Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, work-life balance and integration into the scientific communitywere cited as the two most common factors in driving them to leave. Issues related to relationshipswith the advisor, department, and the scientific community as a whole are mentioned as negativelyimpacting the students’ experiences in graduate school.While external factors may be at play, few studies have researched how students’ initialexpectations for graduate school impact their experiences. In a case study of two “questioners”(students who are seriously considering leaving their graduate programs) in engineering graduateprograms, the results showed that academic capability and advisor relationships were not majorfactors in each student’s decision to leave [14]. Instead

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Adam R. Carberry, Arizona State University; Alison Cook-Davis, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wendy M. Barnard, Arizona State University; Megan O'Donnell, Arizona State University; Wilhelmina C. Savenye, Arizona State University

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Educational Research and Methods

inquiry-based research experience for teachers," Science Education, vol. 93, no. 2, pp. 322-360, 2008.[29] R. J. Miranda and J. B. Damico, "Science teachers’ beliefs about the influence of their summer research experiences on their pedagogical practices," Journal of Science Teacher Education, vol. 24, no. 8, pp. 1241-1261, 2013.[30] A. L. Zydney, J. S. Bennett, A. Shahid and K. W. Bauer, "Impact of Undergraduate Research Experience in Engineering," Journal of Engineering Education, vol. 91, no. 2, pp. 151-157, 2002.[31] W. Aung, "Undergraduate and graduate education activities of current engineering research centers.," ERC Education Assessment and Dissemination Task Group, 2006.[32] S. H. Russel, "Evaluation of NSF support

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

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Educational Research and Methods

with program faculty. Finally, students created portfolios and individualdevelopment plans which would be expected to support their career development, but studentsreported that these requirements were more onerous than helpful. The D3EM program serves asan example of how impactful programs can be designed to encourage students to explore avariety of potential future career pathways, particularly beyond tenure-track faculty positions.Implications from the findings include the continued implementation of such programs andsustained efforts to change the conversation about PhD careers that reflect the job market andgraduate student interests.Introduction In the past decade, graduate engineering education has emerged as a research

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods

emerge show how students conceptualize what isvaluable to the academic community. Last, our data set studies 50 documents, and—althoughthis is a large corpus for deep qualitative research—it cannot be intended to be generalizable.However, we do feel that the findings from this work add insight into the ways in whichbeginning graduate students are socialized as miniature stewards of their academic disciplinesfrom early stages—even from undergraduate experiences, which has important implicationsin theory and practice for graduate programs in preventing attrition from graduate school.ResultsAcross the corpus of personal statements, being an engineer appeared to overlap with eachparticipant’s sense of professional identity so long as it represented

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

variables. The following survey sections were used to investigate engineeringeducation stakeholders’ awareness, interest, influence, and use of research for routine activities.Participants were asked about eight activities for each section: (1) designing/developing courses,(2) addressing issues that arise in courses, (3) mentoring students, (4) changing curriculum, (5)making personnel decisions, (6) promotion and tenure decisions, (7) conducting research, and (8)serving in a formal leadership position. See Appendix for survey items. Awareness of research. Participants were asked to “select the option that best representsyour awareness of published research” for the aforementioned eight activities. A sample itemfrom this section includes, “I

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

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Educational Research and Methods

experiences of undergraduate en- gineering students and engineering educators. In addition to teaching undergraduate engineering courses and a graduate course on entrepreneurship, she also enjoys teaching qualitative research methods in the Engineering Education Systems and Design PhD program at ASU. Recently, she and her colleagues pub- lished a book, Transformative Teaching: A Collection of Stories of Engineering Faculty’s Pedagogical Journeys. American c Society for Engineering Education, 2020 Understanding how Novice Indian Faculty Engage in Engineering Education ResearchAbstractUnlike engineering research, engineering education

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

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Educational Research and Methods

provide students with a solid background in the newest engineering topics and tofamiliarize them with this increasingly relevant industry technology, tools, methods, practice,codes and standards. Another intended outcome is that the start-to-finish project design, meetingsystem performances and requirements are important issues for engineering graduates to learn.Coupled with the requirement that students work in teams, often multidisciplinary ones, thedesign experience aligns very well with the ABET outcomes. However, one particularlychallenging outcome is for the engineering students to demonstrate an understanding of howengineering and applied sciences relates to the broader contexts of society and the world. Forinstance, the new 4th ABET

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Apostolellis, University of Virginia; Sitong Wang, University of Cincinnati

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Educational Research and Methods

graduate student at Virginia Tech (2011-2017), he worked at the Center for Human-Computer Interaction under the guidance of Dr. Doug Bowman, researching the impact of audience interaction using serious games and VR on young student audiences visiting informal learning spaces. His teaching experience involves being an Adjunct faculty member and a Visiting Assistant Professor at Virginia Tech, serving as a Teaching Assistant in multiple CS courses, and teaching diverse audiences about IT and New Media Technologies. His dissertation received the Out- standing Research award for 2017-2018 from the CS department at Virginia Tech. Panagiotis has also extensive experience as a Senior Interactive Systems Designer and

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

wherever I am. (Hannah) Research helps innovate and it helps people and I think that's where my passion comes in is because that's the one thing that I have always wanted to do is help people and make sure that they are the best they can be because [of] what I have done. (Parker)The desired outcomes were often described as a balance between something the participants willenjoy, something that contributes to society, and something more practical such as earning aliving. To either get a job, or something, to help sustain the lifestyle that I want. Like, if it pays ... The goal is to ... I don't care how much money I get, as long as it's enough for me to live, and do things

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Educational Research and Methods

only 5 studies that used qualitative methods, one ofwhich used a case study approach to study student experiences in an extracurricular makerspace(O'Connell, 2015). This review also pointed out that while empirical research is focusing onstudent outcomes and curricular integration, many of the reports on academic makerspaces focuson the equipment and physical space of the makerspace itself (i.e., 18 out of 22 reports cited).While qualitative methods are being used as a methodology to study experiences withinmakerspaces, reports on systems and space are still happening. For example, as recently as 2019at the 2019 International Symposium on Academic Makerspaces, Wildbolz and colleagues(2019) shared best practices for managing access to space

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Educational Research and Methods

Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver’s research examines the career decision-making and professional identity formation of engineering students, alumni, and practicing engineers. She also conducts studies of new engineering pedagogy that help to improve student engagement and understanding. c American Society for Engineering Education, 2020 Learner Analytics in Engineering Education: A Detailed Account of Practices Used in Cleaning and Manipulating Learning Management System Data from Online Undergraduate Engineering CoursesAbstractThis is a research paper that provides a

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods

Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

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Educational Research and Methods

Paper ID #29189”Adversary or Ally”: Undergraduate Engineering Students’ Perceptions ofFacultyMr. H. Ronald Clements III, Purdue University H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for Purdue’s Engineering Education department for the 2020-2021 year. He works with Dr. Allison Godwin on her NSF CAREER grant titled ”Actualizing Latent Diver- sity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews and helping to understand the identity trajectories of latently

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

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Educational Research and Methods

development are carried out by a team of senior faculty membersalong with subject matter experts (SMEs) from the industry using the ADDIE methodology. Articulate the Program outcomes aligned to job roles and graduate attributes (Technical & Professional skills) Identify and align the courses with Program outcomes Establish Course map with relationships between the courses Establish Course outcomes aligned to Program outcomes Design the courses using ADDIE methodology - Content, Teaching/Learning methodology, Assessment Teach/Learn and assess the Outcomes and ImproveFig. 3: Steps in the transformation process for outcome-based educationThe assessment framework for each of the courses has a definite number of

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas D. Fila, Iowa State University; Diane T. Rover, Iowa State University; Mani Mina, Iowa State University; Phillip H. Jones III, Iowa State University

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Diversity

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Educational Research and Methods

and Computer Engineering at Iowa State University, Ames, where he has been since 2008. His research interests are in adaptive computing systems, reconfigurable hardware, embedded systems, and hardware architectures for application specific acceleration. Jones received Intel Corporation sponsored Graduate Engineering Minority (GEM) Fellowships from 1999-2000 and from 2003-2004. He received the best paper award from the IEEE International Conference on VLSI Design in 2007. c American Society for Engineering Education, 2020 Designing a Course Together: A Collaborative Autoethnographic Study of a Cross-Functional Team Course Design Project in EngineeringThis work-in-progress research paper

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

, “Effect of peer‐led team learning (PLTL) on student achievement, attitude, and self‐concept in college general chemistry in randomized and quasi experimental designs”, Journal of Research in Science Teaching, vol. 52, no. 3, pp. 319-346, Mar 2015.[5] A. E. Dreyfuss, and A. Fraiman, “Peer-Led Team Learning: an Active Learning Method for the 21st Century”, in Proceedings of ICERI 2015 Conference, Seville, Spain, 16th-18th November 2015.[6] I. J. Quitadamo, C. J. Brahler, and G. J. Crouch, “Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses”, Science Educator, vol. 18, no. 1, 2009.[7] V. Roth and L. Tien, “The impact of the PLTL experience on Workshop leaders: An

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

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Diversity

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Educational Research and Methods

. c American Society for Engineering Education, 2020 Development of A Holistic Cross-Disciplinary Project Course Experience as a Research Platform for the Professional Formation of EngineersAbstractAlthough engineering graduates are well prepared in the technical aspects of engineering, it iswidely acknowledged that there is a need for a greater understanding of the socio-economiccontexts in which they will practice their profession. The National Academy of Engineering(NAE) reinforces the critical role that engineers should play in addressing both problems andopportunities that are technical, social, economic, and political in nature in solving the grandchallenges. This paper provides an

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lara Cristina Perez-Felkner, Florida State University; Chelsea D. Shore, Florida State University; Tarik J. Dickens, Florida A&M University; Mingchia Dawn Yang, Florida A&M University

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Diversity

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Educational Research and Methods

fit, drawing on best practices and published research [22,23]. After a presentation and facilitated discussion, the eleven summer REU students were askedto “write a paragraph about how you are uniquely well-suited for success in materials science. Itcan be about your skills, interest, experience, perspective, values, or anything else.” Individualinterviews followed the subsequent week, between the developmental, research preparation andconceptualization period and the latter half of the summer, focused on execution. From weeks five through ten, students were tasked with executing their projects, underthe hierarchical mentoring teams of their graduate student and faculty mentor teams, which attimes included postdocs and additional, peer

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw-Hill ; Michelle Soledad, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods

, having worked as a software engineer, project lead and manager before becoming Assistant Professor and Department Chair for Electrical Engineering at the Ateneo de Davao University.Dr. Holly M Matusovich, Virginia Polytechnic Institute and State University Dr. Holly M. Matusovich is an Associate Professor in the Department of Engineering Education. She is current the Assistant Department Head for Undergraduate Programs and the former Assistant Department Head for Graduate Programs in Virginia Tech’s Department of Engineering Education. Dr. Matusovich is recognized for her research and practice related to graduate student mentoring. She won the Hokie Supervisor Spotlight Award in 2014, was nominated for a Graduate

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

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Educational Research and Methods

practices. American c Society for Engineering Education, 2020 WIP: Undergraduate Research Experiences Survey (URES) and Engineering IdentityABSTRACT: In this work-in-progress paper, we discuss the development and preliminaryresults of a survey about undergraduate engineers’ participation in research outside of classes.We want to know how many students are involved in research, what they do, and what theythink they are learning. In particular, we are interested in what categories of students engagein research (year in college, major, race, gender, GPA, first-generation status, etc.), and howare they benefiting from it. We selected questions from the

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University

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Diversity

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Educational Research and Methods

through college.Dr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of Mechanical Engineering and Adjunct Associate Professor of Education at Tufts University. Her research efforts at at the Center for Engineering Education and Out- reach focus on supporting discourse and design practices during K-12, teacher education, and college- level engineering learning experiences, and increasing access to engineering in the elementary school ex- perience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen- bethke-wendellProf. Chris Buergin

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

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Diversity

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Educational Research and Methods

five-year period. Extending this study beyond graduation to look at careerchoices and graduate study will also be considered. We also propose to increase studentinvolvement in the research design and data analysis process, and continue involving students aspeer-facilitators. Finally, looking closely at variables that might affect student success such associoeconomic class, family support, high school preparation, race/ethnic background, and socialnetworks, and using this information to create a supportive, beneficial environment for allengineering students through all stages of their academic careers is a goal as we continue thisresearch

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

South Korea. She currently works as graduate research assistant in engineering education department. Her research interests are assessment for learners in diverse settings, and teacher education in multicultural settings.Prof. Jeffrey F Rhoads, Purdue University at West Lafayette Jeffrey F. Rhoads is a Professor in the School of Mechanical Engineering at Purdue University and is affiliated with both the Birck Nanotechnology Center and Ray W. Herrick Laboratories at the same insti- tution. He received his B.S., M.S., and Ph.D. degrees, each in mechanical engineering, from Michigan State University in 2002, 2004, and 2007, respectively. Dr. Rhoads’ current research interests include the predictive design, analysis, and

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

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Diversity

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Educational Research and Methods

(CPE, LLB (Hons), M.Eng (Hons) , M.A. (Distinction), PhD, FIET, C.Eng, MBCS, CITP, SFHEA, MIEEE, FinstLM) started his career as a researcher for the International Or- ganisation for Nuclear Research (CERN) in Geneva, working on the West Area Neutrino Facility and North Area 48. Since then Jo˜ao has held several positions in teaching and management in higher ed- ucation at institutions across the UK, Middle East, Africa and Asia. At Leeds Becket University, Jo˜ao specialised in teaching Mobile and Fixed Networking Technologies and introduced compendium-based teaching practices and led the design and implementation of the first Mobile and Distributed Computer Networks postgraduate course in UK. Jo˜ao authored and

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vetria Byrd Ph.D., Purdue University, West Lafayette; Kendall Roark, Purdue University, West Lafayette; Brent T. Ladd, Purdue University

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Diversity

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Educational Research and Methods

23, 2018.[19] B. T. Ladd, “Best Practices Guide for Formation of Interdisciplinary Science Teams,” 2019.[20] J. Beyer, H. Strobelt, M. Oppermann, L. Deslauriers, and H. Pfister, “Teaching visualization for large and diverse classes on campus and online,” in Pedagogy of Data Visualization Workshop at IEEE VIS 2016. Baltimore, MD, USA, Oct 23, 2016 – Oct 28, 2016.[21] A. Bangor, P.T. Kortum, and J. T. Miller. (2008). An empirical evaluation of the system usability scale. Intl. Journal of Human–Computer Interaction, 24(6), 574-594.[22] J. A. Krosnick. (2018) Questionnaire Design. In: Vannette D., Krosnick J. (eds) The Palgrave Handbook of Survey Research. Palgrave Macmillan, Cham.

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jes Barron, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; John J. Case, U.S. Military Academy; John Andrew Kearby, U.S. Military Academy

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Educational Research and Methods

mechanism forstudents to think about and describe concepts learned in the classroom differently than for otherrequirements. The scope of this paper includes the generation, implementation, and analysis ofthe napkin sketch activity in three civil engineering courses across eight different class sectionsin the spring and fall of 2019 at the U.S. Military Academy, a small, public, undergraduate-onlyfour-year college in the northeast United States. The motivation for the study stems fromevidence-based practices of re-representation from educational psychology, minute papers fromeducational research, the growing shift to computer-aided design and away from hand drawing,and recent research suggesting our engineering programs may be degrading student

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University

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Educational Research and Methods

recognition through interaction and negotiation the meanings with their teammembers, with the angle of the communities of practice theory. Findings could inspire theimprovement of students’ teamwork and learning experience, optimizing PBL curriculum design andincorporating effective learning activities for students’ engineering identity development.MethodThis is a pilot study to optimize the methodology and research design for a continuous exploration ofstudents’ engineering development through teamwork in PBL. Methodologically, a qualitativemethod is used in this study. Teamwork observation was conducted for an initial understanding ofstudents’ teamwork experiences. Main source of qualitative data in this study was collected throughsemi-structured

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Wei Zakharov, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Lan Jin, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

diversity on team effectiveness and the relationship between them in practice of teamformation and mentoring with pedagogy related to team-based learning or project-basedlearning. How to effectively access the benefits of cultural diversity and overcome theconcomitant barriers remains unanswered and further research attention is needed to guideteaching and mentoring.We found that gender diversity could have a negative impact on team effectiveness. Whileinstructors could consider addressing this when assigning students to teams, Schneid et al. [25]recommends that instructors instead make efforts to interrupt negative social categorizationphenomenon that can be introduced by gender diversity (such as women being compelled totake on clerical roles

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guangming Yao, Clarkson University; Kelly Black, University of Georgia; Michael W. Ramsdell, Clarkson University; Matthew K. Voigt, San Diego State University; Kalani Kithuliya Rubasinghe Kattadige, Clarkson University; Wen Li, University of California, Los Angeles

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Educational Research and Methods

throughoutthe US which includes incorporating deep and engaging mathematical content as well as the useof variations to traditional calculus courses (e.g., calculus for physics, stretched out calculus).In further research [9] in a national study of precalculus through calc 2 programs has shownthat course variations can help support student success outcomes, and level the playing fieldfor students with less mathematical preparation. Additionally, there is emerging evidence thatcourse variations that holistically target students with less preparation can support students indeveloping productive dispositions to mathematics [10]. Yet these previous studies which focuson national trends fail to capture the impact and implementation considerations of