Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

practice related to this particular theme, using the notion of communitiesof practice34, 35, 36 as an interpretive framework, with further recommendations based on the fulldata set to be discussed elsewhere.Research Design and MethodologyThis study was guided by the following research questions:  What can we identify as best practices in mentoring and supervising URM students as they conduct engineering research?  How is the effectiveness of these practices perceived by URM populations?  To what extent are these best practices in research mentoring congruent with commonly accepted guidelines for undergraduate and graduate students from majority groups?In order to address these questions, quantitative and qualitative data

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

), andcommunicating research findings (Storytelling).Discussion & Implications for Design EducationThe most notable finding is the similarity between the students post-survey and the practicing Page 22.1563.11engineers, indicating that our engineering students are graduating with a professional view ofengineering design and the design process. However, there were some interesting differences in a  few aspects of the students’ perspectives on design. Practicing engineers’ particular conceptionof design is not necessarily the “correct” conception of design to which engineering studentsneed to conform. The wide variety of problems

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

seniors wereconsidering both work and graduate school inside and outside of engineering, indicating that onein four seniors were unsure whether an engineering or non-engineering path would be the best fitfor them6. Actual engineering graduate school enrollment is the most valid measure of graduateschool attendance because graduate school plans might be different from the actual post-graduateoutcomes. Still, understanding the factors that influence college students’ career or graduateschool plans upon graduation is an important focus for research because such plans are typicallyamong the best predictors of actual choice of professions or graduate school enrollment 7 8 9 10.Given one finding from a qualitative study that engineering students

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

. 0.743 9. Understand the impact of your engineering design/solution in a societal and global context. 0.769 10. Design an experiment. 0.797 11. Analyze and interpret data. 0.797 12. Identify potential ethical issues and dilemmas of a project. 0.737 13. Apply techniques, skills, and modern engineering tools in practice. 0.747 14. Conduct (or simulate) an experiment. 0.806 15. Recognize the need for life-long learning

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

University of Maryland University College. She is a graduate of the Ph.D. program in Educational Leadership and Policy Studies at Virginia Tech.Shreya Kothaneth, Virginia Tech Shreya Kothaneth is a doctoral candidate in the Department of Industrial and Systems Engineering, Vir- ginia Tech. She is also the lead of the College of Engineering’s Instructional Technology Team. Her research interests include diffusion of technology, usability, and cultural ergonomics.Glenda R. Scales, Virginia Tech Dr. Glenda R. Scales serves as both Associate Dean for International Programs and Information Tech- nology and Director of the Commonwealth Graduate Engineering Program (CGEP) in the College of Engineering at Virginia Tech. As

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

design firmssuch as IDEO are also advocating human-centered design processes. According to Tim Brown,CEO and president of IDEO, in order for engineering graduates to make an impact in the globalworkforce, they must develop “design thinking”. Brown5 defines “design thinking” as: a methodology that imbues the full spectrum of innovation activities with a human- centered design ethos. By this I mean that innovation is powered by a thorough understanding, through direct observation, of what people want and need in their lives and what they like or dislike about the way particular products are made, packaged, marketed, sold, and supported. (p. 86)Similarly, Dorst6 argues that: Traditional design firms have

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University; Qiong Zhang, University of South Florida; James R. Mihelcic, University of South Florida; Julie Zimmerman, Yale University; Nina J. Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

present this research with humility to the greater community with theawareness that it only provides limited, perhaps distorted insight into what we need tounderstand about our students’ development. Our intent in presenting it at this early stage ofdevelopment is to foster a deeper reflection on our role as educators in the process of preparingengineering graduates for the complex world in which they will practice.Background: Other instruments and their relevance to designing for sustainabilityOthers have published their efforts to measure competence for sustainability. For example,Lourdel et al. have developed a method of having students create mind maps of the terms theyassociate with the concept of sustainable development [13]. To assess the

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Preparingthe Engineer of 2020 (P2P) projects. The research design, data sources, and analytical methods aredescribed in the following sections for each study.Prototyping the Engineer of 2020: Conditions and Processes of Effective Education (P360)The research team for P360 used a nationally representative dataset developed for the EC2000study14, which assessed the impact of ABET’s outcomes-based EC2000 accreditation criteria, toempirically select six case study sites. Using the data from the EC2000 study, the research teamidentified institutions in which graduates reported a high level of ability in design skills,contextual competence, and interdiscipliary competence. In consultation with a NationalAdvisory Board, the team identified five institutions

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

,reliabilities and concurrent construct validity. To examine concurrent construct validity, weexamined how our new survey is related to teacher motivation measure, an empirically validatedmeasure.Results from an initial administration of the survey, and their impact on designing the TATraining program at OSU were presented in a prior publication [6]. An implication for the TAtraining program development from the current results is also provided in the Discussion section.The rest of the paper is organized as follows. The next section, Background and Rationale,provides justification for TA training, insights from previous research on training GTAs, andcommon problems faced by GTAs. The Method section provides details on the surveyparticipants, the

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, " Science and Engineering Indicators, 2008", 2008.[34] Kupek, E.," Beyond logistic regression: structural equation modelling for binary variables and its application to investigating unobserved confounders", BMC Medical Research Methodology Vol. 6, No. 13, 2006.[35] Frees, E.W., Longitudinal and panel data : analysis and applications in the social sciences, Cambridge, UK ; New York: Cambridge University Press, 2004.[36] Ohland, M.W., A.G. Yuhasz, and B.L. Sill," Identifying and removing a calculus prerequisite as a bottleneck in clemson's general engineering curriculum", Journal of Engineering Education Vol. 93, No. Compendex, 2004, pp. 253-257.[37] Budny, D., G. Bjedov, and W. LeBold, "Assessment of the impact

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

teachingengineering design. The results also seem to indicate that these teaching qualities take severalyears to develop through the STOMP model. Complementary experiences, such as professionaldevelopment workshops, that are coupled with STOMP may accelerate these positive results.Further studies that investigate how to best prepare teachers for teaching engineering content inthe classroom will be an important accompaniment to this one. Further study of STOMP and itsimpact on student learning is also important for a more complete understanding of the program.Longitudinal data on STOMP and how individual teachers change over the course of theirenrollment in the program will also give a better idea of how the program impacts teachers.Bibliography1. Head, E

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Bluman, U.S. Military Academy; Kathryn Purchase, U.S. Military Academy; Christopher Thomas Duling, U.S. Military Academy, West Point, Department of Civil and Mechanical Engineering

Tagged Divisions

Educational Research and Methods

as an officer and Army Aviator. He is a graduate of Michigan State University (BS in Mechanical Engineering) and The Pennsylvania State University (MS in Aerospace Engineering). Major Duling’s research interests are in swashplateless and conventional helicopter rotor dynamics, rotorcraft stability and control, and evolutionary optimization. Page 22.415.1 c American Society for Engineering Education, 2011 Daily Review Quizzes – a Hindrance or a Help?AbstractThis paper reports on a study of the costs and benefits of conducting frequent in-class reviewquizzes in undergraduate

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

types of student behaviors in the classroom thatmay serve as indicators of what lifelong learning looks like after college. With access to suchinformation, engineering educational practices can be more explicitly designed to fosterdevelopment of the range of behavioral and affective learning outcomes necessary for a dispositiontoward lifelong learning.We are in the midst of a study investigating how instructor choices affect a range of studentoutcomes related to their development as lifelong learners. This study examines a variety ofundergraduate engineering courses at four different institutions throughout the U.S. We chose thetheoretical basis of self-regulated learning (SRL) 8 as a platform for the linkage between thebehavioral and affective

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, University of Miami; Ann F. McKenna, Arizona State University, Polytechnic campus; Russell Pimmel, National Science Foundation

Tagged Divisions

Educational Research and Methods

AC 2011-2439: ANALYZING THE TRANSFORMATIVE NATURE OF EN-GINEERING EDUCATION PROPOSALSStephanie M Gillespie, University of Miami Stephanie Gillespie is currently an undergraduate student at the University of Miami in Coral Gables, Florida studying electrical engineering with a concentration in audio. Expected to graduate in May 2012, her career goals include to obtain her Ph.D and teach engineering at the collegiate level. Her research interests include engineering education as well as signal processing for audio applications. In addition to her academic pursuits, Stephanie is currently president of the student chapter of the Society of Women Engineers at the University of Miami. Her research for this paper was

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Hoffmann, Purdue University, West Lafayette; Alice L. Pawley, Purdue University; Ranjani L. Rao, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

meaningswith engineering, and how educational experiences may need to be designed and assessed toaddress the complete (and varying) meaning(s) of the concept.In this paper, we present portions of a larger research project motivated in part by the researchquestion: What is the set of concepts, ideas, approaches, tools, methods, and philosophies that could be included as the “necessary knowledge of sustainability” for all engineering students?Our approaches to answering the research question include three parts: (1) an in-depth collectionand analysis of published descriptions of sustainable engineering in practice, in research, and ineducational innovation; (2) a set of interviews conducted with undergraduate students at

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

(PPP) engineering study, the results of which are in the report Educating Engineers: Designing for the Future of the Field. In addition, she is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design-related classes at Stanford University, she conducts research on weld and solder-connect fatigue and impact failures, fracture mechanics, and applied finite element analysis. In 2003 Dr. Sheppard was named co-principal investigator on a National Science Foundation (NSF) grant to form the Center for the Advancement of Engineering Education (CAEE), along with faculty at the University of Washington, Colorado School of Mines, and Howard University.Ozgur Eris

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the analysis of this project’s data, to be described below, we have drawnheavily on the “epistemic frame elements” introduced by the Epistemic Games research group(epistemicgames.org). This group develops then researches games designed to help school-agedchildren learn to “think like a professional,” developing games for engineering, urban planning,and journalism. The epistemic frame helps researchers think through what “thinking like aprofessional” actually means in the context of people’s speech and actions. Shaffer andcolleagues19 argue (p. 4): The epistemic frame hypothesis suggests that any community of practice has a culture [...] and that culture has a grammar, a structure composed of: • Skills: the things that people within the

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

an Assistant Professor of Engineering Education and is the Co-Director of As- sessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. Dr. Cardella earned a B.Sc. in Mathematics from the University of Puget Sound and an M.S. and Ph.D. in Industrial Engineering at the University of Washington. At the University of Washington she worked with the Center for Engineering Learning and Teaching (CELT) and the LIFE Center (Learning in Informal and Formal Environments). She was a CASEE Postdoctoral Engineering Education Researcher at the Center for Design Research at Stanford before beginning her appointment at Purdue. Her research interests include: learning in

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah S. Stohlmann, University of Minnesota; Tamara J. Moore, University of Minnesota, Twin Cities; Young Rae Kim, University of Minnesota, Twin Cities; Mi Sun Park, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota

Tagged Divisions

Educational Research and Methods

important to ensure an adequate amount of STEM graduates. Mathematics and scienceclasses that do not focus on applications can lead to decreased motivation and interest forstudents.Model-Eliciting Activities (MEAs) are being used increasingly in K-16 level classes for studentsto focus on applications of math and science in an engineering structure. MEAs are engineeringbased, interdisciplinary problems set in a realistic context with a client. MEAs allow students towork through a form of the engineering design process that is the hallmark of understandingengineering.2 To be used effectively and to maximize the impact that they have on students, toolsthat can be used for instruction and assessment with MEAs are needed. Cognitive Task Analysis(CTA) is

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

institutions. Because interdisciplinary skills are sought by the engineering workforce, thefederal government, and members of industry, these results will be of interest to faculty andadministrators in engineering programs who seek to produce innovative, broad-thinking students.As graduates are asked to solve problems that transcend the boundaries of social, economic,political, environmental, and other realms, research such as this is a first step in furtheringknowledge of how to best prepare students for the world in which they will live and work.References1 Klein, J. T. (2010).Creating Interdisciplinary Campus Cultures: A Model for Strength and Sustainability. San Francisco: Jossey-Bass.2 US Department of Education (2006). A test

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of Assess- ment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue Uni- versity. Purzer has received her M.A. and Ph.D. degrees in Science Education at Arizona State University. She has a B.S. degree in Physics Education and a B.S.E. in Engineering. She has journal publications on instrument development, teacher professional development, and K-12 engineering education. Her creative research focuses on design problem-solving, collaborative learning, and assessment research.Michael Fosmire, Purdue University Libraries, West LafayetteMonica E Cardella, Purdue University, West Lafayette Monica E. Cardella is an Assistant Professor of Engineering Education and is the Co-Director of As

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

University. She led the Institute for Scholarship on Engineering Education (ISEE) as part of the Center for the Ad- vancement of Engineering Education (CAEE). Dr. Adams received her PhD in Education, Leadership and Policy Studies from the University of Washington, an MS in Materials Science and Engineering from the University of Washington, and a BS in Mechanical Engineering from California Polytechnic State University, San Luis Obispo. Dr. Adams’ research is concentrated in four interconnecting areas: cross- disciplinary thinking, acting, and being; design cognition and learning; views on the nature of engineering knowledge; and theories of change in linking engineering education research and practice.Junaid A. Siddiqui

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

. Page 22.69.4These research examples all point to the idea of future engineers. Engineering students haveidentities today, but how these identities impact their future career choices is important tounderstand. Davis, Beyerlein and Davis12 provide an engineering profile to serve as a guide forwhat an engineering student should be when they graduate. The profile was created throughmultiple focus groups that were based on ABET criteria, professional engineering societyopinions on what ethical engineers should be, opinions from industry, and defined competenciesfor a public university.12 The profile is designed to direct outcomes of universities for faculty andemployers.12Finally, multiple research projects originating through a team at James

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

an Assistant Professor of Engineering Education and is the Co-Director of As- sessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. Dr. Cardella earned a B.Sc. in Mathematics from the University of Puget Sound and an M.S. and Ph.D. in Industrial Engineering at the University of Washington. At the University of Washington she worked with the Center for Engineering Learning and Teaching (CELT) and the LIFE Center (Learning in Informal and Formal Environments). She was a CASEE Postdoctoral Engineering Education Researcher at the Center for Design Research at Stanford before beginning her appointment at Purdue. Her research interests include: learning in

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2011-1375: OUTCOMES OF ENGAGING ENGINEERING UNDER-GRADUATES IN CO-CURRICULAR EXPERIENCESBrian A. Burt, University of Michigan Brian A. Burt is a doctoral student in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. He serves as a research assistant at the Center for Research on Learning and Teaching in Engineering. His broad research interests include understanding the doctoral student experience.Donald D. Carpenter, Lawrence Technological University Dr. Donald Carpenter is an Associate Professor of Civil Engineering and the Director of Assessment at Lawrence Technological University. Prior to being Director of Assessment, Dr. Carpenter was the Founding Director for

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Diane Carlson Jones, University of Washington; Joy K. Crawford; Tamara Floyd Smith, Tuskegee University; Donald M. Peter, M.S. P.E., Seattle Pacific University; Elaine P. Scott, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Nanette M. Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

Professor Scott earned B.S. and M.S. degrees in agricultural engr. from the Univ. of California, Davis, and a Ph.D. in agricultural engr. (1987) and a Ph.D. in mechanical engr. at Michigan State Univ. (1990). She was on the faculty at Michigan State for two years and at Virginia Tech from 1992 to 2006. There, she served as the founding director for the Virginia Tech Wake Forest University School of Biomedical Engr. and Sciences, a joint biomedical engr. graduate program. Her research work focused on thermal characterization and inverse problems applied to a variety of applications, including micro-wave freezing of foods, characterization of aerospace structures, blood perfusion measurement, and power electronics

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

AC 2011-1565: FREQUENCY ANALYSIS OF TERMINOLOGY ON ENGI-NEERING EXAMINATIONSChirag Variawa, University of Toronto Chirag Variawa is a Ph.D. candidate in the Department of Mechanical and Industrial Engineering at the University of Toronto. His research interests include maximizing inclusivity, accessibility and usability of engineering education via universal instructional design and innovative instructional methods. He is an active Canadian member of the SCC division of ASEE, co-chair of the Leaders of Tomorrow (Graduate) program and teaching assistant in the Faculty of Applied Science and Engineering. He received his B.A.Sc. (2009) from the Department of Materials Science and Engineering, University of

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M. Abrams, Ohio State University; Robert J. Gustafson, Ohio State University; Sharnnia Artis, Ohio State University

Tagged Divisions

Educational Research and Methods

using student interviews offaculty to introduce a best practice for faculty members and compare this to an email distributionapproach. Participants for this project were 34 students enrolled in the Food, Agricultural, andBiological Engineering (FABE) 810 College Teaching in Engineering class. Students in theclass include graduate students and undergraduates from across the College of Engineering. Thefirst step of the project was accomplished by students interviewing faculty who agreed to the Page 22.693.3process and then doing a written summary of their interview as a class assignment. Theseinterview reports were summarized and results were

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

Experiences for Students and Teachers project, Learning through Engineering Design and Practice (2007-2011), a National Science Foundation Award# 0737616 from the Division of Research on Learning in Formal and Informal Settings. This project is aimed at designing, implementing, and systematically studying the impact of a middle-school engineering education program. Page 22.208.1 c American Society for Engineering Education, 2011 Analyzing Subject-Produced Drawings: The use of the Draw-an-Engineer Assessment in ContextIntroductionIn this paper, an example of

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

22.591.4order to make the engineering identity measurement. Further, since persistence in theengineering workforce varies by degree, interviews fit that measure best as well. Finally, open-response interview questions are the best approach for seeking out unknown factors relevant topersistence.To recruit participants we emailed prospective participants a request to complete an onlinesurvey to briefly assess identity and persistence in a quantitative format. We emailed the requestto engineering alumni at three institutions: all engineering alumni at one small, private universityin the Northwest; all engineering alumnae who graduated after 1980 of one small, private collegein the Midwest; and all the engineering alumnae of a large research university in