Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Lisa Benson, Clemson University; Sherrill Biggers, Clemson University

Tagged Divisions

Educational Research and Methods

research being conducted in engineering education. He received teaching awards at Clemson and the University of Kentucky. He has been active in curriculum and course development over the past 20 years. He received his BS in Civil Engineering from NC State University and his MS and Ph.D. in Civil Engineering from Duke University. Page 15.1222.1© American Society for Engineering Education, 2010 The Effect of an Integrated Dynamics and Statics Course on the Progress and Pathways of Mechanical Engineering StudentsAbstractAt Clemson University, the three-credit statics and dynamics courses required

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Untra Corporation; David Delaine, Drexel University; David Hansberry, Drexel University

Tagged Divisions

Educational Research and Methods

and/or situations. In contrast, this proposal concentrates heavily on the development of processes that integrate instructional (student, instructor, course, curriculum) measurements and analysis with ABET (Accreditation Board for Engineering and Technology)-mandated assessment and improvement. Thus, a major deliverable of the project is a transferable system with which other engineering programs could monitor their own instructional environment and develop and test their own educational innovations. 3. Ease of use - A key trade-off in the utility of any innovation is the time and resources needed to implement it versus the benefits that result from the implementation (in this case, improved student learning

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Kenneth Goodson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

. Page 15.466.1© American Society for Engineering Education, 2010 Engagement in an Undergraduate Heat Transfer Course Outside of the ClassroomAbstractThis paper describes a curriculum and a course format for teaching assistant-led sessions aimingto foster student interest and increase engagement in an introductory undergraduate heat transfercourse. Evidence of engagement from records of participation in optional extra creditassignments and optional teaching assistant-led sessions are presented. These data indicate thatincreases in participation in optional activities are correlated with increases in courseperformance.IntroductionHeat transfer instruction is common to many undergraduate mechanical and

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Justin Micomonaco, Michigan State University; Jon Sticklen, Michigan State University

Tagged Divisions

Educational Research and Methods

extracurricular activities, informal conversations inthe residence hall and social events.20 These types of activities combine to cultivate membership in a community for thestudent.21 The degree of integration in the community impacts the student’s commitment torelated goals and persistence in that domain. For example, students who participate inengineering-related events outside of class are more likely to feel connected to the community ofengineers and see more value in persisting to degree completion. In addition to the structuralobstacles of curriculum and pedagogy, Seymour and Hewitt noted that a lack of identificationwith STEM careers was an additional factor influencing students’ decisions to leave thediscipline.22 This is an element that

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

Educational Research and Methods

fascinating. The middle school participants were 6th, 7th and 8th grade studentsfrom groups traditionally underrepresented in science and technology fields. Seventypercent of the participants qualified for Title I remediation and the school ranked in thetop 12% of the bottom tier in the district-wide standardized test. The poor scores wereattributed to the students’ inability to decode the test questions and lack of context in theexisting science curriculum.Integrating language and graphic arts into the science curriculum is critical to helping thestudents learn how to effectively organize, synthesize, and communicate knowledge. Inour case, the act of organizing a story with a beginning, middle, and an end helpedstudents put their experiences in

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

students in the universities of science andtechnology is a crucial issue for engineering education in Taiwan. In the present study, a modified Delphi method was used for establishing the importanceindex of chemistry competence in terms of occupation domain. Additionally, a number ofsemi-structured interviews with experts were conducted in order to investigate the experts’views about chemistry education. The findings of this study might be implied in theassessment of current curriculum design and teaching contents of chemistry in the universitiesof science and technology in Taiwan. By the same token, the findings could be further utilizedin an Importance-Performance Analysis (IPA

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Tristan Utschig, Georgia Institute of Technology; Judith Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

AC 2010-1970: REFINEMENT AND INITIAL TESTING OF AN ENGINEERINGSTUDENT PRESENTATION SCORING SYSTEMTristan Utschig, Georgia Institute of Technology Dr. Tristan T. Utschig is a Senior Academic Professional in the Center for the Enhancement of Teaching and Learning and is Assistant Director for the Scholarship and Assessment of Teaching and Learning at the Georgia Institute of Technology. Formerly, he was Associate Professor of Engineering Physics at Lewis-Clark State College. Dr. Utschig has regularly published and presented work on a variety of topics including assessment instruments and methodologies, using technology in the classroom, faculty development in instructional design, teaching

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University; David Shernoff, Northern Illinois University

Tagged Divisions

Educational Research and Methods

“wheelies” and riding the bike in thereverse direction so that the steered wheel is in the back. We tackle these challenges in much thesame way as lead compensation concept described above. That is, we use the game as anauthentic way to introduce students to key concepts before we bombard them with mathematics.Concepts include steady state error, integral action, lag compensation, root locus design, Bode-Nyquist design, non-minimum phase systems, and more.Measuring EngagementIn creating and implementing the video game, we sought to leverage features of the medium toengage students in difficult but rich learning experiences. In this section we present an initialstudy investigating a hypothesis that students working on game-based DS&C coursework

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Robert Ryan; Nhut Ho; Shelley Bartenstein

Tagged Divisions

Educational Research and Methods

Development of an Assessment Plan for a New Sequence of Design CoursesAbstractA new sequence of mechanical design courses was developed at California State University,Northridge to improve the integration of design concepts into the mechanical engineeringcurriculum. The new courses were created using the Conceive-Design-Implement-Operate(CDIO) framework as the context for engineering education. Key goals of the new sequence areto increase student performance and retention, particularly in the first two years of the program.Courses in the new sequence were part of a significant mechanical engineering program change,and are being offered for the first time in the Fall 2009 semester. A key

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Chandra Austin, Utah State University

Tagged Divisions

Educational Research and Methods

cause is dueto lack of encouragement and support from teachers and family. Specifically, there is an absenceof evidence focusing on the reasons African Americans avoid subjects relating to engineering.The purpose of this study was to investigate causal factors underlying the avoidance ofengineering opportunities by African American students. The idea of disproportionate education is not a recent phenomenon. This concept has beenaround for decades. Although schools have progressively become integrated, the content studentslearn and achievement outcomes are still largely determined by race and class 2-5. Thisdemarcation follows students into higher education and the labor market, influencing the choicesthey make. At a time in which the United

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Lisa Lattuca, Pennsylvania State University; David Knight, The Pennsylvania State University

Tagged Divisions

Educational Research and Methods

integration of disciplinary components isone potential outcome of interdisciplinary work, but according to this definition, it is not the onlycriterion for interdisciplinarity.Repko (2008)5 argues that interdisciplinarity “should be defined in terms of integration” and that“the disciplines themselves are the necessary preconditions for and foundation ofinterdisciplinarity” (p. 123). The task in an interdisciplinary project is to “identify the perspectiveof each discipline and interdisciplinei and their defining elements relevant to the problem [to besolved]” (2008, p. 122). This process of achieving integration, according to Klein (1996, p.221)14, requires identifying, evaluating, and rectifying differences between disciplinary insights.The OECD

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

can doin the process of providing useful services to community groups. Embedding S-L projects inrequired courses sends a message that service is part of what engineers do as professionals. Inother words, it is a given that service is part of the curriculum and part of the profession.Interviews with students and faculty who have participated in such projects have independentlyidentified this aspect of S-L (Burack, Duffy, Melchior, & Morgan, 2008) (West, theseproceedings, 2010). For example, solving community problems was discussed with student’soften emphatically stating, “That is the role of an engineer!”    One faculty member even said, “It[service-learning] will change the way we think about engineering. It adds an additionaldimension

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

technical curriculum. Ibelieve that we need to do more to connect how we understand technology to the world’smost pressing challenges, and I attempt to emphasize this in my own teaching.Through this proposed research, I am working in a relatively new area that isn’t well-defined by existing theory and methodology formed in higher education. Although thereis a body of research on the teaching of engineering ethics and the integration of thesocial sciences with engineering, and that is certainly relevant to examining thetechnology/society interface, I am examining faculty beliefs and processes aroundcurriculum choice with respect to contextualizing science and technology curriculum.After some early reviews of existing literature, I decided that the

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Qaiser Malik, Michigan State University; Punya Mishra, MSU; Michael Shanblatt, MSU

Tagged Divisions

Educational Research and Methods

manner to better understand student knowledge ofcore concepts. Additionally, the development of reliable and valid subject specific instrumentsi.e., survey and concept map as used in this study could be used for other pedagogical studiesrelated to engineering education.Bibliography1. J. Bordogna, Fromm, E. and Ernst, E. W., "Engineering education: innovation through integration," Journal of engineering education, vol. 82, pp. 3-8, 1993.2. U. S. h. education, "ABET Criteria 2000, www.ele.uri.edu/faculty/daly/criteria.2000.html." vol. 3a-3k, 2000.3. S. A. Zekavat, Sandu, C., Archer, G., and Hungwe, K. , "An evaluation of the teaching approach for the interdisciplinary course electrical engineering for non majors," in

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Terry Brumback, University of Alabama; Randal Schumacker, The University of Alabama; Daniel Fonseca, The University of Alabama

Tagged Divisions

Educational Research and Methods

between cognition and student outcomes. The study represents an extensive search of 27,464 published studies from 10 library holdings and 10 Journals in engineering education. Twenty studies, meeting study criteria, were coded for 39 variables in six categories. Studies were assigned to one of two groups based on the statistical evidence that was reported. Group I reported p-values only and Group II reported F, t, or chi square values. Significance of Group I studies is shown through a summary chi square and p value. A summary weighted unbiased effect size was determined for Group II studies. With only 0.07% of studies meeting search criteria, it was determined that there is a limited amount

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert Linsenmeier, Northwestern University; Ann McKenna, Northwestern University; Matthew Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

questions explicitly referred to “mathematical models,”indicates that modeling of the type that practicing or professional engineers use is nuanced andcomplex, and is disconnected from how students approach solving problems. We did see a smallincrease in the number of students proposing a mathematical approach to their scenario on thesecond iteration. This may indicate that a guided approach to the use of models in design wouldbe beneficial to novice modelers, although our Iteration 2 still did not provide enough of thattype of guidance. It is not too surprising that students would need help with this, since, ingeneral, an engineering curriculum tends to teach the disciplinary fundamentals in an abstractway, with routine and well-posed problems

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Eric Pappas, James Madison University

Tagged Divisions

Educational Research and Methods

Education, 2010 Special Session: Assessing Students’ Learning Outcomes during a Complex and Real-world Problem-based Service Learning (PBSL) Project in a Sophomore Engineering Design CourseAbstractAuthentic and real-world problem solving is an integral part of the engineering profession. Yet,current research indicates that engineering education is primarily focused on well-defined andwell-structured problems, which do not provide students the real-world relevance, context, norexperience in solving the types of problems required in the engineering profession. The additionof problem-based learning (PBL) methodologies to the engineering curriculum providesengineering programs the opportunity to introduce students to a variety

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Eric Hamilton, United States Air Force Academy; Mary Besterfield-Sacre, University of Pittsburgh; Barbara Olds, Colorado School of Mines; Nora Siewiorek, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

definitions orinterpretations, modeling emphasizes connected knowledge forms, adaptation of large ideasto new contexts, just-in-time learning, and complex reasoning in collaborativearrangements. An orientation around models and modeling is often referred to as a Models andModeling Perspective (MMP) (http://modelsandmodeling.net).Emphasis on modeling has a well-established history in the computer-supported collaborativelearning literature [9-12]. In science education, various curriculum projects [13] exemplify thistrend with the development of replacement modules across multiple areas of the high schoolcurriculum. Multiple new modeling oriented pedagogical frameworks have arisen from increasedattention towards enabling learners toexperience science

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Trevor Harding, California Polytechnic State University; Lynne Slivovsky, California Polytechnic State University; Nina Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

their studies, they made reference to their more abstract uncertainties about theremainder of the curriculum. This uncertainty and anxiety may overwhelm any sense of inherentinterest they developed in the first-year.We take solace, however, in the fact that both intention and satisfaction were positivelycorrelated to students’ perceived attachment to their discipline (SPA) if only weakly. Though itis only anecdotal, we have continued to struggle to help our students develop an identity as amaterials engineer. This is due primarily to the fact that the field is highly multi-disciplinary andthus has no clear definition in the same sense that aerospace or civil engineering does. Thus, wetake these correlations as a positive sign that our efforts

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Tamara Floyd-Smith, Tuskegee University; Denise Wilson, University of Washington; Ryan Campbell, University of Washington; Rebecca Bates, Minnesota State University, Mankato; Diane Jones, University of Washington; Donald Peter, Seattle Pacific University; Melani Plett, Seattle Pacific Univ; Elaine Scott, Seattle Pacific University; Nanette Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

.6Improvements in retention resulting from increases in CTC are fundamentally supported by thehigher education model of social integration developed by Tinto,7-9 where student goals andcommitments formed by pre-college attributes interact with their college experiences to indicatewhether students are likely to complete an academic program. Community also begetscommunity; students who have not experienced a strong sense of community (and belonging) intheir undergraduate experience are far less likely, in the long term, to take a critical communityleadership role industry. Moving from academia to the workplace, a sense of belonging canresult in increased feelings of security, stronger self concept, self respect and coping abilities10and is cited in

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

knowledge is critical to thedevelopment of the course curriculum and the focus that teachers give to specific topics coveredthroughout the course.Social Recognition Page 15.1269.7Finally, social recognition has historically played an important part in identifying expert teachersfor study.6 For example, awards are often given to teachers that have been recognized by thecommunity as successful. Recognition can also take the form of grants or monetary funds orpublication of writings. Publications, in particular, represent a form of teaching scholarshipwhere teachers are recognized as experts when reports of their teaching practices are submittedto

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

‘messing with the world’” (p. 11). Yet the editors of Journalof Engineering Education acknowledge there is still little known about the “engineering teachingculture.”To address this growing area of interest and importance, we set out to examine already-practicing teachers’ beliefs and expectations about engineering instruction and student learningas it occurs at the high school level, and document how these views change as teachers becomenewly trained to use an engineering education curriculum. We examined teachers’ changingbeliefs in the context of their initial experiences teaching courses from the Project Lead the Way(PLTW) program. Although some selection bias is inherent in a study of this nature (we are notcurrently at liberty to assign who

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Barbara Brizuela, Tufts University

Tagged Divisions

Educational Research and Methods

knowledge. Similar studies have beenconducted that have looked at mathematics and science teaching; however, little research hasbeen done regarding what educators learn and do when teaching engineering in middle schools.The study reported in this paper investigated three in-service, middle-school teachers with littleengineering background, explored the knowledge they used and developed to teach anengineering curriculum, and asked the following research question: What mathematics, science, and engineering subject matter knowledge do middle-school mathematics and science teachers draw upon and incorporate as they teach an engineering instructional unit on robotics?Engineering in the Middle School ClassroomEngineering education in

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

courses Group 11 frontier research fundings and applicationsGroup 3 no answer Group 12 no answer Problems and context from prerequisits courses propagate into current course for open-ended problems created in the current course. They don't jut take a **Curriculum change for the classes - we courese and then don't see/ use it again (verticle need more classes focusing problemGroup 4 integration). Also consider longitudal integration Group 13 solving topics/ reasoning topics. 1) More coordination among courses

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata Engel, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

study the academic development of students enrolled inundergraduate engineering programs.Mathematical Test Items: Examples M1 and M2 The use of mathematics in solving and communicating engineering analysis can be an obstacle forsome students. In describing the use of mathematics in engineering, we have distinguishedbetween two different constructs, listed above as: (M1) compare and contrast mathematical applications relevant to solving varied problems in Page 15.313.3 engineering; (M2) understand how the engineering quantities (e.g. force, work, power, and flow rate) are described by the mathematical representations (e.g. integration

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Andrew Kean, California Polytechnic State University; Gillian Roehrig, University of Minnesota; Jack Patzer, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

Colorado Commission on Higher Education and has published widely in the engineering education literature.Tamara Moore, University of Minnesota Tamara J. Moore is an Assistant Professor of Mathematics/Engineering Education and co-director of the STEM Education Center at the University of Minnesota. Dr. Moore is a former high school mathematics teacher and her research interests are centered on the integration of STEM concepts through contextual problem solving in the mathematics and engineering classroom. She has been developing curricular tools and researching professional development and student learning in this area. Before coming to the University of Minnesota, Dr. Moore received her Ph.D. from

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Margret Hjalmarson, George Mason University; Judith Zawojewski, Illinois Institute of Technology; Barbara Olds, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Heidi Diefes-Dux, Purdue University; Richard Lesh, Indiana University

Tagged Divisions

Educational Research and Methods

AC 2010-1680: SPECIAL SESSION: MODEL-ELICITING ACTIVITIES: ACONSTRUCT FOR BETTER UNDERSTANDING STUDENT KNOWLEDGE ANDSKILLSTamara Moore, University of Minnesota Tamara J. Moore is an Assistant Professor of Mathematics/Engineering Education and co-director of the STEM Education Center at the University of Minnesota. Dr. Moore is a former high school mathematics teacher and her research interests are centered on the integration of STEM concepts through contextual problem solving in the mathematics and engineering classroom. She has been developing curricular tools and researching professional development and student learning in this area. Before coming to the University of Minnesota, Dr. Moore

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

Xaver Neumeyer, Northwestern University; Ann McKenna, Northwestern University

Tagged Divisions

Educational Research and Methods

student and faculty perceptions of productive conflict. Themain conflicts that were reported in our study included conflicts of commitment, differentideas about the project direction as well as different working styles.Results from this research will enable us to rethink common models of team conflict anddevelop direct and indirect intervention strategies that can help students to better integrateemotion and intellect in engineering design and innovation.IntroductionAlthough design projects and course structures may vary, there has been a consistentattempt to integrate team experiences into the engineering design curriculum 1-5. Whilethere has been significant work that describes instructional approaches for integrating andassessing teamwork

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Matthew Holsapple, University of Michigan; Donald Carpenter, Lawrence Technological University; Janel Sutkus, Carnegie Mellon University; Cynthia Finelli, University of Michigan; Kelley Walczak, University of Michigan; Trevor Harding, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

15.1297.11education is not purposefully integrated into the curriculum to the extent that many wish that itwas. In many of these cases, faculty and administrators stated that although there was a strongdesire within their schools and departments to emphasize ethics in their curricula, that desire isoften not translated into a purposefully designed department- or school-wide approach. Forexample, one faculty member described a departmental state that encapsulated this issue in thecommunication channels between faculty and students: From a university, college, and departmental level there’s a lot of discussion about ethics, and I think every body’s on board. It’s an important topic, but the approach to the subject as best as I can see is very

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

undergraduate engineering curriculum.2. Critical ThinkingThe term “critical thinking” is familiar to most engineering educators, but it is difficult to defineeasily. Paul et al1 in one study found that 89% of teachers interviewed claimed critical thinkingto be an important education objective, but only 19% were able to give a clear explanation ofcritical thinking. Ennis2 defines critical thinking as: “Critical thinking is reasonable, reflectivethinking that is focused on deciding what to believe or do.” Scriven and Paul3 give a moredetailed definition: “Critical thinking is the intellectually disciplined process of actively andskillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating informationgathered from, or generated by