Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

Paper ID #9962Methods for Examining the Educational Pathways of Adult MakersDr. Micah Lande, Arizona State University, Polytechnic campus Dr. Micah Lande teaches human-centered design innovation at Arizona State University and researches how engineers learn and apply a design process to their work. He is an assistant professor in the Depart- ment of Engineering on Arizona State University’s Polytechnic campus.Dr. Shawn S Jordan, Arizona State University, Polytechnic campus Shawn Jordan, Ph.D.is an Assistant Professor in theDepartment of Engineering atArizona State Univer- sity. He is the PI on three NSF-funded projects

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Luoting Fu; Levent Burak Kara, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

Paper ID #8510The Potential for Computer Tutors to Assist Students Learning to Solve Com-plex ProblemsDr. Paul S. Steif, Carnegie Mellon University Paul S. Steif is a Professor of Mechanical Engineering at Carnegie Mellon University. He received a Sc.B. in engineering from Brown University (1979) and M.S. (1980) and Ph.D. (1982) degrees from Harvard University in applied mechanics. He has been active as a teacher and researcher in the field of engineering education and mechanics. His research has focused on student learning of mechanics concepts and devel- oping new course materials and classroom approaches. Drawing upon

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Paper ID #10443Model Eliciting Activities motivated problem solving process: solution pathanalysisDr. Natasa S. Vidic, University of Pittsburgh NATASA VIDIC University of Pittsburgh / Assistant Professor / Department of Industrial Engineering 1032 Benedum Hall / Pittsburgh, PA 15261 412-624-9846 (ofc) / 412-624-9831 (fax) / nvidic@pitt.edu Professional Preparation University of Pittsburgh Industrial Engineering Ph.D. May 2008 University of Delaware Operations Research M.S. May 1992 University of Belgrade, Serbia Civil/Transportation Engi- neering B.S. June 1987 Appointments University of Pittsburgh, Pittsburgh, PA

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer, Grant MacEwan University

Tagged Divisions

Educational Research and Methods

“+” became a “–” or a “4” became a “9” forexample).The results of the error classification algorithm are shown in Table 4. Error Description ) Acceleration Sign 3 0 33 0.60 1.00 1.00 0.82 m m s Balance of Forces 10 20 27 1.00 0.14 1.00 0.71 m m m Angle 10 20 21 1.00 0.14 0.98 0.71 m m m Substitution 10 10 13 1.00 0.46 0.85 0.78 m m m Missing “a” in MAD 9 20 7 0.99 0.14 0.56 0.61 m m m Missing dir./units 1 20 6 0.22 0.14 0.49 0.26 s s s Mixing up

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Jessica Nina Lester, Indiana University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

the questionSpeaker A  Insert expansion  Fins  rephrases questionSpeaker B  Second Pair Part  Sb  answers questionSpeaker A  Post-expansion  Fpost  asks a follow-up questionSpeaker B  Post-expansion  Spost  answers follow-up questionThere were generally seven different iterations of this schematic found within the excerptsanalyzed for this study. The most common forms of talk are noted in Table 1. Notably, talkinclusive with post-expansions were most commonly found within the excerpts analyzed for thisstudy. Number of Excerpts that included parts of talk (Schegloff, 2007) F pre S pre Fb Sb SCT PCM F post S post 15

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

century. (National Academies Press, 2005).11. Arum, R. & Roksa, J. Academically Adrift: Limited Learning on College Campuses. (University of Chicago Press, 2011).12. Crabbe, N. Study: College students fail to think critically. The Chalkboard. (2011). at .13. Jaschik, S. “Academically Adrift” | Inside Higher Ed. High. Ed. (2011). at .14. Leef, G. No Work, All Play, Equals a Job? – Room for Debate. New York. (2011). at .15. Paul, R. The State of Critical Thinking Today. (2004). at .16. Mason, M. Critical thinking and learning. Educ. Philos. Theory 39, 339–349 (2007).17. Ennis, R. H. A taxonomy of critical thinking dispositions and abilities. (1987). at 18. French, J. N. & Rhoder, C. Teaching Thinking Skills: Theory

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Steven A. Freeman, Iowa State University; Mack Shelley, Iowa State University

Tagged Divisions

Educational Research and Methods

professor in the Agricultural and Biosystems Engineering Department. He co- ordinates the occupational safety option of the industrial technology degree program and the occupational safety certificate program for the department. His research interests are in agricultural and workplace safety and the scholarship of teaching and learning associated with safety, engineering, and technology curricula.Prof. Mack Shelley, Iowa State University Mack Shelley is a Full Professor with joint appointment in the Departments of Statistics and Political Science. He holds the title of University Professor [”The University Professorship recognizes faculty members who have had a significant impact on their department(s) and the university

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

). Come up with questions for interviewing the engineers (Sept 17).  Progress check of Engineering Overview task (Sept 19).  Interview at least 2 engineers for their opinion on what engineering is and the topic  Attach interview questions and their opinion(s).  Provide proof that you have interviewed them.  You can interview by meeting the person, virtual discussion (e.g Skype) or by phone. Create a video for one of the interviews. The video will be uploaded in UTMotion. Please get the permission of the engineer that you are interviewing if he or she agrees to have the video in UTMotion.  Gather the points and make a power point presentation (presentation on Sept 24

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scottie-Beth Fleming, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

8 2.517Finelli, Cynthia J University of Michigan Center 5 1.736Sheppard, Sheri D Stanford University Center 4 1.736Borrego, Maura J Virginia Tech Department 10 1.563Chen, Helen L Stanford University Center 3 1.215Diefes-Dux, Heidi A Purdue University Department 5 1.215Long, Russell A Purdue University Department 3 1.215Carpenter, Donald D Lawrence University None 3 1.128Harding, Trevor S Calif Polytech State Univ None 3

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University

Tagged Divisions

Educational Research and Methods

higher response rates. Atthis institution, simple acknowledgement of those degree programs with 100% response rates inthe foreword to the summary report and in a meeting of department chairs motivates those withhigh response rates to continue their efforts in the following year. Embarrassment of thoseprograms with lower response rates motivates increased efforts in the following year to improveresponse rate.Finally, for the last two years, an anonymized summary of the survey results has been publishedonline and advertised to current students. Students have thus been able to access informationvaluable to them such as what companies have just recently employed graduates from theirmajor(s), what graduate and professional schools have admitted

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Stafford Sands II, Virginia Tech; Denise Rutledge Simmons, Virginia Tech

Tagged Divisions

Educational Research and Methods

Paper ID #9827Utilizing Think-Aloud Protocols to Assess the Usability of a Test for EthicalSensitivity in ConstructionMr. Kenneth Stafford Sands II, Virginia Tech Kenneth S. Sands II is a doctoral candidate and graduate assistant in Environmental Design and Planning at Virginia Tech. His research focus is on professional ethics and its pedagogy.Dr. Denise Rutledge Simmons, Virginia Tech Denise R. Simmons, Ph.D., is an assistant professor in the Myers-Lawson School of Construction & Civil and Environmental Engineering at Virginia Polytechnic Institute and State University. She holds a B.S., M.S., and Ph.D. in civil

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

Research Questions Question(s) Qual Research Question Question Mixing in One Mixing in Two Mixing in Three Phases of Mixing No Mixing Phase Only Phases or More Phases Mention

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Meagan C. Pollock, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

support girls’development of awareness, understanding and interest in engineering. Research can be extendedto investigate the impact of parents for other underrepresented groups.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants No.HRD-1136253 and EEC 1129342. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. Meagan Pollock is supported through the National ScienceFoundation Graduate Research Fellowship program. This work was also supported by INSPIRE,Purdue’s Institute for P-12 Engineering Research and Learning. We would also like toacknowledge the

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, Virginia Tech; Michael J. Prince, Bucknell University; Christopher Evan Nellis, Virginia Tech; Prateek Shekhar, Virginia Tech; Cindy Waters, North Carolina A&T State University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

, dissemination, and institutionalization of a college level initiative Springer; 2008.4. Prince M. Does active learning work? A review of the research. Journal of Engineering Education. 2004;93(3):223-231.5. Seymour E, Hewitt NM. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press; 1997.6. Tobias S. They’re not dumb, they’re different: Stalking the second tier. Tucson, AZ: Research Corporation; 1990. Page 24.1120.107. Smith K, Sheppard S, Johnson D, Johnson R. Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education. 2005;94(1):87-101.8

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alana Unfried, North Carolina State University; Malinda Faber, North Carolina State University; Eric N. Wiebe, North Carolina State University

Tagged Divisions

Educational Research and Methods

instructional interventions. Theinterventions were either school-wide or part of smaller, in-school academies. The 2012-13school-year was the launch of the Urban Initiative.As part of a larger research project, a set of surveys were developed to measure student attitudestoward STEM and interest in STEM careers. Two versions of the “Student Attitudes towardSTEM (S-STEM) Survey” were created, one for upper elementary students (4th and 5th grade)and another for middle and high school students (6-12th grade). To measure student interest inSTEM careers the final section of the S-STEM Survey contained twelve items, each with adefinition of a STEM career pathway and titles of related occupations. One item read, forexample, “Medical science involves

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

% Average B1 B2 B3 B4 B5 B6 B7 B8Figure 6. Comparison of stages for the VBioR teamsFigure 7 shows the proportion of words spoken in the DMM by person, including the coach andall three students. All of the VBioR teams had three students. There is variation from team toteam according to team preparation and prior knowledge, team dynamics and the team’sinteraction with the coach. For example, in team B4’s coaching session only two of the studentstalked during the meeting and the coach spoke more than 80% of the words. By comparison,with team B2 the coach spoke much less, around 60% of the words, while the three studentsspoke more substantial amounts of 10% to 15% each. 100% 90% 80% 70% 60

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Florida International University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

0.250 1.284 0.076 *** Family arranged for science tutoring 0.643 1.903 0.190 ***Predictors Father – Engineer -0.507 0.602 0.181 *** Mother – Engineer - - - n/s Sibling – Engineer 0.798 2.222 0.142 *** Other relative – Engineer 0.456 1.578 0.094 *** Mother/female guardian contributed to career

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

Tagged Divisions

Educational Research and Methods

) Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do Psychosocial and Study Skill Factors Predict College Outcomes? Psychological Bulletin, 130(2), 261-288.(6) Le, H., Casillas, A., Robbins, S. B., , & Langley, R. (2005). Motivational and Skills, Social, and Self- Management Predictors of College Outcomes: Constructing the Student Readiness Inventory. Educational and Psychological Measurement, 65(3), 482-508.(7) Peterson, C. H., Casillas, A., & Robbins, S. B. (2006). The Student Readiness Inventory and the Big Five: Examining social desirability and college academic performance. Personality and Individual Differences, 41(4), 663-673.(8) Robbins, S. B., Allen, J., Casillas

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sean Moseley, Rose-Hulman Institute of Technology; Rachel McCord, Virginia Tech

Tagged Divisions

Educational Research and Methods

Talk about Salient Problem Features. Journal of Engineering Education, 2010. 99(2): p. 135-142.3. Litzinger, T.A., P.V. Meter, C.M. Firetto, L.J. Passmore, C.B. Masters, S.R. Turns, G.L. Gray, F. Costanzo, and S.E. Zappe, A Cognitive Study of Problem Solving in Statics. Journal of Engineering Education, 2010. 99(4): p. 337-353.4. Chi, M.T.H., P.J. Feltovich, and R. Glaser, Categorization and representation of physics problems by experts and novices. Cognitive Science, 1981. 5(2): p. 121-152.5. Brown, J., A. Collins, and S. Newman, Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Cognition and instruction: Issues and agendas, 1989: p. 453-494

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

enough investigation into this and other disciplines has not been done so as to be able tomake generalizable statements.Reference 1. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 95(2), 123-138. 2. Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105. 3. Resta, P., & Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology Review, 19(1), 65-83. 4. Roselli, R. J., & Brophy, S. P. (2006). Experiences with formative assessment in

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

: http://www.abet.org/uploadedFiles/Accreditation/Accreditation_Process/Accreditation_Documents/Current/ea c-criteria-2012-2013.pdf..2 M. W. Ohland, M. L. Loughry, D. J. Woehr, L. G. Bullard, R. M. Felder, C. J. Finelli, R. M. Layton, H. L. Pomeranz and D. G. Schmucker, "The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviourally Anchored Rating Scale for Self and Peer Evaluation," Academy of Management Learning and Education, vol. 11, no. 4, pp. 609-630, 2012.3 J. McGourty and K. P. DeMeuse, The Team Developer: An Assessment and Skill Building Program Student Guidebook, New York, NY: John Wiley & Sons Inc., 2001.4 S. Loddington, K. Pond, N. Wilkinson and P. Willmot, "A case study of

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and may offer insights into their futuretrajectory. STEM students and faculty thinking about their career trajectories (e.g. whether topursue a job in a research university vs. bachelor’s only institution in light of balancing withfamily responsibilities) may also benefit from the findings of this study.Our data come from the National Study of Postsecondary Faculty (NSOPF). NSOPF includesfaculty member and institutional data. Our dataset for this study contains data from 1993 and2004, which is the last year the NSOPF was administered. These two years were selectedbecause FMLA was passed in 1993. NSOPF 1993's data collection started in 1992 and cantherefore serve as a baseline of the patterns of policy distribution before FMLA’simplementation

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, Boise State University; Dee K. Mooney, Micron Foundation; Janine Rush-Byers, Micron Technology Foundation, Inc.; Nathan Dean, Boise State University

Tagged Divisions

Educational Research and Methods

Paper ID #9097Why I Am an Engineering Major: A Cross-Sectional Study of Undergradu-ate StudentsDr. Louis Nadelson, Boise State University Louis S. Nadelson is an associate professor in the College of Education at Boise State University, with a PhD in educational psychology from UNLV. His scholarly interests include all areas of STEM teaching and learning, inservice and preservice teacher professional development, program evaluation, multidis- ciplinary research, and conceptual change. Nadelson uses his over 20 years of high school and college math, science, and engineering teaching to frame his research on STEM teaching

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie H. Magnell, KTH Royal Institute of Technology; Lars Allan Geschwind, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH, Department of Learning; Anette Jepsen Kolmos, Aalborg University

Tagged Divisions

Educational Research and Methods

: ideals and practice inresearch oriented universities, in press Higher Education Research and Development.2 Christensen, S. H., & Erno-Kjolhede, E. (2011). Academic drift in Danish professional engineering education. Page 24.594.12Myth or reality? Opportunity or threat?, European Journal of Engineering Education, 36, 3, 285-299.3 Harwood, J. (2010). Understanding Academic Drift: On the Institutional Dynamics of Higher Technical andProfessional Education, Minerva, 48, 413-427.4 Kyvik, S. (2009). The Dynamics of Change in Higher Education: Expansion and Contraction. HigherEducation Dynamics 27, Springer, Netherlands.5 Jorgensen, U

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Jim L. Borgford-Parnell, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods

engineering education.A framework for thinking about elements of reflectionReflection on experience can be framed as an intentional and dialectical thinking process wherean individual revisits features of an experience with which he/she is aware and uses one or morelenses in order to assign meaning(s) to the experience that can guide future action (and thusfuture experience). We can use pathways of reflection to delineate combinations of theseelements. In this section, we unpack the elements of this framing (i.e., experience, lens, meaning, Page 24.776.2action, intentional, and dialectical) of reflection and then illustrate the ideas through a

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

. Therefore, there is no one –size-fits-all approach to PBL that can simply beimplemented from one institution to another. (20) There are essential and required steps that haveto be mobilized at the start of PBL. At the start of learning in PBL is the selection of realproblem(s). This is, in fact, the major driving force for learning. Effort and time dedicated to theselection of problem(s), is time well-spent and will eventually pay off. The problem(s) should bewell crafted to engage and immerse students in learning new materials, new issues, as well aschallenging existing knowledge, skills, and attitudes. It is important to note that PBL is not onlyabout giving problems and solving them in classroom, but it is also about creating opportunitiesfor

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oluwatosin Alabi, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; R. Edwin Garcia, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

protocols.AcknowledgementsThis research was supported in part by the U.S. National Science Foundation under the award#DMR 1305694. REG thanks the financial support from National Science Foundation CMMI0856491. Page 24.582.12References1 Lee, C. B., Jonassen, D. & Teo, T. The role of model building in problem solving and conceptual change. Interactive Learning Environments 19, 247-265 (2011).2 Stratford, S. J., Krajcik, J. & Soloway, E. Secondary students' dynamic modeling processes: Analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology 7, 215-234 (1998).3 Smith, C

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youyi Bi, School of Mechanical Engineering, Purdue University; Tahira N. Reid, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

students whowere new to PSVT performed better, though the difference was not significant (p = 0.698 basedon the Welch two sample t-test). However, there was a significant difference (p=0.007) in theaverage time spent solving each PSVT problem for participants who were previously exposed toPSVT (M=24.6 s, SD =4.1 s) and those who were not (M=39.8 s, SD=13.1 s). Although studentsnew to PSVT spent more time in the solving process, further analysis showed there was nocorrelation between performance and time spent on PSVT problems (Pearson correlationcoefficient ( ) ).Within the current sample, there was no significant difference (p=0.314) in average PSVTperformance between male participants (M=71.4%, SD=24%), and female

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia; Edward Pan, University of Virginia; Amy Orange, University of Houston-Clear Lake; Walter Fredrick Heinecke, University of Virginia

Tagged Divisions

Educational Research and Methods

support learning. We donot consider the full spectrum of social media tools, nor do we focus on the most current (forinstance, twitter). The origins of this study were shaped by the most rapidly-maturingtechnologies of the late 2000’s, as well as those that appeared to offer the highest relativeadvantage compared to other technologies (see the diffusion of innovations discussion below).These rapidly-maturing technologies are blogging and video, and both lend themselves tosubstantial user-generated content.The scholarship on blogging as an educational tool continues to emerge. Much recent work hasfocused on the use of blogs for reflective, self-expressive, peer critique, or highly-individualizedauthoring, and in many cases each student in a class