Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

Tagged Divisions

Educational Research and Methods

. This core groupof eleven faculty members prepared for a leadership role in the communication project byattending a CxC-sponsored Faculty Institute during the summer of 2005. The engineering teamreceived a comprehensive orientation to the campus-wide CxC program and explored how theirparticipation could lead to the integration of communication goals in the COE curriculum. Theyworked on their individual syllabi, as well as college-wide plans for a COE CommunicationStudio. They shared their ideas about an engineering graduate’s need for communication skillsand their newly-revised syllabi with faculty members representing all colleges, who provided aninterdisciplinary audience for their perspectives. In many cases, the necessary communication

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Keith Holbert, Arizona State University

Tagged Divisions

Educational Research and Methods

teaching heat and mass transfer,” Proc. 2000 ASEE Annual Conference, St. Louis, MO.36. J.L. Barrott, “Why should cases be integrated into the engineering technology curriculum?,” Proc. 2001 ASEE Annual Conference, Albuquerque, NM.37. B.S. Motlagh, A. Rahrooh, N. Safai, “Redefining engineering education methods using new technologies,” Proc. 2002 ASEE Annual Conference, Montreal, Canada.38. R.P. Hesketh, S. Farrell, C.S. Slater, “The role of experiments in inductive learning,” Proc. 2002 ASEE Annual Conference, Montreal, Canada.39. M. Alley, H. Robertshaw, “Rethinking the design of presentation slides,” Proc. 2003 ASEE Annual Conference, Nashville, TN.40. A.M. Eskicioglu, D. Kopec, “The ideal multimedia-enabled

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

William Oakes, Purdue University

Tagged Divisions

Educational Research and Methods

. ≠ Create a formal program to connect faculty to community groups (local andinternational). ≠ Develop appropriate projects/experiments for integration of S-L into about fortycore courses in the undergraduate engineering curriculum at UML. ≠ Become an engaged college--engaged with the students, each other as facultyacross departments, and with the community19.The SLICE partnerships include many nonprofit organizations in the local Lowell areaand international projects including a partnership with villages in the remote AndesMountains of Peru. Professor John Duffy has worked to establish on-going partnershipswith villages in remote areas of Peru where students can apply engineering solutions33.His work has included building partnerships with

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Janel Sutkus, Carnegie Mellon University; Donald Carpenter, Lawrence Technological University; Cynthia Finelli, University of Michigan; Trevor Harding

Tagged Divisions

Educational Research and Methods

, and was invited to participate in the NSF Project Based Service Learning summit. He recently received the Cal Poly 2008 President’s Service Learning Award for innovations in the use of service learning. In 2004 he was named a Templeton Research Fellow by the Center for Academic Integrity. Page 14.189.2© American Society for Engineering Education, 2009 An Examination of Student Experiences Related to Engineering Ethics: Initial FindingsKey words: engineering ethics, focus groups, interviews, survey developmentIntroductionIn today’s technological society, the ethical behavior

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Matthew Ohland, Purdue University; Hee-Sun Lee, Tufts University

Tagged Divisions

Educational Research and Methods

and development of science curriculum, technology, and assessment that can help middle and high school students develop an integrated understanding across topics and disciplines over time. Page 14.450.1© American Society for Engineering Education, 2009 Developing an Instrument to Measure Engineering Design Self-Efficacy: A Pilot StudyKeywords: self-efficacy, engineering designAbstractThe following pilot study is an investigation of how to develop an instrument thatmeasures students’ self-efficacy regarding engineering design. 36 items weredeveloped and tested using three types of validity evidence

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University; Inez Hua, Purdue University; Jun Fang, Purdue University; Constance Harris, Purdue University; Lindsey Tracy, Purdue University

Tagged Divisions

Educational Research and Methods

findings of an international survey and possible implications for the engineering curriculum. European Journal of Engineering Education, 30, 1, 1-19.19. Lent, R.W., Brown, S.D. & Hackett, G. (1994) Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122.20. Lent, R.W., Brown, S.D., Schmidt, J., Brenner, B., Lyons, H. & Treistman, D. (2003) Relation of Contextual Supports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models. Journal of Counseling, 50, 4, 458–465.21. Lent, R.W., Brown, S.D., Sheu, H.-B., Schmidt, J., Brenner, B.R., Gloster, C.S., Wilkins, G., Schmidt, L.C., Lyons, H. &

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Bruce Murray, State University of New York, Binghamton; Roy McGrann, State University of New York, Binghamton

Tagged Divisions

Educational Research and Methods

)will be presented next. Following this we will describe an example of the application of theprocess for a single course and how it fits into the overall departmental review process.In the second section, the assessment approach using marker problems will be introduced. Anexample of a marker assignment in the selected course will be described. In addition, the rubricused to evaluate students’ work on the assignment will be shown.The results of the marker assignment for six semesters (2002-2007) are shown. The process bywhich these results are evaluated for improvement of the course and the curriculum aredescribed in the next section.The paper will conclude with a discussion of the benefits and problems with this system.The Design Curriculum

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

. Summary of Results and Hypotheses TestedBriefly summarized below in answer to the hypotheses posed in Section 2 are the results aboveand other results to date that have been reported in other papers (12) (13)(14) (9)(15) (16) (17) (11) (18) (19) (20).1. Faculty would accept S-L: Forty eight faculty members have integrated S-L into an average of 4 courses each in the engineering curriculum. Thirty-five core required courses have had S-L. Four of the undergraduate programs (ME, EE, CE, and Plastics E) have essentially reached the objective of one course every semester. The remaining program (ChE) in the fall 2008 semester had four courses and is getting close to the objective. Of these 48 faculty members, 6 are female, 5 are part-time, 30

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elizabeth Cady, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering; Malcolm Drewery, National Academy of Engineering; Stefani A. Bjorklund, Rankin & Associates Consulting

Tagged Divisions

Educational Research and Methods

studentengagement in terms of “quality of effort” (p. 339), while engaged faculty create an environmentthat stimulates student engagement. Faculty activities influence the experience of students. Theseactivities include instruction, professional development, and overall attitudes. Studentexperiences occur in and out of class, and these events affect what and how well the studentlearns. Importantly, if the students believe their professors care about and take an interest in theireducation, they persevere and become more engaged in their education [1]. Although the contentof both curricula and courses affects student engagement, far more important factors involve thestudents’ outlook on their educational experience as well as how effectively the faculty

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Laura Hahn, University of Illinois, Urbana-Champaign; Alan Hansen, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Learning entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.• Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.• Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes.• Assessment fosters wider improvement when representatives from across the educational community are involved. Assessment is not a task for

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Thomas Wolff, Michigan State University

Tagged Divisions

Educational Research and Methods

. Briedis has been involved in several areas of education research including student retention, curriculum redesign, and the use of technology in the classroom. She is a co- PI on two NSF grants in the areas of integration of computation in engineering curricula and in developing comprehensive strategies to retain early engineering students. She is active nationally and internationally in engineering accreditation and is a Fellow of ABET.Neeraj Buch, Michigan State University Dr. Neeraj Buch is a Professor in the Department of Civil and Environmental Engineering at Michigan State University. He is also the Director of Cornerstone Engineering and Residential Experience program at

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University; Monica Cardella, Purdue University

Tagged Divisions

Educational Research and Methods

from a local company. The frameworkof mathematical thinking that guided this study as we investigated how these students engagedin mathematical thinking while they designed. We found that two aspects of mathematicalthinking were most often used when the students were dealing with uncertainty in their design:problem solving strategies and the use of social resources. These findings have the potential toinfluence how engineering educators integrate engineering science and real-world designtasks.IntroductionThere have been debates among the engineering education community on how and how muchmathematics should be taught to engineering students. The debates arise because studies likethe one done by Underwood show that mathematics used in people’s

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

B. Kyun Lee, LeTourneau University; Paul Leiffer, LeTouneau University; R. William Graff, LeTourneau University; Vicki Sheafer, LeTourneau Iniversity

Tagged Divisions

Educational Research and Methods

proof on a board, is often critical in understanding new technical material.As Chandler and Sweller explained, “Cognitive load theory suggests that effective instructionalmaterial facilitates learning by directing cognitive resources toward activities that are relevant tolearning rather than toward preliminaries to learning. One example of ineffective instructionoccurs if learners unnecessarily are required to mentally integrate disparate sources of mutuallyreferring information such as separate text and diagrams. Such split-source information maygenerate a heavy cognitive load, because material must be mentally integrated before learningcan commence.”2In an effort to improve the cognitive load issue, one of the authors has begun

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Julie Trenor, Clemson University; Shirley Yu, University of Houston; Denise Grant, Clemson University; Hibah Salem, Univesity of Houston

Tagged Divisions

Educational Research and Methods

certainly know where to get that information or where to send them to. Page 14.941.11All eleven teachers felt that the Legacy Cycle training was valuable (n = 11; 25 references) andwere confident to teach their RET-developed modules, particularly due to ties to their summerresearch and the curriculum development training session. Many (n = 5; 9 references) describedthe summer program, and particularly the Legacy Cycle training, as valuable for multiple areasof teaching, not just the course in which they planned to implement their module. Theseparticipants described the RET program as having an impact on their entire perspective onteaching. All

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Robert Leicht, Pennsylvania State University; John Messner, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Hyeon Woo Lee, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Computer Integrated Construction Research Program at Penn State. He teaches courses in construction engineering and management; Building Information Modeling; and virtual prototyping. He recently led a project to construct the Immersive Construction (ICon) Lab, an affordable, 3 screen immersive display system for design and construction visualization, and is developing an interactive virtual construction simulation application for engineering education. He can be reached at jim101@psu.edu.Thomas Litzinger, Pennsylvania State University Tom Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State, where he has

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

TK Beam, James Madison University; Olga Pierrakos, James Madison University; Jamie Constantz, James Madison University; Aditya Johri, Virginia Tech; Robin Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

Engineering Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech. Her interests in engineering education research center around recruitment and retention, understanding engineering students through the lens of identity theory, advancing problem based learning methodologies, assessing student learning, as well as understanding and integrating complex problem solving in undergraduate engineering education. This latter project is funded through her recent NSF CAREER award. Her other research interests lie in cardiovascular fluid mechanics and K-12 engineering education.Jamie Constantz, James Madison University JAMIE CONSTANTZ is a

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

James Jones, Purdue University; Peter Meckl, Purdue University; Michael Harris, Purdue University; Monica Cox, Purdue University; Osman Cekic, Purdue University; Martin Okos, Purdue University; Osvaldo Campanella, Purdue University; Neal Houze, Purdue University; James Litster, Purdue University; Nathan Mosier; Bernard Tao, Purdue University; Daniel Delaurentis, Purdue University; David Radcliffe, Purdue University; Kathleen Howell, Purdue University; Masataka Okutsu, Purdue University; Sean Brophy, Purdue University; Amy Penner, Purdue University; Alice Wilson, Purdue University; Leah Jamieson, Purdue University

Tagged Divisions

Educational Research and Methods

renamed the Engineer of2020 committee. That committee has been charged with developing mechanisms to achievecurriculum innovations that enhance these attributes among engineering students. Two primarymechanisms are currently in place: the Engineer of 2020 Annual Workshop, and the Engineer of2020 Seed Grant Program.The College of Engineering has hosted an annual Engineer of 2020 workshop since fall of 2007.The first workshop was held on Aug. 28, 2007, and focused on three of the target attributes:innovation, multi-disciplinarity, and continuous learning. Outside experts from industry andacademia were invited to present their thoughts on the importance of each of these attributes andon suggestions for how best to include it in the curriculum

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University; Philip Harding, Oregon State University; Edith Gummer, Northwest Regional Educational Laboratory

Tagged Divisions

Educational Research and Methods

AC 2009-1286: COMPARISON OF STUDENT PERCEPTIONS OF VIRTUAL ANDPHYSICAL LABORATORIESMilo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State University. He currently has research activity in areas related to thin film materials processing and engineering education. He is interested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Dr. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels.Christine Kelly, Oregon State University Christine Kelly

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Ricky Castles, Virginia Tech; Vinod Lohani, Virginia Tech

Tagged Divisions

Educational Research and Methods

determine how theywill convey that knowledge. The students themselves are the system and assessment tools serveas sensors to determine the system response. The difference between the desired knowledge andthe measured knowledge that was actually imparted serves as feedback regarding the success orfailure of the instructional process to impart the desired knowledge. Any discrepancy betweendesired knowledge and measured knowledge serves as a basis for improving the curriculum in an Page 14.83.4attempt to more adequately convey such information in the future. Figure 2 Modeling education as a closed-loop feedback controllerThe scope

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Rebecca Damron, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Educational Research and Methods

students and teaching science to education professionals. Dr. High is a trainer for Project Lead the Way pre-Engineering. She initiated an engineering program at Stillwater Middle School. In the summer of 2008, Dr. High was part of a professional development workshop for 80 Northeast Oklahoma middle level teachers to develop integrated engineering curriculum. Page 14.1383.1© American Society for Engineering Education, 2009 Writing to Learn: The Effect of Peer Tutoring on Critical Thinking and Writing Skills of First-Year Engineering StudentsCritical Thinking

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Nathan Mentzer, Utah State University; Jodi Cullum, Utah State University

Tagged Divisions

Educational Research and Methods

. Page 14.668.2NCETE Teacher Professional Development Positioning of the teacher as developer of lessons facilitates coherence with otherlearning activities occurring in each teacher’s classroom. Specifically, teachers can situate theengineering design concepts into their curriculum by crafting a lesson rather than attempting tofit a pre-packaged generic lesson into an existing and, perhaps, rigidly structured curriculum.The lesson development opportunities provide teachers with an active learning experience,wherein they first experience exemplary engineering design challenges as participants and thencreate design challenges. Formative feedback was provided by peer teachers and professionaldevelopers as the teachers developed the lessons

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, The University of Georgia; Ashley Babcock, University of Georgia

Tagged Divisions

Educational Research and Methods

is an important characteristic as it enables the system to evolve in response to changes within the system, e. g. the changes in relationships between agents and their resulting emergence, and to changes beyond the boundaries of the system, e. g. changes to the socio-technical landscape in which the enterprise of engineering education is embedded. Within engineering education, there are inherent links to professional practice and engineering education practice which have evolved in response to these changes. An example of this is apparent in the recent thrusts to include communication in the engineering education curriculum as a result of the inputs from industry and the profession1. One would be hard pressed to find

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

previously, but also, because “they get to apply their knowledge to aninteresting project, launch a satellite to the upper reaches of the atmosphere and recover it. Thisis how the HARP program revolutionizes education: by providing classroom knowledge, andsimultaneously integrating it with real experience. This kind of experience is not as costly asmight first be expected: after an initial expense of $9,000 for a complete system, each missioncosts less than $300 total in consumables (balloon, helium, recovery vehicle operation, etc). In Taylor University implementation of the HARP program into its curriculum, studentsare enabled to experience every part of a truly professional research project. Once a specificproblem is identified, the

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Barbara Masi, MIT

Tagged Divisions

Educational Research and Methods

afundamentals-focused math and science freshman curriculum. A second goal was todevelop students’ self-efficacy in a range of abilities associated with engineeringincluding design, problem solving, innovation, communication, teamwork, application offundamental engineering and math concepts, teamwork, and being able to consider socialimpacts in technology in design. A third goal was to examine impact of different types ofsubjects by gender. The final goal was to discern if any gains in self-efficacy weresustained over time.An engineering self efficacy survey tool was developed for this study, with an expandedset of engineering self efficacy measures, that permit a more nuanced portrait of theimpact of different types of engineering curricular

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

Paul Blowers, University of Arizona

Tagged Divisions

Educational Research and Methods

innovations in instruction work because they allow the presentationof material in new ways that students find more accessible to their native learning styles[9-12].Examples of this include the successful integration of laboratory exercises or simulations incourse like chemistry, physics, and engineering[13] to allow students who are more "hands-on"or are sensing students to practice the concepts in the ways they learn best. One quantitativestudy showed that students raised exam scores by an average of 16 percent on a straight scalewhen they were exposed to a simulator of signal processing equipment in electricalengineering[13]. Other examples include using instructional videos or demonstrations onstreaming media that allow visual learners to benefit

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin, Platteville

Tagged Divisions

Educational Research and Methods

Engineering Education & Practice. 1995;121(2).3. Berthouex P.M. Honing the writing skills of engineers. Journal of Professional Issues inEngineering Education & Practice. 1996; 122(3).4. Bransford J. How people learn: Brain, mind, experience, and school. National Academy Press;2000.5. Yalvac B, Smith H.D., Troy J.B. Promoting advanced writing skills in an upper-levelengineering class. Journal of Engineering Education (Washington, D.C.). 2007; 96(2).6. Carvill C, Smith S, Watt A, Williams J. Integrating writing into technical courses: Stepstoward incorporating communication into the engineering classroom. Proceedings of the 2002American Society for Engineering Education Annual Conference and Exposition

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Ashlyn Munson, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Alka Harriger, Purdue University

Tagged Divisions

Educational Research and Methods

University of Pittsburgh. She is a Professor in the Mathematical and Computer Sciences at the Colorado School of Mines. Her research interests include student assessment, K-12 outreach and equity issues. In 2000, she received a New Faculty Fellowship at the Frontiers in Education Conference and in 2006, she received the William Elgin Wickenden Award with her colleagues, Barbara Olds and Ronald Miller. Dr. Moskal is currently an associate editor for the Journal of Engineering Education.Alka Harriger, Purdue University Alka R. Harriger (harrigea@purdue.edu) joined the faculty of the Computer and Information Technology Department (CIT) at Purdue University in 1982 and is currently a Professor of

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University-Great Valley; Pamela Vercellone-Smith, Penn State Great Valley; Sally Sue Richmond, Penn State Great Valley

Tagged Divisions

Educational Research and Methods

– 2008, we collected KAI scores for a total of 363 students enrolledin a core course within our Systems Engineering curriculum*. As mentioned earlier, this course isalso an elective for students in other engineering degree programs, as well as students enrolled innon-engineering degree programs, such as Management, Leadership Development, andEducation (e.g., Instructional Design). Of the total sample we analyzed, 327 students wereregistered in one of three engineering degree programs (Systems Engineering, SoftwareEngineering, or Information Science), 12 were registered in a Leadership Development degreeprogram (offered by the Management Division), and 24 had undeclared majors at the time of theKAI administration. While these last two sub-groups

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Lourdes Gazca, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Juan Manuel Garibay, Universidad de las Americas, Puebla

Tagged Divisions

Educational Research and Methods

Engineering Design (EI-100) is a first-semester 3 credit required course for everyengineering program of Universidad de las Américas Puebla (UDLAP). Course content andclassroom activities are divided into three, two-hour sessions (Modeling, Concepts, andLaboratory) per week. Students have six different EI-100 facilitators (an instructor and teachingassistant for each session). UDLAP’s engineering students have in EI-100 a great opportunity fora multidisciplinary collaborative experience. EI-100 is a team-taught course that uses active,collaborative and cooperative learning, which has been a major player in UDLAP’s efforts ofengineering education reform since 2001. However, EI-100 could be improved taking intoaccount technological advances and recent

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Zahra Hazari, Clemson University; Philip Sadler, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

AC 2009-611: CAREER MOTIVATIONS OF FRESHMAN ENGINEERING ANDNON-ENGINEERING STUDENTS: A GENDER STUDYMarisa Orr, Clemson University Marisa K. Orr is a doctoral candidate at Clemson University. She received her B.S. in Mechanical Engineering from Clemson in 2005. She has been an Endowed Teaching Fellow and is currently chair of the Mechanical Engineering Graduate Student Advisory Committee. In her research, she is studying the way that students progress through a Mechanical Engineering curriculum and terramechanics.Zahra Hazari, Clemson University Zahra Hazari is an Assistant Professor in the Department of Engineering & Science Education and the Department of Mathematical Sciences at