Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Feser, American Association for the Advancement of Science, Science & Technology Policy ; Maura J. Borrego, National Science Foundation; Russ Pimmel, University of Alabama; Connie Kubo DUPE Della-Piana, National Science Foundation

Tagged Divisions

Educational Research and Methods

TUES program solicitation explicitlysupports such aims.The purpose of this analysis is to study NSF’s Transforming Undergraduate Education in STEM(TUES) program to understand the engineering education community’s views on transformationand change. TUES and its predecessor, Course, Curriculum and Laboratory Improvement(CCLI), have been an influential and substantial source of funding for U.S. undergraduate STEMeducation change since 199015. For example, CCLI’s emphasis on project evaluation, coupledwith outcomes-based assessment driven by ABET’s EC2000 criteria, is a strong example of howpolicy can influence practice in engineering higher education. This paper also informsprospective PIs of program expectations, provides baseline data for

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

AC 2012-3730: CREATING LOW-COST INTRINSIC MOTIVATION COURSECONVERSIONS IN A LARGE REQUIRED ENGINEERING COURSEDr. Geoffrey L. Herman, University of Illinois, Urbana-Champaign Geoffrey L. Herman earned his Ph.D. in electrical and computer engineering from the University of Illi- nois, Urbana-Champaign as a Mavis Future Faculty Fellow. He is currently a Postdoctoral rRsearcher for the Illinois Foundry for Engineering Education. His research interests include conceptual change and development in engineering students, promoting intrinsic motivation in the classroom, blended learning (integrating online teaching tools into the classroom), and intelligent tutoring systems. He is a recipient of the 2011 American Society for

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Edith Stanley Gummer, Education Northwest; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

at Oregon State University. He currently has re- search activity in areas related to thin film materials processing and engineering education. He is inter- ested in integrating technology into effective educational practices and in promoting the use of higher level cognitive skills in engineering problem solving. Koretsky is a six-time Intel Faculty Fellow and has won awards for his work in engineering education at the university and national levels. Page 25.304.1 c American Society for Engineering Education, 2012 Characterization of Student Modeling in an Industrially Situated

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

Women Engineers as well as a Co-advisor for the all Women’s Baja SAE Team at ERAU. Her research interests involve the retention of women in engineering degree programs and effective pedagogy in undergraduate engineering curriculum. Page 25.108.1 c American Society for Engineering Education, 2012 A Study on the Effectiveness of Team-Based Oral Examinations in an Undergraduate Engineering CourseAbstractThe conventional and pervasive written exam format used in undergraduate engineering courses,while practical, may be neither the most effective

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Anna Zilberberg; Christopher W. Swan, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; John J. Duffy, University of Massachusetts, Lowell; Sean Mcvay, James Madison Univeristy

Tagged Divisions

Educational Research and Methods

(NSF BRIGE grant), advancing problem-based learning methodologies (NSF CCLI grant), assessing student learning, and un- derstanding and integrating complex problem solving in undergraduate engineering education (NSF CA- REER grant). Her other research interests lie in cardiovascular fluid mechanics, sustainability, and K-12 engineering outreach.Anna ZilberbergDr. Christopher W. Swan, Tufts University Chris Swan is an Associate Professor of civil and environmental engineering with additional appointments in the Jonathan M. Tisch College of Citizenship and Public Service and the Center for Engineering Edu- cation and Outreach at Tufts University. He has served as Chair of Tufts CEE Department (2002-2007) and has

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter H. Meckl, Purdue University; Marc H. Williams, Purdue University, West Lafayette; Carolyn Percifield, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

additional resources. In order to make the curriculum moreengaging and socially relevant, efforts should be made to tie it explicitly to national priorities,like the Grand Challenges, and to better integrate the engineering curriculum with the generaleducation component, for example through co-taught courses.Feedback from Participants:In an effort to gauge the effectiveness of the session format, we asked all participants to fill outan exit questionnaire. We collected 54, some of which were only partially filled out. Participantswere asked to rate the quality of the session overall on a 3 point scale, from which we got: 50%“Great”, 30% “OK”, 20% No response. A similar question on the quality of the small groupdiscussion format in particular resulted

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

Lisa Romkey serves as Senior Lecturer, Curriculum, Teaching and Learning with the Division of En- gineering Science at the University of Toronto. In this position, Romkey plays a central role in the evaluation, design and delivery of a dynamic and complex curriculum, while facilitating the development and implementation of various teaching and learning initiatives. Romkey is cross-appointed with the Department of Curriculum, Teaching, and Learning at OISE/UT, and teaches undergraduate courses in engineering and society, and graduate courses in engineering education. Romkey’s current doctoral re- search focuses on teaching practices in engineering and the integration of an STSE (science, technology, society, and the

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Baba Abdul, Washington State University; David B. Thiessen, Washington State University; Bernard J. Van Wie, Washington State University; Gary Robert Brown, Portland State University; Olusola O. Adesope, Washington State University, Pullman

Tagged Divisions

Educational Research and Methods

research is the development of cognitive models of learning for areas of the school curriculum. …researchers have developed sophisticated models of student cognition in various areas of the curriculum, such as algebra and physics. However, an understanding of how people learn remains limited for many other areas. Moreover, even in subject domains for which characteristics of expertise have been identified, a detailed understanding of patterns of growth that would enable one to identify landmarks on the way to competence is often lacking. Such landmarks are essential for effective assessment design and implementation

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

AC 2012-4029: INSTITUTIONAL DISCOURSES IN ENGINEERING ED-UCATION AND PRACTICENathan McNeill, University of Florida Nathan McNeill is a Postdoctoral Associate in the Department of Materials Science and Engineering at the University of Florida, where he is studying the factors that contribute to success in open-ended problem-solving. He has a Ph.D. in engineering education from Purdue University, an M.S. in mechan- ical engineering from the Georgia Institute of Technology, and a B.S. in engineering from Walla Walla University.Dr. Elliot P. Douglas, University of Florida Elliot P. Douglas is Associate Chair, Associate Professor, and Distinguished Teaching Scholar in the De- partment of Materials Science and

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter M. Ostafichuk, University of British Columbia; Jim Sibley, University of British Columbia, Vancouver; H.F. Machiel Van der Loos, University of British Columbia

Tagged Divisions

Educational Research and Methods

. Page 25.1031.1212 Ostafichuk, P.M., Croft, E.A., Green, S.I., Schajer, G.S., and Rogak, S.N., 2008, Analysis of Mech 2: An Award-Winning Second Year Mechanical Engineering Curriculum, Proc. of EE2008, July 2008, Loughborough, UK.13 Ostafichuk, P.M., Van der Loos, H.M., and Sibley, J., 2010, Using Team-Based Learning to Improve Learningand the Student Experience in a Mechanical Design Course, Proc. IMECE2010, November 2010, Vancouver,Canada.14 Brickell, J.L., Porter, D.B., Reynolds, M.F., and Cosgrove, R.D., 1994, Assigning Students to Groups forEngineering Design Projects: A Comparison of Five Methods, Journal of Engineering Education, July 1994, pp.259-62.15 Wright, D., 1994, Using Learning Groups in Your Classroom: A Few How–To’s, Teaching

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs, Inc.

Tagged Divisions

Educational Research and Methods

curriculum—andsuggests how to identify an evaluator and work with him or her to get the maximum benefit fromthe evaluation. Why bring in a separate implementation evaluator?It can be tempting to look at that four-question list and think, “Answering those questions is whata good principal investigator or project management team normally does—why divert preciousfunds to pay for someone else to come in and do it?”There are several important reasons, of which the primary one is that while coordinators shouldaddress those questions throughout the life of a project, they generally don’t. Like experimentaldesign, statistical data analysis, budget planning, time and project management, and otherelements of a major research study, program

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Timothy Miller, Binghamton University ; Matthew R. Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

, Northwestern University Matthew R. Glucksberg is a professor of biomedical engineering at Northwestern University. His tech- nical expertise is in tissue mechanics, microcirculation, and optical instrumentation. His laboratory has developed image-based instrumentation to measure pressure and flow in the circulation of the eye, in- struments to measure the response of pulmonary alveolar epithelial cells to their immediate mechanical environment, and is currently involved in developing minimally invasive optical biosensors for monitoring glucose, lactate, and other measures of metabolic function. He is a Co-founder of Northwestern’s Global Healthcare Technologies Program in Cape Town South Africa and Co-director of an M.S

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

5 - 50 4 2-3 0-1 Num. of awardees 2,232 3,395 4,171 3,378First, regardless of levels of scholars’ engagement in collaboration, the following topics gainalmost the same extent of attention from scholars: course, curriculum, undergraduate,mathematics, and instruction. Second, there are many areas that show a clear tendency to onlyone or two groups. For example, projects related to laboratory, computer, technology, software,design, and equipment are more likely to be conducted by scholars with fewer collaborators. Onthe contrary, grants about graduate, IGERT, community colleges, nanotechnology, integrate,NUE, workforce, and

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mallory Lancaster, Purdue University; Yi Luo; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Figure 4 shows the cumulative distribution of keywords into the aforementioned categories for theentire duration of 1980-Feb.2010. This poses an alternate view of quantifying what research has beendone and what areas need more attention. Furthermore, this supports the theory that K-12 EngER ismoving towards implementation of curriculum because learning systems (10%), educator‘spractice/curriculum (15%), and diversity and inclusiveness (11%) have had the least amount of research.For this reason, it can be expected that in order for progress to be made more research in theaforementioned areas will increase in the next decade. . Figure 4 also shows that there has been close toequal amounts of research in epistemologies (17%), competence (16

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Ji Hyun Yu, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea Hong Choi, Purdue University

Tagged Divisions

Educational Research and Methods

group are discipline-centered3. Ascross-disciplinary exchanges increase, however, the whole community is enriched by thediversity perspectives from within the discipline as well as those from outside. Engineeringeducation research (EER) has recently reoriented itself to integrate an interdisciplinary emphasison how people learn in the domain of engineering through the transition from the reformparadigm which emphasized development of teaching methods and curriculum development; toa research paradigm which stresses systematic investigations with theoretical rigor andempirical evidence4. To this end, the community of engineering education research, as anemerging interdisciplinary area of study, encourages experts from outside of engineering (e.g

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Brian P. Self, California Polytechnic State University; Larry J. Shuman, University of Pittsburgh; John Anthony Christ, U.S. Air Force Academy; Ronald L. Miller, Colorado School of Mines; Tamara J. Moore, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

transport science.Prof. Tamara J. Moore, University of Minnesota, Twin Cities Tamara J. Moore is the Co-director of the University of Minnesota’s STEM Education Center and an Assistant Professor of mathematics and engineering education in the Department of Curriculum and In- struction. Her research is centered on the integration of STEM concepts in K-12 and higher education mathematics and engineering classrooms. Her research agenda focuses on models and modeling as a curricular approach and working with educators to shift their expectations and instructional practice to facilitate effective STEM integration

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela van Barneveld, Purdue University; Johannes Strobel, Purdue University, West Lafayette; Greg Light, Northwestern University

Tagged Divisions

Educational Research and Methods

settings (Barrows, 2002).In engineering education, PBL is often implemented in later years so that students have theopportunity to apply the foundational engineering and basic science knowledge that theyacquired earlier in the curriculum (Brodie, Zhou, & Gibbons, 2008; Mitchell & Smith, 2008;Nasr & Ramadan, 2008). However, engineering faculty have recognized and acknowledged theneed to implement problem-based pedagogies earlier in the program (Lima, Carvalho, Flores, &van Hattum-Janssen, 2007) to provide early opportunities to develop and integrate technicalskills, process skills (e.g., problem solving skills, communication and team work skills)(Simcock, Shi, & Thorn, 2008; Town & McGill, 2008), to demonstrate linkages

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit, Leuven; Jos Vander Sloten, Katholieke Universiteit, Leuven

Tagged Divisions

Educational Research and Methods

christel.heylen@mirw.kuleuven.be 2 Jos Vander Sloten, Faculty of Engineering, Division of Biomechanics and Engineering Design, K.U.Leuven, Belgium Technical communication and technical writing are important skills for the daily work- life of every engineer. In the first year engineering program at KU Leuven, a technical writing program is implemented within the project based course ‘Problem Solving and Engineering Design’. The program consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition a peer review assignment, together with an interactive lecture using clicking devices, are incorporated within the assignments of the

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

an Associate Professor of engineering education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communi- cation in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses nationwide, and is Co-PI on several NSF grants to explore design education. Her work includes studies on the teaching and learning of communication in capstone courses, the effects of curriculum on design cognition, the effects of differing design pedagogies on retention and motivation, and the dynamics of cross

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, University of Colorado; Alyssa Nicole Berg, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

, Boulder Daria Kotys-Schwartz is the Faculty Director for the Mesa State College-University of Colorado Mechan- ical Engineering Partnership program and an instructor in the Department of Mechanical Engineering at the University of Colorado, Boulder. She received B.S. and M..S degrees in mechanical engineering from the Ohio State University and a Ph.D. in mechanical rngineering from the University of Colorado, Boul- der. Kotys-Schwartz has focused her research in engineering epistemology, engineering student learning, retention, and diversity. She is currently investigating the use of oral discourse method for conceptual development in engineering, the impact of a four-year hands-on design curriculum in engineering, the

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ji Hyun Yu, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

valuesof engineering), the ways engineers see themselves, and the ways they perceive their roles asengineers. Further testing of the instrument in engineering student population is needed todevelop the final version of instrument.IntroductionAs a discipline evolves and matures from a rough, ambiguous territory toward an arena ofsystematic, reasoned inquiry, central intellectual issues come into focus. The discipline ofengineering education now faces such a time, as scholars, researchers, and practitioners aredevoting attention to creating categories for engineering education practices and engineeringeducation research, articulating methods and processes1. The Research Agenda for EngineeringEducation suggests that the area of engineering

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Wade H. Goodridge, Utah State University; Scott David Greenhalgh, University of Northern Iowa; Oenardi Lawanto, Utah State University; Gary A. Stewardson, Utah State University

Tagged Divisions

Educational Research and Methods

Oenardi Lawanto is an Assistant Professor of the Department of Engineering Education at Utah State University. Lawanto holds B.S. and M.S. degrees in electrical engineering and a Ph.D. in human resource education. His research interests include areas in cognition, learning, instructions, engineering design, and e-learning. Currently, he is working on two research projects that investigate students’ cognitive and metacognitive activities while learning engineering. Both projects are funded by the National Science Foundation (NSF).Dr. Gary A. Stewardson, Utah State University Gary Stewardson is an Associate Professor in technology and engineering education at Utah State Uni- versity. His curriculum and research interests

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

AC 2012-4182: STUDENT RESPONSES TO CHALLENGE-BASED ENGI-NEERING CURRICULADr. Leema Kuhn Berland, University of Texas, Austin Leema Berland is an Assistant Professor of science education at the University of Texas, Austin. She earned a Ph.D. in the learning sciences from Northwestern University in 2008 and was a Doctoral Fellow with the NSF funded Center for Curriculum Materials in Science (2003-2008). Berland is broadly inter- ested in facilitating and studying students as they engage in complex communication practices. She is currently focused on exploring the dynamics of how and why students are able (or unable) to productively communicate in engineering classrooms, in the context of UTeachEngineering high school

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

ModuleAbstractThis paper describes the implementation of a case study module in the area of ABET StudentOutcome 3j: knowledge of contemporary issues. The module consists of a short (30-40 minute)in-class presentation and student group discussion on a single prepared case study, which is thenfollowed by an untimed online quiz component featuring open-ended short answer questionsabout both the specific case study and to gauge broader student awareness of contemporaryissues. Data is presented in this study from administering this module in 2010/2011 at a smallSouthwestern university where there had been identified deficiencies in student performance in3j. The same module was employed there in courses at every level of the curriculum (freshman,sophomore, junior

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; Cynthia Finelli, University of Michigan; Ameen Basim Al-Khafaji, College of Engineering at the University of Michigan; Martha Jane Neubauer, College of Engineering at the University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2012-3208: STUDENT PERSPECTIVES OF FACULTY CLASSROOMPRACTICESDr. Shanna R. Daly, University of Michigan Shanna R. Daly is an Assistant Research Scientist at the University of Michigan in engineering edu- cation, earning her doctorate from Purdue University’s Engineering Education program in 2008. Her research focuses on the investigation and application of complex professional skills, specifically de- sign ideation, innovation practices, and creative processes within engineering, outside of engineering, and cross-disciplinarily. Her research includes an emphasis on the translation of research to practice in the form of pedagogy, curriculum development, and faculty support and programming in implementing

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

research interests include integrating creativity into the engineering curriculum, development in- struments to measure the engineering professional skills, and using qualitative data to enhance response process validity of tests and instruments.Dr. Thomas A. Litzinger, Pennsylvania State University, University Park Page 25.1062.1 c American Society for Engineering Education, 2012 Preparing the Engineer of 2020: Analysis of Alumni DataThe College of Engineering at the Pennsylvania State University aspires to educate engineers of2020: engineers who are innovative, ethical, and good

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

teaching”,which can be defined as the personal belief of teachers in their abilities to positively affectstudents’ educational attainments4. For example, teachers’ self-efficacy in teaching mathematics,or the lack thereof, significantly impacts students’ attainment in mathematics5. Thus, aninstrument to measure teacher self-efficacy towards teaching is context and domain-specific4. Inorder to adequately address needs of teachers and to evaluate the success of teacher professionaldevelopment programs for K-12 Engineering, an instrument for teaching engineering self-efficacy needs to be developed and rigorously tested.Theoretical FrameworkSelf-efficacy is one’s personal belief about his or her capability to take an action toward anattainment6. Since

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Carnegie Mellon University; Lisa R. Lattuca, University of Michigan; Dan Merson, Pennsylvania State University; Patrick T. Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

engineers who are environmentallysensitive, the “caring” aspect of environmental learning is increasing in importance [25]. Tochange engineering students’ mindsets from technologically-oriented to contextually approaches,Kastenberg et al. suggest that engineering students need to possess the goals of embodying thevalues of a new integrated culture of engineering, as well as enhancing self-awareness ofcontemporary issues [20]. Manion also suggested that engineering faculty members need notonly to increase students’ contextual awareness but also to complement this awareness byassisting them to transform their attitudes, values, and philosophies to match the engineer of the21st century [26]. Developing the students’ attitude of having an open mind to

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

AC 2012-4295: HOW AWARD WINNING COURSEWARE IS IMPACTINGENGINEERING EDUCATIONDr. Flora P. McMartin, Broad-based Knowledge, LLC Flora P. McMartin is the Founder of Broad-based Knowledge, LLC (BbK) , a consulting firm focused on assisting educators in their evaluation of the use and deployment of technology assisted teaching and learning. Throughout her career, she as served as an External Evaluator for a number of CCLI/TUES and NSDL-funded projects associated with community building, peer review of learning materials, faculty development, and dissemination of educational innovation. She is PI for the project ”Where have We Come From and Where are We Going? Learning Lessons and Practices from the Projects of the NDSL

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; Kirstin Collette Busch, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

organize our discussion of the criteria that students apply to their decision making around the3 focal fields: engineering, science, and mathematics. We conclude by examining whether andhow participant decision-making exhibits ways of thinking that are common across these threedomains.Engineering CommitmentsBecause the lessons observed were a part of an engineering design curriculum, it is not surprisingthat engineering commitments were used the most often in the participants’ work. In particular,three of the common engineering commitments emerged as most relevant and useful for theseparticipants: attention to design requirements and constraints; attention to user needs; anddeveloping a practical solution. We saw little evidence of the remaining