing perspectives aboutuniversities, new competition from for-profit and online universities, and changes in student andparent expectations, Mines organized committees and began a formal strategic planning process.Through this process the faculty and staff agreed that there was a need for greater emphasis onteaching and learning. The plan identified four goals for the university. Explicit within three ofthe four goals was a call for a center to provide the leadership and support to innovate instructionsystemically.Faculty were asked to submit proposals to begin efforts to meet the goals set forth in the

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

Tagged Divisions

Educational Research and Methods

between informal and formallearning; changing our methods for teaching, evaluation, and assessment; developing diversity,accessibility, and inclusion; and leading to new technologies and innovations (American Societyfor Engineering Education [ASEE], 2016). These facilities are full of potential for variouspedagogical practices to be implemented, but thus far there is a gap in makerspace literatureexploring the pedagogy from a faculty perspective within the makerspace, specifically thedecisions instructors make when planning and implementing class projects in the makerspaces.The popularity of makerspaces is confounded by the lack of clarity in describing what constitutesthe actual act of making which has been intentionally left vague (Tomko

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Pao-Chi Chen, Lunghwa University Science and Technology; Kwannin Kuo, Lunghwa University of Science and Technology; Meei-Ruey Hsu, Ming-Chuan University

Tagged Divisions

Educational Research and Methods

. Page 15.523.1© American Society for Engineering Education, 2010To Establish an Importance Index of Basic Chemistry Competence in theUniversities of Science and Technology, Taiwan1. Introduction In order to facilitate the intellectual industry and innovation ability, the government inTaiwan has proclaimed a “National Development Plan” since 2002 (Council for EconomicPlanning and Development, 2005). One of the targets in the plan is to increase highlyqualified manpower, to fuel the desperate demands from the electronic engineering, greenenergy, chemical engineering, and biotechnology fields. From the viewpoint of the futuredevelopment, nanotechnology, communication technology, green energy, environmentalindustry, optoelectronic industry and

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Nathan McNeill, University of Florida

Tagged Divisions

Educational Research and Methods

, Justin and Amanda.This Discourse is reflected in discussions such as efficiency and other reflections oncharacteristics or behaviors crucial to the engineering field in general. For Amanda this isexemplified through her ‘organizer’ and ‘simplifier’ identities and in the importance of havinga plan in the problem solving process before attempting any calculations, and sticking to thatplan in order to achieve success. Amanda showed a preference for planning in her calculations. Page 25.471.9“What’s the point of solving for it now if I’m going to have to solve for it later, I might as well

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

Persisting at least somewhat strongly: 8 – 10 10 Enthusiastically persisting in a true engineering role 9 Enthusiastically persisting in a role tangential to engineering 9 Persisting in a true engineering role and planning to stay in it 8 Persisting in a tangential role and planning to stay in it 8 Persisting in a true engineering role, but considering leaving due to another passion Barely persisting: 6 – 7 7 Persisting in a true engineering role, but considering leaving due to unhappiness on the job 6 Persisting in a tangential engineering role, but considering leaving due to unhappiness on the job 6 Happily persisting in a job that is very tangential to engineeringNot persisting: 1 – 55 Enthusiastically worked for a while in a true

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

arrive at general consensus ofwhat appears to be widely accepted definitions, and to shed light on how common terms areused.Active learning is generally defined as any instructional method that engages students in thelearning process. It is widely accepted that active learning requires students to take part in “pre-planned” learning-related activities, believed to spark and stimulate their learning, while in theclassroom 5, 6 .These activities would include: reading, writing, solving problems, answeringquestions, participating in a discussion, etc.; and most important, students must be engaged inthinking tasks while actively involved. It is generally understood that during active learning, lessemphasis is placed on transmission of information

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

paradigm, to ensure the vitality and currency of engineering education.Active Learning: Definitions and InterpretationsIt is difficult to come to grip with all the cited definitions, meanings, and interpretations of theterm “active learning”, since different contributors in the field have interpreted some termsdifferently. However, by gleaming at the literature, it is possible to arrive at general consensus ofwhat appears to be widely accepted definitions, and to shed light on how common terms areused.Active learning is generally defined as any instructional method that engages students in thelearning process. It is widely accepted that active learning requires students to take part in “pre-planned” learning-related activities, believed to spark

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

are in the areas of increasedconfidence, personal/professional gains, “thinking and working like a scientist,” improvement invarious skills, clarification or confirmation of career and educational plans, enhanced career andgraduate school preparation, and collegial working relationships with faculty mentors.13,14 Whileincreased self-confidence is often cited in studies as a benefit reported by REU students, somegender differences are apparent on particular research skill sets. A study by Kardash15 showedthat male undergraduate research interns rated themselves significantly higher at the end of theREU on their ability to understand contemporary concepts in the field and somewhat higher(marginally significant) on the ability to form research

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Penny Kinnear, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

joint interaction.21 It demands that attention be equally paid toways in which these various relationships both shape and are shaped by one another. Sometimesthis plays out in the construction of a shared understanding, a plan of action or tensions. In orderto respect the nature of the meaning-making process however, it is imperative to look at theseinteractions in the context of the activity they constitute and are constituted by. Radford and Rothhave termed this as togethering,21 a concept we have adopted. We have chosen these twoconcepts over the idea of intersubjectivity because although intersubjectivity does focus on thedialogue and non-verbal interaction, it does not include the interaction with material mediationalmeans nor does it

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interests include the use of machine learning in general and deep learning in particular in support of the data-driven and self-driven management of large-scale deployments of IoT and smart city infrastruc- ture and services, Wireless Vehicular Networks (VANETs), cooperation and spectrum access etiquette in cognitive radio networks, and management and planning of software defined networks (SDN). He is an ABET Program Evaluator (PEV) with the Computing Accreditation Commission (CAC). He served on many academic program design, review and planning efforts. He serves on editorial boards of multiple journals including IEEE Communications Letter and IEEE Network Magazine. He also served as chair, co-chair, and technical

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

Paper ID #31445What is care in Engineering teaching?Dr. Jorge A Baier, Pontificia Universidad Catholica de Chile He is an associate professor in the Computer Science Department and Associate Dean for Engineering Education at the Engineering School in Pontificia Universidad Cat´olica de Chile. Jorge holds a PhD in Computer Science from the University of Toronto in Canada and a Master’s Degree in Engineering Sciences from Pontificia Universidad Cat´olica de Chile. His research focuses on areas of automated rea- soning in Artificial Intelligence; specifically, automated planning, search and knowledge representation

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Mexico State University. He completed his bachelor’s degree in 2018 and is set to graduate this summer after completing a thesis project on microaggressions amongst undergraduates in STEM using a focus group methodology. He has worked as a research assistant for the past two years on a grant sponsored by the NSF that explores URM success. He plans to apply to a PhD program for the Fall of 2021.Miquela K Gorham, Miquela Gorham is a graduate student at New Mexico State University in the Sociology Department. She also completed her Bachelor’s of Arts in Sociology at New Mexico State University. Her research interest focuses on sociology of education, social inequality, and race and ethnicity.Miss Lorissa Humble, New

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Educational Research and Methods

research varies fordifferent groups of students.ResultsSurvey RespondentsThe Undergraduate Research Experiences Survey (URES) was administered to allundergraduate students enrolled in the School of Engineering and Applied Science at UVA.The response rate was 28% (n = 769). Respondents were evenly divided among class yearsand representative of the school’s demographic makeup with respect to age, genderidentification, race, ethnicity, first-generation status, and distribution of students amongmajors. In addition to their primary majors, 3% of respondents were completing a secondengineering major, 9% had a second major outside engineering, and 38% had at least oneminor. Most students (67%) planned to pursue a job as an engineer after graduation

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ASEE Literature on the Maker Movement,” presented at the ASEE Annual Conference and Exposition, Conference Proceedings, 2018, vol. 2018.[9] V. Wilczynski, A. Wigner, M. Lande, and S. Jordan, “The Value of Higher Education Academic Makerspaces for Accreditation and Beyond,” Plan. High. Educ., vol. 46, no. 1, pp. 32–40, 2017.[10] L. Martin, “The promise of the maker movement for education,” J. Pre-Coll. Eng. Educ. Res. J-PEER, vol. 5, no. 1, p. 4, 2015.[11] J. Oplinger, M. Lande, S. Jordan, and L. Camarena, “Making Leaders: Leadership Characteristics of Makers and Engineers in the Maker Community.,” Am. J. Eng. Educ., vol. 7, no. 2, pp. 65–82, 2016.[12] S. Vossoughi, M. Escudé, F. Kong, and P. Hooper, “Tinkering, learning

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Assad Iqbal, Utah State University

Tagged Divisions

Educational Research and Methods

taskdeveloped.Self-Regulation in Action (SRA) also known as Strategic Action, is at the heart of models ofself-regulated learning (SRL). SRA is comprised of iterative and recursive cycles of interpretingrequirements, planning (e.g., resources, time, strategies), implementing cognitive processes,monitoring progress, evaluating progress against internal and external standards, and continuallyrefining approaches so as to better achieve goals (see Figure 1) [26], [27]. Numerous studieshave found that enhancement of SR abilities strengthens learning skills [28]-[36] and improvesacademic success [37]-[41].From a metacognitive perspective, research describes SR as relying on both students’ knowledgeand beliefs about themselves and tasks (i.e., metacognitive

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

from an academic failure or if they left part of the survey failure.” blank. Initial analysis shows that these five categories do not appear to influence each other greatly.In later work, we plan on comparing each category with the three identity categories, as well asstudy existent relationships in the literature between these five categories and motivation. More prominently, we did find a connection between identity in terms of race/ethnicity andgrit/determination. This connection also correlated with which section of the course studentswere in. In the earlier section of the class, the majority of students identified as White orCaucasian, while the second section included a higher

Conference Session

Special Session: Findings from the Academic Pathways Study of Engineering Undergraduates 2003-2008--Overview and Panel Discussion

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Atman, University of Washington; Sheri Sheppard, Stanford University; Lorraine Fleming, Howard University; Ronald Miller, Colorado School of Mines; Karl Smith, Purdue University; Reed Stevens, University of Washington; Ruth Streveler, Purdue University

Tagged Divisions

Educational Research and Methods

selected findings from the extensive APS researchand to offer audience participants an opportunity to interact with these findings and providefeedback to the CAEE research team.The expected audience for this session would be engineering education researchers, engineeringeducators, faculty development practitioners, engineering curriculum developers, and policymakers. The session is designed to engage attendees in developing ways of thinking about thesefindings that can inform engineering education program planning and classroom practice.Overview of the Session ≠ Part 1 (40 min.): The first portion of the session will provide a brief overview of CAEE and APS with a focus on selected findings centered on the APS research questions. ≠ Part 2

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thatschool leaders and teachers, respectively, consider preparation of and participation in professionaldevelopment (PD) programs prior to implementing robotics for reform-based STEM instruction.22Unfortunately, scant research is available on effective PD programs for teachers to create andimplement STEM teaching practices using robotics. Thus, we have designed, implemented, andstudied a three-week summer PD program (15 sessions, 8hrs. per session) for middle schoolscience and math teachers. Through this PD effort, teachers were expected to deepen theirtechnological-pedagogical-and-content knowledge (TPACK),23 develop lesson plans by utilizingrobotic kits for standards-aligned science and math curricula, and improve their students’ STEMinterest and

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Tedstone, Clemson University; Karen A. High, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

women in engineering. Her technical work and research focuses on sustainable chemical process design, computer aided design, mixed integer nonlinear programing, and multicriteria decision making. c American Society for Engineering Education, 2019 Epistemic Beliefs of Chemical Engineering Faculty (Work in Progress)This paper is a work-in-progress for proposed research. The purpose of this paper is to introducethe engineering education community to the field of epistemic beliefs research and to seekfeedback concerning a planned research study.BackgroundEngineering education researchers frequently call for improving students’ critical thinking as aprimary skill to

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

: “Students are self-regulated to the degree theyare metacognitively, motivationally, and behaviorally participants in their ownlearning”15. A key to SRL is that the “learner displays personal initiative, perseverance,and adaptive skill” when pursuing her learning14. Further features of SRL includestudents’ “self-oriented feedback loops” and the students’ choices of learning processes,strategies, and responses14. Key components in SRL are planning, goal setting, strategyselection, environmental monitoring, help seeking, and maintaining a sense of self-efficacy12.Whereas metacognition covers all aspects of the person, tasks, and strategies from boththe knowledge of and process using domains, self-regulated learning is more focused onusing

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

mission, would you approve it? Why or why not? 2. If you were planning this trajectory, would you be worried about the lifetime of the spacecraft? Why or why not? What if the trajectory had the same altitude around Earth? 3. If the goal of the fly-by was to fly in-between Saturn’s rings, would you have the spacecraft perform this fly-by? Why or why not?The questions were evaluated on two dimensions: “correct answer” (yes/no recommendation)and “correct reasoning.” The “correct answer” was marked as no answer, correct, or incorrect. Ifthe student provided the correct “correct answer”, the “correct reasoning” was evaluated ascorrect or incorrect. The three questions spanned the semester and increased in difficulty intandem to the

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette; Elizabeth Litzler, University of Washington; Jeremi S. London, Virginia Polytechnic Institute and State University; Julia M. Williams, Rose-Hulman Institute of Technology; Jennifer M. Case, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

of EER&I research, audiences that need to be aware of the impact onengineering education, potential systematic processes for documenting impact, and plans forpiloting some processes for documenting impact. Metrics ranged from the relativelystraightforward measures of the number of engineering education programs and productivity ofthose programs and individual researchers, which could be expected to have impact, to the moresubtle changes in attitude toward EER&I and extent of implementation of the results of EER&Iresearch, which would reflect the impact. Some of those subtle changes include attitudes towardwho can/should be an engineer and how the engineering culture, and courses, can change tobroaden participation in engineering

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brittany C. Bradford, Rice University; Margaret E. Beier, Rice University; Megan McSpedon, Rice University; Michael Wolf, Rice University

Tagged Divisions

Educational Research and Methods

coursesof action [23]. In academic settings, identity has been shown to predict learning, engagementwith class content, and decisions to pursue specific disciplines in the future [22].Choice and PersistenceSTEM career aspirations are students’ current intentions of having a STEM career when theygraduate. STEM career aspirations tend to decline over time; however, there are clear individualdifferences in changes in STEM career plans, which fluctuate for many students [24]. In theexpectancy-value model, we frame career aspirations as an achievement behavior choice thatfollows the development of STEM identity and precedes behavior (i.e. pursuing a STEM-relatedcareer).Current StudyWe explore the relationships among objective STEM preparation and STEM

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

also maintaining fidelity to required coursework in the given discipline, thus necessitatingcontinual review and revision of the curriculum from a holistic perspective16.Throughout the workshop, participants were asked to iteratively design curriculum plans thatwere learning centered and to implement these plans at their own institution. In addition,participants were encouraged to connect with other workshop participants to discuss possiblesuccesses and challenges in implementing engineering curriculum reform at their institutions.While discussing curriculum reform, participants reviewed and attempted to relate theircurriculum goals to the National Academy of Engineering (NAE) Engineer of 2020 Attributes3.Participants received instruction and