Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard P.E., South Dakota State University; Joanita M. Kant, South Dakota State University; Gregory J. Michna, South Dakota State University; Ross Peder Abraham, South Dakota State University; Richard Reid P.E., South Dakota State University

Tagged Divisions

Educational Research and Methods

Paper ID #23681Reflections of S-STEM Faculty MentorsDr. Suzette R. Burckhard P.E., South Dakota State University Dr. Burckhard earned a BS in Engineering Physics, a BS in Civil Engineering, (both from South Dakota State University) an MS in Physics. an MS in Chemical Engineering, and a PhD in Civil Engineering with emphasis in Environmental Engineering, from Kansas State University. She has been on staff at South Dakota State University since 1997 in the Civil and Environmental Engineering department where she is a professor and program coordinator for the BSCE, MSCE and PhDCE. Dr. Burckhard is a member of ASCE, ASEE

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

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Diversity

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Educational Research and Methods

area of drug discovery, therapeutics and nanomaterials.Dr. Armando Dominguez SolisDr. Sandie Han, New York City College of Technology Sandie Han is a Professor of Mathematics at New York City College of Technology. She has extensive experience in program design and administration, including administrative responsibilities as the chair of the math department, Computer Science program coordinator, high school program coordinator, as well as PI on the U.S. Department of Education MSEIP grant and Co-PI on the NSF-S-STEM grants. She has several publications on the theory and practice of Self-Regulated Learning, Mathematics Self-Efficacy, PLTL. Her work in Self-Regulated Learning and self-efficacy has won the 2013 CUNY

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

Paper ID #23678Student Preferences in Mentoring Practices and Program Features in an S-STEM Scholarship/Mentoring ProgramDr. Suzette R. Burckhard, South Dakota State University Dr. Burckhard earned a BS in Engineering Physics, a BS in Civil Engineering, (both from South Dakota State University) an MS in Physics. an MS in Chemical Engineering, and a PhD in Civil Engineering with emphasis in Environmental Engineering, from Kansas State University. She has been on staff at South Dakota State University since 1997 in the Civil and Environmental Engineering department where she is a professor and program coordinator for the

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering)

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Educational Research and Methods

Paper ID #22415Work in Progress: A Multi-Modal Method for Assessing Student EmotionsDuring Programming TasksMs. S. Zahra Atiq, Purdue University, West Lafayette (College of Engineering) Zahra Atiq is a Ph.D. candidate at the School of Engineering Education at Purdue University. She is in- terested in learning about the non-cognitive/affective and individual/demographic factors that impact stu- dents in STEM courses. Specifically, she is interested in understanding the emotions students’ experience while learning computer programming. She is also interested in understanding women’s participation in computer science and

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Katie A. Shoemaker, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity

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Educational Research and Methods

Paper ID #23384Early-career Plans in Engineering: Insights from the Theory of Planned Be-haviorTrevion S. Henderson, University of Michigan Trevion Henderson is a doctoral student in the Center for Higher and Postsecondary Education (CSHPE) at the University of Michigan. He recently earned his master’s degree in Higher Education and Student Affairs at The Ohio State University while serving as a graduate research associate with the Center for Higher Education Enterprise. Trevion also hold’s a Bachelor’s degree in Computer Science and Engineer- ing from The Ohio State University, where he served as a research assistant in

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Cynthia J. Finelli, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

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Diversity

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Educational Research and Methods

approach. In J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research, Volume V. (pp 289 – 322). New York: Agathon Press.[6] Weidman, J. C., DeAngelo, L., & Bethea, K. A. (2014). Understanding student identity from a socialization perspective. New Directions for Higher Education, 2014(166), 43 – 51.[7] Ashford, S. J., & Black, J. S. (1996). Proactivity during organizational entry: The role of desire for control. Journal of Applied psychology, 81(2), 199.[8] Ashforth, B. E., Sluss, D. M. & Saks, A. M. (2007). Socialization tactics, proactive behavior, and newcomer learning: Integrating socialization models. Journal of Vocational Behavior, 70(3), 447 – 462.[9] Nauta, M. M. (2007

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Stephanie G. Adams, Old Dominion University; Coletta E Johnson Bey, Old Dominion University

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Diversity

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Educational Research and Methods

Paper ID #23055Understanding the Investment of Underrepresented Minorities in DoctoralEngineering ProgramsMs. Mayra S. Artiles , Virginia Tech Mayra S. Artiles is a Ph.D. Candidate in Engineering Education at Virginia Tech. She has a B.S. in Mechanical Engineering from the University of Puerto Rico at Mayaguez and an M.S. in Mechanical Engineering from Purdue University with a focus on nanotechnology. Before her joining the Ph.D. pro- gram, she worked at Ford Motor Company as an Electrified Vehicles Thermal Engineer for four years. As a doctoral student, Mayra has collaborated in research projects on diversity in

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

design, design thinking, and design innovation project courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and making processes to their work. He is interested in the intersection of designerly epis- temic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design Education) from Stanford University.Dr. Shawn S. Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hernán Gallegos, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

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Educational Research and Methods

Early Career Award for Scientists and Engineers (PECASE). http://engineering.tufts.edu/me/people/wendell/Dr. Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach Jessica Swenson is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on engineering education. She received a M.S. from Tufts University in science, technology, engineering and math education and a B.S. from Northwestern University in me- chanical engineering. Her current research involves examining different types of homework problems in mechanical engineering coursework and the design process of undergraduate students in project-based courses

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca LeBow, Tufts University; Kristen B. Wendell, Tufts University; Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). http://engineering.tufts.edu/me/people/wendell/Ms. Jessica E. S. Swenson, Tufts University, Center for Engineering Education and Outreach Jessica Swenson is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on engineering education. She received a M.S. from Tufts University in science, technology, engineering and math education and a B.S. from Northwestern University in me- chanical engineering. Her current research involves examining different types of homework problems in mechanical engineering coursework

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

University, graduating in 2013. His re- search interests include veterans in engineering, veterans with service-connected disability, post-traumatic stress disorder (PTSD), and human sex trafficking.Dr. Shawn S. Jordan, Arizona State University, Polytechnic campus SHAWN JORDAN, Ph.D. is an Associate Professor of engineering in the Ira A. Fulton Schools of En- gineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Markeya S. Peteranetz, University of Nebraska, Lincoln; Duane F. Shell, University of Nebraska, Lincoln; Leen-Kiat Soh, University of Nebraska, Lincoln; Elizabeth Ingraham, University of Nebraska, Lincoln; Abraham Flanigan

Tagged Divisions

Educational Research and Methods

Paper ID #23173IUSE Computational Creativity: Improving Learning, Achievement, and Re-tention in Computer Science for CS and non-CS UndergraduatesMarkeya S. Peteranetz, University of Nebraska, LincolnDr. Duane F. Shell, University of Nebraska, Lincoln Duane Shell is Research Professor of Educational Psychology at the University of Nebraska-Lincoln. His primary research areas are learning, self-regulation, and motivational influences on behavior and cognition as these are manifest in education and public health settings. Dr. Shell specializes in multivariate, mul- tidimensional analyses of complex relationships between

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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Diversity

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Educational Research and Methods

Paper ID #21768Using Social Network Analysis to Study the Social Structures of InclusionMr. Nelson S. Pearson, University of Nevada, Reno Nelson Pearson is an Ph.D. student at the University of Nevada, Reno. His research interest includes, social networks and the integration of diverse populations, engineering culture as well as engineering pedagogy. His education includes a B.S. and M.S. in Civil Engineering from the University of Nevada, Reno.Mr. Justin Charles Major, Purdue University, West Lafayette (College of Engineering) Justin C. Major is a first-year Engineering Education Ph.D student and National Science

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Franklin W. Olin College of Engineering; Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Erin J. McCave, University of Houston

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Educational Research and Methods

. in Systems Engineering from the University of Virginia. Her research interests include engi- neering design education (especially in regards to the design of complex systems), faculty development, career pathways (both academic and industry), approaches for supporting education research-to-practice.Dr. Courtney S. Smith-Orr, University of North Carolina, Charlotte Courtney S. Smith,PhD is a Teaching Assistant Professor and Undergraduar Director at UNC Char- lotte. Her research interests span the mentoring experiences of African American women in engineer- ing,minority recruitment and retention, and best practices for diversity and inclusion in the Engineering classroom.Dr. Cheryl A. Bodnar, Rowan University Cheryl

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chao-Yang Cheng, National Chiao Tung University; Yu-Lun Huang, National Chiao Tung University; Bing-Fei Wu, National Chiao Tung University; Yon-Ping Chen, National Chiao Tung university; Sunny S. J. Lin, National Chiao Tung University

Tagged Divisions

Educational Research and Methods

electrical engineering from National Taiwan University, Tai- wan, in 1981, and the M.S. and Ph.D. degrees in electrical engineering from the University of Texas at Arlington, USA, in 1986 and 1989, respectively. He is currently a Distinguished Professor with the Department of Electrical Engineering, National Chiao Tung University, Taiwan. His researches include control, image signal processing, and intelligent system design.Prof. Sunny S. J. Lin, National Chiao Tung University Dr. Sunny S. J. Lin is Educational Psychology Professor at National Chiao Tung University, Taiwan. Her first research interest is in applying cognitive theories of learning and motivation to derive design principles of e-learning function and

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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Diversity

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Educational Research and Methods

, tapping into critical methodologies and methods for conducting and analyzing research, and exploring embodied cognition.Mr. Nelson S. Pearson, University of Nevada, Reno Nelson Pearson is an Ph.D. student at the University of Nevada, Reno. His research interest includes, social networks and the integration of diverse populations, engineering culture as well as engineering pedagogy. His education includes a B.S. and M.S. in Civil Engineering from the University of Nevada, Reno.Mr. Justin Charles Major, Purdue University, West Lafayette (College of Engineering) Justin C. Major is a first-year Engineering Education Ph.D student and National Science Foundation Grad- uate Research Fellow at Purdue University. Justin has two

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Beena Sukumaran, Rowan University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Anthony A. Maciejewski, Colorado State University; James D. Sweeney, Oregon State University; Thomas Martin, Virginia Tech; Joseph M. LeDoux, Georgia Institute of Technology; Jeremi S. London, Arizona State University, Polytechnic campus; Noah Salzman, Boise State University

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Diversity

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Educational Research and Methods

(PECASE) for his research in e-textile-based wearable computing.Prof. Joseph M. LeDoux, Georgia Institute of Technology Joe Le Doux is the Associate Chair for Undergraduate Learning and Experience in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux’s research interests in engi- neering education focus on problem-solving, socio-cognitive aspects of the flipped and blended learning environments and on inclusive pedagogies.Dr. Jeremi S. London, Arizona State University, Polytechnic campus Dr. Jeremi London is an Assistant Professor of Engineering at Arizona State University in the Polytech- nic School. London is a mixed methods researcher with interests in research impact

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, The Concord Consortium; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Jie Chao, The Concord Consortium; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Charles Xie, The Concord Consortium

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Educational Research and Methods

) Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, acting and being; design learning; and engineering education transformation.Dr. Jie Chao, The Concord Consortium Jie Chao is a learning scientist with extensive research experience in technology-enhanced learning en- vironments and STEM education. She completed her doctoral and postdoctoral training in Instructional Technology and STEM Education at the University of Virginia. Her past research experiences ranged from fine-grained qualitative mental process

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

influencing their post-graduation career plans? RQ2. What areas of thinking related to junior and senior engineering students’ career plans are influenced by socializers? RQ3. What areas of thinking related to junior and senior engineering students’ career plans are influenced by specific socializers?To answer these questions, we examined interviews with 62 engineering juniors and seniors fromsix different universities in the U.S. To frame our study, we used Eccles et al.'s Expectancy xValue Theory of Achievement Motivation as this framework provides concrete examples ofways that socializers influence student outcomes.5-7Background Literature and Theoretical FrameworksAlthough research shows that socializers

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello P.E., Utah State University; Jacek Uziak, University of Botswana; Andreas Febrian, Utah State University

Tagged Divisions

Educational Research and Methods

students’ knowledge about the task-related discipline(s) [24], [25]. In thisstudy, we only focus on the implicit and explicit aspect of task interpretation. This study views task interpretation as an integral part of self-regulation. Self-regulatedlearning (SRL) is a complex, iterative, and situated goal-directed learning process [5], [8], [26].SRL is comprised by the student, learning environment, and learner’s engagement with theenvironment and is affected by student’s emotion and motivation [7], [9], [26]. Student’sengagement starts with task interpretation. Task interpretation is followed by (a) developing aplan based on the task understanding, (b) enacting the plan, (c) monitoring the progress andapproach, and (d) making any

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

about performance, and then code, gave students visual and textual practice more. The goal is to feedback about the code’s results, and improve performance in particular allowed students to retry or move to a concepts/skills over time. harder level (Chaffin et al., 2009). Gamified academic Students perform common A board game where students answered activity classroom learning task(s) with multiple-choice questions about the task-irrelevant game mechanics learning content to correctly to move (e.g., points, rewards, moving around the

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Venters, East Carolina University; Katie Brown

Tagged Divisions

Educational Research and Methods

relate to forces and creating free-body diagrams [6]. Moments (of a force)have also been identified as a particular area of confusion for students both because ofconflicting terminologies [3] and their role as “intermediate quantifier[s] of the rotational effectof interactions [between bodies]” [7]. That is, while the net force is the quantity proportional to amass’s translational acceleration, the moment is proportional to the mass’s angular acceleration.That moments build on the already difficult concept of force likely only complicates learning.This work in progress paper describes an early pilot of a study to investigate the process ofconceptual change related to moments in an engineering statics course. Preliminary results fromthe pilot

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity

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Educational Research and Methods

consider the engineering course they took in theprevious semester that was the most relevant to their current course and to indicate their priorexperience with four of the most commonly used types of instruction in engineering course.These types of instruction include: “listen to the instructor lecture during class,” “answerquestions posed by instructor during class,” “brainstorm different possible solutions to a givenproblem,” and “discuss concepts with classmates during class.” If a student had been exposed tothis type of instruction in the prior course, s/he was also asked how s/he typically responded to itusing four classroom engagement constructs of value, positivity, participation, and distraction(Table 1; DeMonbrun et al., 2017; Fredricks

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

ProtocolThis conceptual model serves as the basis for a standardized classroom observation protocol thatwill be used to characterize instances of formative assessment. A diagram of the observationprotocol is shown in Figure 2. When a researcher using this protocol observes an instance offormative assessment, they first identify the type of formative assessment from among fouroptions: 1) instructor asks student(s) questions, 2), student asks instructor questions, 3) instructortalks with individual student or group, or 4) instructor implements writing-based formativeassessment. Then, the researcher chooses a response for each code (i.e. each colored box inFigure 2) describing the student and instructor behaviors in that type of formative assessment

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan D. Stolk, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

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Educational Research and Methods

motivation and positive engagement [11], [28]-[30]. Onthe contrary, controlling teacher behaviors have been shown to lead to negative motivation typesand restricted engagement [31], [32]. Using structural modeling, Fortier et al. (1995) demonstratethe positive influence of perceived competence and self-determination on autonomousmotivations and academic performance [7]. Greene et al. (2004) illustrate linkages betweenautonomy support and self-efficacy, mastery goals, strategy use, and achievement [33]. Walkeret al.’s path model shows that self-efficacy and intrinsic motivation can predict meaningfulcognitive engagement, while extrinsic motivations predict shallow cognitive engagement [8].Although empirical research that directly links different

Conference Session

Assessment and Research Tools

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carey Whitehair; Catherine G.P. Berdanier, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

thatacademic preparation is typically not one of the main reasons for attrition 4,5. In other words, moststudents who leave academia choose to leave because of their own personal decision, not becausethey failed qualifying exams or are doing poorly in their courses 5–7. Indeed, Barnes et al.’s 8,9studies of graduate attrition showed that the attributions that professors give for their students thatleave are different than the rationale that the corresponding non-completing students give forleaving. The misalignment, misunderstanding, or attribution bias that may exist (from both parties)is worthy of study and is likely due to the issues that have arisen with sampling a sensitivepopulation.Further, most attrition literature takes a sociological view of

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Olivia W. Murch, Purdue University ; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

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Educational Research and Methods

models, statewide pre-college math initiatives, teacher and faculty professional development programs, and S-STEM pro- grams.Ms. Olivia W. Murch, Purdue University Senior at Purdue University pursuing a Bachelor of Science degree in Biological, Food Process, Engi- neering. Currently conducting research under Dr. Ferguson through Engineering Education.Dr. Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering) Daniel M. Ferguson is CATME Managing Director and a research associate at Purdue University. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-Professional Studies

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Priya A. Manohar, Robert Morris University; Sushil Acharya, Robert Morris University; Peter Y. Wu, Robert Morris University; Mary A. Hansen, Robert Morris University

Tagged Divisions

Educational Research and Methods

and Their Pedagogical AssessmentAbstractImparting real world experiences in the classroom for a software verification and validation(S/W V&V) course is typically a challenge due to lack of effective Active Learning Tools(ALTs). At Robert Morris University (RMU, the author’s institution), this educational resourcegap has been addressed by developing several ALTs in the form of class exercises, case studies,and case study videos that were created by collaborating with the academia and industrialprofessionals. Through this three-year work 20 delivery hours of case studies, 18 delivery hoursof exercises and 6 delivery hours of role play videos totaling 44 delivery hours of Software V&Vcourse materials have been developed. The developed

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

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Diversity

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Educational Research and Methods

teacher professionaldevelopment experience may trickle down to impact student self-efficacy and interest.Fortunately, our research is ongoing with the results of these implementation changes remainingto be seen.AcknowledgmentThis material was supported by the National Science Foundation under Grant DRL-1513175.References[1] National Science Board, "Science and engineering indicators digest 2012," Author, Arlington, VA,2012.[2] K. D. Welde, S. Laursen, and H. Thiry, "Women in science, technology, engineering and math (STEM)," Sociologists for Women in Society, University of Kansas, Lawrence, KS,2007.[3] P. M. Sadler, G. Sonnert, Z. Hazari, and R. Tai, "Stability and volatility of STEM career interest in high school

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Iowa State University; Renee Fleming; Benjamin Ahn, Iowa State University; Andrea E. Surovek, South Dakota School of Mines and Technology; Bora Cetin, Iowa State University; Paige Taylor

Tagged Divisions

Educational Research and Methods

University Dr. Kristen S Cetin is an Assistant Professor at Iowa State University in the Department of Civil, Con- struction and Environmental Engineering.Renee FlemingDr. Benjamin Ahn, Iowa State UniversityDr. Andrea E. Surovek, South Dakota School of Mines and Technology Dr. Andrea Surovek. P.E. is a research scientist in the area of biomimicry for sustainable construction at the South Dakota School of Mines and Technology. She is a fellow of both ASCE and the ASCE Structural Engineering Institute and was awarded the ASCE Winter award in 2016 for contributions to the field of structural engineering. She is the recipient of the ASEE CE Division Seeley Fellowship and the Mechanics Division Beer and Johnston Outstanding