Displaying results 1 - 30 of 49 in total
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Yaqub Alam Mahsud, Harvey Mudd College; Alexandra Loumidis, Harvey Mudd College; Kobe Mia Rico; An Nguyen, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College
- Tagged Divisions
- Educational Research and Methods
at Harvey Mudd College. His research interests include experi- ential and hands-on learning, and integrating mechanical, chemical and quantum devices into circuits and communication links. American c Society for Engineering Education, 2021 Engineering Identity, Slackers and Goal Orientation in Team Engineering ProjectsAbstract -- This research paper will describe the results from a qualitative investigation oflong-running, team-based engineering projects at a small liberal arts college. Long-running,team-based engineering projects are projects in which groups of students perform an engineeringtask over three or more weeks
- Conference Session
- Research Methods and Studies on Engineering Education Research
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Javeed Kittur, Arizona State University; George K. Karway, Arizona State University; Mohammad Zaid Alrajhi, Arizona State University; King Saud University; Brian Carl Nelson, Arizona State University; Seungki Shin, Seoul National University of Education
- Tagged Divisions
- Educational Research and Methods
, andcultures.Qualitative research method was used to understand the approaches used to incorporate the fivediscourses of design thinking when designing a new curriculum or improvising an existing one. Tounderstand from the experiences of individuals with expertise in curriculum design and to get moreinsights on the research question, ‘How can the elements of design thinking be integrated into thecurriculum to provide appropriate skills that support interdisciplinary and integrative efforts to meetthe needs of 21st-century life?’, three semi-structured interviews were conducted using an onlineplatform. Each interview lasted between 45 to 60 minutes. The interviews were recorded,transcribed, and coded and used in the analysis. The deductive coding approach was used
- Conference Session
- Studies of Shifting In-person Courses to Online and Students' Online Behavior
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Zhilin Zhang, University of Illinois at Urbana-Champaign; Bhavya Bhavya, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; Yun Huang, University of Illinois at Urbana-Champaign
- Tagged Divisions
- Educational Research and Methods
Paper ID #33775How Students Search Video Captions to Learn: An Analysis of Search Termsand Behavioral Timing DataMr. Zhilin Zhang, University of Illinois at Urbana-Champaign Zhilin Zhang is a 5-year BS-MS student in Computer Science at the University of Illinois at Urbana- Champaign (UIUC), co-advised by Professor Lawrence Angrave and Professor Karrie Karahalios. His research interests are in Human-Computer Interaction and Learning Sciences. He studies, designs, and builds intelligent systems to support scalable and accessible teaching and learning through a computa- tional lens.Ms. Bhavya Bhavya, University of Illinois at
- Conference Session
- Studies of Student Teams and Student Interactions
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Taylor Tucker, University of Illinois at Urbana - Champaign; LuEttaMae Lawrence, Carnegie Mellon University; Emma Mercier
- Tagged Divisions
- Educational Research and Methods
. To do this work, she integrates methods from de- sign, human-computer interaction, and education to understand how collaborative discourse and learning occur.Dr. Emma Mercier Emma Mercier is an associate professor in Curriculum and Instruction at the University of Illinois Urbana- Champaign. Her work focuses on collaborative learning in classrooms, and in particular, the use of technology for teachers and students during collaborative learning. Most recently Mercier’s projects have focused on collaborative learning in required undergraduate engineering courses. American c Society for Engineering Education, 2021 WIP: Investigating the
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University
- Tagged Divisions
- Educational Research and Methods
Paper ID #34551Conceptualizing Faculty Adaptability in Enacting Curricular ChangeHadi Ali, Arizona State University Hadi studies the influence of the future of work on curricular innovation, with a focus on exploring the relationships between and among adaptability, risk taking and value making. In an effort to characterize engineering education as an (eco)system for creating value, Hadi’s approach integrates analytical methods of data science to address changes in systems and society. More broadly, Hadi is interested in examining how engineering innovations mobilize social and economic change. Hadi has graduate degrees
- Conference Session
- Medley of Undergraduate Programming and Pedagogies
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
, which could be because there was a diverse range of graduating years, and thisaspect of the curriculum has changed over time. Similar to instructors, a few recent alumnimentioned the Engineering & Society course as an effective learning experience to learn aboutthese concepts. They also mentioned that this implicit structure is integrated within the designcourses.Some of the noteworthy suggestions included teaching ethics as “grappling with the ambiguity ofit” rather than as a checklist to memorize; provide real life examples and guest seminars on thetopic; and presenting ethics as fundamental topic taught by experts. For example, an alumnusworking in the AI field suggested the following: “I think an ethics course that suggests thatethics
- Conference Session
- Efforts to Understand and Support Students' Socioemotional Factors
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Saira Anwar, University of Florida; Ahmed Ashraf Butt, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette
- Tagged Divisions
- Educational Research and Methods
years at the University of Lahore, Pakistan. Additionally, he has been associated with the software industry in various capacities, from developer to consultant.Dr. Muhsin Menekse, Purdue University, West Lafayette Muhsin Menekse is an Assistant Professor at Purdue University with a joint appointment in the School of Engineering Education and the Department of Curriculum and Instruction. Dr. Menekse’s primary research focus is on exploring K-16 students’ engagement and learning of engineering and science con- cepts by creating innovative instructional resources and conducting interdisciplinary quasi-experimental research studies in and out of classroom environments. Dr. Menekse is the recipient of the 2014 William
- Conference Session
- The Role of Peers in Promoting Learning and Persistence
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Aparajita Jaiswal, Purdue University, West Lafayette; Joseph A. Lyon, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Ellen Gundlach, Purdue University, West Lafayette; Mark Daniel Ward, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Experiences in a Residential Learning Community: A Situated Learning PerspectiveAbstractA residential learning community (RLC) is an integration of academic and social settings thatassists learners to create meaningful learning experiences. An RLC allows students with similarinterests to live and learn together. Living in an RLC improves retention by helping studentsdevelop a sense of belonging and disciplinary identity. As such, RLCs can be a solution to studentattrition and low graduation rates among college students, which is negatively impacting economicgrowth across the United States. Developing effective RLCs involves providing authentic contextsto learners allowing them to socialize with mentors and peers while engaging in
- Conference Session
- Innovative Pedagogies Afforded Through Technology and Remote Learning
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
them to drop out of college? Extensive research thereforeis still being conducted to determine how people learn [1], [2]. The importance of engagementhas been identified as key to retention, learning, and the development of self-regulated learners[3] – [9]. Interest as an affective state representing students’ experience of learning has beenproposed to be the result of integration of the three dimensions of engagement which arebehavioral, cognitive and affective engagement [10], [11].The effect of engagement in meaningful academic activities on retention of first year students [5]showed statistically significant impacts on GPA and persistence. It was also noted aproportionally higher positive impact of educationally engaging activities on
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Allison Van Beek, University of Toronto; Susan McCahan, University of Toronto
- Tagged Divisions
- Educational Research and Methods
behaviors in K-12 science teachingusing discourse analysis. This protocol focuses on the instructor, including tracking questionsand responses, transitions from one activity to another, physical movement and the set up of theclassroom space, which is appealing. However, there is no provision for the coding of tool use inthis protocol [31]. Subsequently, the Classroom Observation Protocol for Engineering Design(COPED) was designed to evaluate engineering design curriculum integration in K-12classrooms [32]. The authors focus their protocol on emphasizing engineering design processesand habits of mind. The COPED is an incremental protocol designed to observe one aspect ofengineering education in K-12 classes. Wheeler [32] states that other protocols
- Conference Session
- Medley of Undergraduate Programming and Pedagogies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
integrated STEM curriculum development as part of an NSF STEM+C grant as a Postdoctoral Research Assistant through INSPIRE in the School of Engineering Education at Purdue University Her current research interests focus on early P-12 engineering education and identity development.Jacqueline Gartner Ph.D., Campbell University Jacqueline Burgher Gartner is an Assistant Professor at Campbell University in the School of Engineering, which offers a broad BS in engineering with concentrations in chemical and mechanical.Dr. Michele Miller, Campbell University Dr. Michele Miller is a Professor and Associate Dean at Campbell University. Prior to joining Campbell in 2017, she was a professor of mechanical engineering at Michigan Tech
- Conference Session
- Motivation, Goal Orientation, Identity, and Career Aspirations
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo
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- Diversity
- Tagged Divisions
- Educational Research and Methods
AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing
- Conference Session
- Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
education. Opportunities to participate inargumentation and its analysis could become an essential component of learning and masteringthe engineering design process. Moreover, integrating argumentation into engineering degreeprograms has clear advantages for producing desired student outcomes, such as the ability todesign a system with respect to relevant constraints and criteria. These assertions are explored indetail below.Future ResearchAs stated, there is currently little research around arguments and argumentation in engineeringspaces; our systematic review identified only 11 peer-reviewed articles that use a clearly definedframework to assess products of engineering-based argumentation. Those that exist put forth, orborrow from, frameworks
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University
- Tagged Divisions
- Educational Research and Methods
Paper ID #32823Exploring Engineering Faculty’s Use of Active-learning Strategies inTheir TeachingDr. Aliye Karabulut-Ilgu, Iowa State University Dr. Aliye Karabulut-Ilgu is an assistant teaching professor in the Department of Civil, Construction, and Environmental Engineering at Iowa State University. Her background is in Curriculum and Instruction, and her research interests include online learning, hybrid learning, and technology integration in higher education.Dana AlZoubi, Iowa State University Dana AlZoubi is a PhD candidate, majoring in Educational technology and co-majoring in Human- Computer Interaction at
- Conference Session
- Academic Success and Retention
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
courses'competitive nature.Engagement is one of the main factors that can be used to predict academic success. An engagedstudent is more likely to have short-term goals such as an intention to participate in an internshipprogram or long-term goals such as intentions to pursue graduate studies or move into the technicalworkforce. Tutoring sessions, field trips, and research projects have been introduced to theundergraduate engineering student's curriculum ostensibly to increase engagement. Peerdiscussions in undergraduate courses have helped develop the personal and social skills to thrivein an engineering major. Peer discussions seem to enhance student learning compared with coursesthat do not allow peer discussions [2]. Capstone projects serve as a great
- Conference Session
- Tools to Enhance Student Learning of Undergraduate Engineering Content
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology
- Tagged Divisions
- Educational Research and Methods
. and Ph.D in Chemical Engineering from the University of Connecticut.Dr. Guillermo D. Ibarrola Recalde, Stevens Institute of Technology Dr. Ibarrola Recalde (he/him) is a Postdoctoral Research Associate at Stevens Institute of Technology. He earned a Ph.D. in STEM Education and Learning Technologies from Drexel University, and both an M.A. in Chemistry and a B.A. Interdisciplinary Studies, with concentrations in Biology and Chemistry, from Queens College of the City University of New York. His research focuses on the integration, implemen- tation, and evaluation of active learning pedagogies and learning technologies in Science and Engineering classrooms, as well as the creation of formal and informal learning
- Conference Session
- Innovative Pedagogies Afforded Through Technology and Remote Learning
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University
- Tagged Divisions
- Educational Research and Methods
Paper ID #32917Serious Games in Engineering: The Current State, Trends, and FutureJaveed Kittur, Arizona State University, Polytechnic campus Javeed Kittur is currently a doctoral student (Engineering Education Systems and Design) at Arizona State University, USA. He received a Bachelor’s degree in Electrical and Electronics Engineering and a Master’s degree in Power Systems from India in 2011 and 2014 respectively. He has worked with Tata Consultancy Services as Assistant Systems Engineer from 2011-2012, India. He has worked as an Assistant Professor (2014 to 2018) in the department of Electrical and Electronics
- Conference Session
- Student Engagement, Socioemotional Needs, and Social Support During Pandemic
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Deb Jordan, Colorado School of Mines; Ariana C. Vasquez, Colorado School of Mines
- Tagged Divisions
- Educational Research and Methods
company and as founding Director of the Center for Integrating Research & Learning (CIRL) at the National High Magnetic Field Laboratory, Florida State University. Under Dr. Spiegel’s leadership, the CIRL matured into a thriving Center recognized as one of the leading National Science Foundation Laboratories for activities to promote science, mathematics, and technology (STEM) education. While at Florida State University, Dr. Spiegel also directed an award winning teacher enhancement program for middle grades science teachers, entitled Science For Early Adolescence Teachers (Science FEAT). His extensive background in science education includes experiences as both a middle school and high school science teacher
- Conference Session
- Efforts to Understand and Support Students' Socioemotional Factors
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
stress and negatively correlated with elements of department inclusion.Low perceived inclusion or lack of belonging, has been an identified issue for engineeringstudents, particularly affecting their retention and success [11]–[13].Recent critiques to the engineering and engineering education research culture have highlightedthe need to question: “for whom are we making engineering hard?” (p. 259); arguing that therhetoric of meritocracy within a mentally and physically taxing engineering culture in whichonly the “fittest” succeed results in the exclusion of talent based on characteristics such as race,class, and disability [14]. Some elements of the engineering culture are now being exploredunder the concept of hidden curriculum, which are
- Conference Session
- Medley of Undergraduate Programming and Pedagogies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Calvin Sophistus King, MCET; Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership
- Tagged Divisions
- Educational Research and Methods
] advocates that apart from the many benefits thestage gate process provides, it ensures that the new product or service offer unique and newbenefits to the customer that are superior in value.This work proposes integration of ADDIE and stage gate for programs and courses in anoutcome-based education environment. Rigor of execution of each stage is focused uponusing activities. The quality of reviews between stages is ensured using the criteria.Checklists and rubrics are developed and used in the decision-making process.3. Integration of stage gate process with ADDIEA team of identified faculty members working in the area of curriculum design were given anorientation on the stage gate methodology practiced in the new product development used
- Conference Session
- Tools to Enhance Student Learning of Undergraduate Engineering Content
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Paniz Khanmohammadi Hazaveh, Michigan Technological University; Linda Wanless, Michigan Technological University
- Tagged Divisions
- Educational Research and Methods
Technology courses with an emphasis in Manu- facturing and Manufacturing processes. She is currently an Educational Technologist in the Teaching and Learning Center at Michigan Technological University where she supports faculty development needs. Her current area of research interest is emerging learning environments. American c Society for Engineering Education, 2021 Impact of Exercising Online Worksheets versus In-Class Printed Worksheets on Students’ Learning Outcome and Content MasteryAbstractDeveloping problem solving skills and engaging students in critical thinking are essential partsof engineering/ engineering
- Conference Session
- Research on Diversity, Equity, and Inclusion
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette
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- Diversity
- Tagged Divisions
- Educational Research and Methods
in Mechanical Engineering in Canada.Dr. Yukiko Maeda, Purdue University, West Lafayette Yukiko Maeda is an associate professor of Educational Psychology in the area of research methodology in the Department of Educational Studies. She has expertise in educational measurement and statistics including the application of multilevel modeling in educational research.Dr. Matthew W. Ohland, Purdue University, West Lafayette Matthew W. Ohland is Associate Head and the Dale and Suzi Gallagher of Professor of Engineering Edu- cation at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students
- Conference Session
- Teaching In and Through Design, Maker Spaces, and Open-ended Problems
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
frame and address problems. It isbecoming increasingly apparent that more substantive frameworks that challenge engineeringeducators to holistically integrate these concerns into curricula are necessary. Suchframeworks can help engineering educators move beyond simply modifying one or twocourses to think more systematically about how various aspects of such content can beinfused throughout the undergraduate curriculum and beyond.This paper examines how students enrolled in a second-year, project-based, use-inspired designcourse recognized, used, and understood concepts and outcomes related to a new frameworkfocused on environmentally and socially responsible engineering called Engineering for OnePlanet (EOP) [2]. The intent is to leverage these
- Conference Session
- Faculty Perspectives of Active Learning, Inequity, and Curricular Change
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #34332Thinking as Argument: A Theoretical Framework for Studying how FacultyArrive at Their Deeply-held Beliefs About Inequity in EngineeringJeremy Grifski, Ohio State University Jeremy Grifski is a Graduate Research Associate in the department of Engineering Education at The Ohio State University. Previously, he completed an undergraduate degree in Computer Engineering at Case Western Reserve University and went on to work for General Electric Transportation as a part of their Edison Engineering Development Program. Recently, Jeremy completed a Master’s in Computer Science and Engineering under Dr. Atiq and is
- Conference Session
- Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jeremiah Pina, Smith College; Glenn W. Ellis, Smith College; Al Rudnitsky, Smith College; Rebecca Mazur, Collaborative for Educational Services; Beth McGinnis-Cavanaugh, Springfield Technical Community College; Isabel Huff, Springfield Technical Community College
- Tagged Divisions
- Educational Research and Methods
be reduced solely to the question of how much development, butrather the more challenging question of how much of what kind of development could beoccurring.Impetus for developing the assessment instrumentThis paper describes the process by which we developed an assessment instrument to measurestudents’ interpretive understanding of engineering design concepts as nascent indication ofdeveloping expertise in the middle school engineering education context. We had multipleinterrelated goals for this project. In part, we realized the need to create a new alternativeassessment as one of several means by which we might evaluate student learning outcomesrelated to a narratively-based engineering curriculum aligned to the Next Generation
- Conference Session
- Teaching In and Through Design, Maker Spaces, and Open-ended Problems
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
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- Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology
- Tagged Divisions
- Educational Research and Methods
for the future to see at what pointone becomes an expert in the design process.Next Steps and Future WorkFrom the research that has been complete, new questions were raised that need answers. Theteam would like to continue to look at education curriculum at [university] and see the designprocess from the eyes of a second- and third-year student to compare to that of the freshman andsenior to see at what points all the pieces of the design process come together. We would alsolike to look at the instructors/professors version of the design process to see how that affects theirstudents’ design processes.Faculty, as well, have (more developed) models for engineering design activity. In addition,textbooks can capture and reflect yet another set of
Assessing the Impact of Engineering Problem Typology on Students’ Initial Problem-solving Trajectory
- Conference Session
- Teaching In and Through Design, Maker Spaces, and Open-ended Problems
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo
- Tagged Divisions
- Educational Research and Methods
metacognitive framework for monitoringand regulating their discussion and reflection afterward [31]. The observed changes from pre topost within the three data sources explored in this study supports our contention that problemtypology can provide an instructional scaffold to facilitate ill-structured problem solvingexperiences. We see two implications for concurrent implementation and further research. First, itmight provide a consistent instructional reference across the curriculum that may help to overcomecurricular integration issues [17]. Consider three possibilities: 1) To initiate students into thinking about different types of problems, we envision implementation of different types of problems, at varying levels of difficulty, for
- Conference Session
- Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto
- Tagged Divisions
- Educational Research and Methods
c Society for Engineering Education, 2021 Design of CAIR Assessment Monitoring DisplayAbstractThis work in progress (WIP) paper describes the conceptual design of an informationvisualization display. Earlier the authors proposed a 6-item coding scheme for the evaluation ofengineering problem-solving skills. The coding scheme is called CAIR which stands forConstructive Alignment Integrated Rating system. CAIR can offer insight into the abstractionsand depth of errors present in the solution to any closed-ended engineering problem. However,on its own, CAIR cannot communicate the grading styles of teaching assistants or problem-solving abilities of students in aggregate for a test, course, courses, and so on. The
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University; Israd Hakim Jaafar, Utah Valley University
- Tagged Divisions
- Educational Research and Methods
writing was the motivation for such an action. A programwas initiated to support English programs at K-12 levels in the state, but not at higher educationinstitutions. An engineering Initiative program was also established by the state to aid andstrengthen STEM programs in schools and colleges. Therefore, in 2017 UVU decided toestablish an internal task force to investigate the reading and writing across the curriculum issue.A Writing-Enriched (WE) Committee was formed to examine various methods to implement acommunication requirement for all programs across campus. After one year of brain storming, itwas decided to ask each program to develop and designate two Writing-Enriched (WE) courses.The form of writing and communication exercises were
- Conference Session
- Undergraduate Students' Professional Skills and Reflection
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton
- Tagged Divisions
- Educational Research and Methods
ExpectationsAbstractThis work-in-progress paper presents an ongoing evidence-based practice implementingintegrative professional communication activities derived from an investigation of professionalcommunication expectations of industry co-curricular partners. Contemporary pedagogicalapproaches, such as problem-based learning and entrepreneurially minded learning, have as acentral focus the desire to expose students to authentic experiences which integrate technicalknowledge with workplace skills connected to professionalism, communication, collaboration,and leadership. This approach can conflict with traditional engineering curricula where theinstruction of technical skills are frequently separated or deemed more important than “softskills” instruction in