Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University

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Diversity

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Educational Research and Methods

research associate at the Korean Institute of Science and Technology, Carbon Composite Materials Research Center. American c Society for Engineering Education, 2021 Examining the Impact of Interpersonal Interactions on Course-Level Persistence Intentions Among Online Undergraduate Engineering StudentsAbstractThis research paper examines the influence of interpersonal interactions on the course-levelpersistence intentions of online undergraduate engineering students. Online learning is increasingin enrollment and importance in engineering education. Online courses also continue to confrontissues with comparatively higher course dropout levels than face-to-face courses. This

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan

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Diversity

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Educational Research and Methods

Engineering Sustainable Systems Program. He is Chief Science Officer of Fusion Coolant Systems. Professor Skerlos has gained national recognition and press for his research and teaching in the fields of technology policy and sustainable design. He has co-founded two successful start-up companies (Accuri Cytometers and Fusion Coolant Systems), co-founded BLUElab, served as Director of the Graduate Pro- gram in Mechanical Engineering (2009-2012), and served as associate and guest editor for four different academic journals. His Ph.D. students in the Environmental and Sustainable Technologies Laboratory have addressed sus- tainability challenges in the fields of systems design, technology selection, manufacturing, and water

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

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Diversity

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Educational Research and Methods

. She received undergraduate and graduate degrees in mechanical engineering from Duke and NC State, respectively. Her research interests include engineering education and precision manufacturing. American c Society for Engineering Education, 2021 Use of Personas in Rating Scholarship ApplicationsIntroductionThis evidence-based practice paper introduces a method for creating subjective, holistic rubricsbased on the human-centered design concept of personas. It can be difficult to align assessmentmetrics with subjective artifacts, especially when the goal of the artifact itself is subjective. Thefaculty team who collaborated on an NSF S-STEM project faced

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

mental models [18]; Understanding [17]. Adaptation4.3.1 Dimension #1: IdentificationCDTL’s identification dimension assesses students’ readiness for team formation, which iscritical to the successful completion of the project and the maximization of team learning [23].Self-assessment of self-regulation strategies is the building block of this dimension.4.3.2. Dimension #2: FormationIn this CDTL dimension, team members start to participate in a cooperative and collaborativeprocess of team formation and functioning [18]. The team members move from individualproject goals to defining team goals, and as such, utilize the expertise of individual teammembers toward project work. Many constructs are used by researchers to measure thisdimension

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick S. Harkness, Utah State University; Angela Minichiello, Utah State University; Joshua Marquit, Pennsylvania State University, Brandywine

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Diversity

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Educational Research and Methods

), was implemented as the treatment intervention. Data gathered in thetreatment sections of Calculus I and II (AY 2014-2015) are the subject of this study. The calculus instructor required students enrolled in the treatment sections to postquestions related to concepts or out-of-class assignments (i.e., homework) in the online forumweekly. Posting was required a) to provide opportunities for collaborative learning and peer-to-peer instruction among students and b) to improve instructor-based support for thegeographically dispersed student body. Researchers selected the Piazza platform as theintervention based on its a) wiki nature that allows participants to edit posts for organization andcontent, b) conceptual organization, and c) built

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiang Zhao, Alabama A&M University; Showkat Chowdhury, Alabama A&M University; Tamara Chowdhury, Alabama A&M University

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Diversity

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Educational Research and Methods

, NRC, NASA and NSF, and generated over 50 journal and conference papers.Dr. Showkat Chowdhury, Alabama A&M University Dr. Showkat Chowdhury is a Professor in the Department of Mechanical Engineering at Alabama A&M University in Huntsville, AL. Dr. Chowdhury has extensive background in teaching undergraduate and graduate students in Mechanical Engineering, and performing research in the fields of Computational Fluid Dynamics, Pedagogy, Renewable Energy, Nano-Technology, Heat & Mass Transfer, and Com- bustion. He is managing multi-million dollar external research grants from NSF as PI. Previously, he worked as a Professor at Bangladesh University of Engineering & Technology (BUET) and at University

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods

peers, students wouldexperience less peer support, this research question sought to explore whether this was indeedthe case. If students report less peer support in remote settings, we can likely attribute suchreductions, in whole or in part, to the reduced opportunities for peer-to-peer interactions. If,however, students report more peer support, no differences in peer support, or inconsistent levelsof support between the two settings, then we must look at other possible causes to explain thesedifferences. One potentially important influence on perceptions of peer support could be a shiftin student expectations. In the process of adjusting to remote learning, students’ expectations forthe type and amount of peer support they might receive may

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Oenardi Lawanto, Utah State University; Sherry Marx, Utah State University

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Diversity

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Educational Research and Methods

to grow at a faster rate than the demand for qualified graduates inother occupations. Despite the value and increasing necessity of STEM skills within today’ssociety and the 21st century workforce, substantial numbers of Americans still do not have equalaccess to postsecondary STEM education and, thus, have limited opportunities for STEM-relatedemployment and careers [4].Along with unequal access to STEM degree programs, researchers report stark differencesbetween traditional and nontraditional undergraduate enrollment and degree attainment in STEM,wherein nontraditional students consistently fare worse. Chen and Weko [5] found it was atypicalfor students who were older, financially self-supporting, or from low socio-economicbackgrounds to

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

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

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Diversity

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Educational Research and Methods

RLC on StudentsThe three tenets of the situated learning framework served as the theoretical lens to understandexperiences of novice learners within the DMLC. This pilot study revealed that students found theexperience positive for all three tenets of situated learning. Social interaction among studentsrevealed evidence of intrapersonal conflict. We need to study reasons for conflict as well asstrategies students use to overcome them. Additional research is needed to evaluate students overa period of a year, so that we can understand how students’ perception of context, socialinteraction, and authentic learning change over time. Identifying challenges along with benefitsare important for the design of improved RLCs in the future. Future

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

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ASEE Diversity Committee, Diversity

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Educational Research and Methods

sociocultural dimensions of engineering education.Andrew Elby, University of Maryland, College Park Andrew Elby’s work focuses on student and teacher epistemologies and how they couple to other cognitive machinery and help to drive behavior in learning environments. His academic training was in Physics and Philosophy before he turned to science (particularly physics) education research. More recently, he has started exploring engineering students’ entangled identities and epistemologies.Dr. Ayush Gupta, University of Maryland, College Park Ayush Gupta is Assistant Research Professor in Physics and Keystone Instructor in the A. J. Clark School of Engineering at the University of Maryland. Broadly speaking he is interested in

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

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Diversity

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Educational Research and Methods

Paper ID #33176Student Recognition, Use, and Understanding of Engineering for OnePlanet Competencies and Outcomes in Project-based LearningJames Larson, Arizona State University James Larson is a graduate of Arizona State University, Polytechnic Campus. The general engineer- ing program in The Polytechnic School takes a project-based pedagogical approach when designing the curriculum. James has previously researched influences for this program design in examinations of the Maker Movement. Previous contributions to ASEE on this subject include conference papers, ”Sup- porting K-12 Student Self-Direction with a Maker Family

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Joel Raymond Hood, Utah State University - Engineering Education; Derrick S. Harkness, Utah State University

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Diversity

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Educational Research and Methods

science, technology,engineering, and mathematics (STEM) educators in an easily accessible and compelling form:that of an online forum student usage model. Recent work in engineering education providesprecedent for the use of personas to communicate research findings [10-12]. Moreover, incommunicating our findings using personas with contextualized scenarios that describe how thepersonas choose to actively engage (or not engage) with the online forum, we anticipate (a)improved transfer of contextual findings to a broad audience of STEM education stakeholdersand (b) heightened motivation and confidence among STEM educators toward implementingonline forums in order to increase participation of diverse, nontraditional undergraduates.Prior Use of

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

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Diversity

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Educational Research and Methods

communities21, service learning22, problem-based learning23,24, cooperative learning24and the use of team projects25. More recently, researchers have tried to improve engagement byintroducing cultural touch stones for teaching engineering concepts in large classrooms26,collaboration with multiple disciplines27, collaboration between multiple schools28, ethnographicrecords and virtual learning experiments29.Recent research efforts have identified the role that faculty plays in the classroom to create anenvironment that is engaging to the students30. This is especially true in teaching focusedschools such as Tuskegee University31,32. The way teacher behaves in classroom and his/hercommunication ability plays a crucial role in the engagement of students8

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

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Diversity

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Educational Research and Methods

commitment and motivation [7], [9]. faculty. - Faculty members serve as inspiration and as partner of discussion improving the aspiration of the students [3], [7], [10]. - Learning requires cooperation between student and faculty. Enhanced student-faculty contact promotes the cooperation [11]. 2. Promote student collaboration and - After graduation students will enter jobs where team-work-skills are often a requirement or at least appreciated [12]. responsibility for own learning. - Collaboration promotes

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

students in different fieldswill have different levels of wellbeing as well as perceptions of stress, competition, andachievement. This relationship is hypothesized because they would be socialized in differentcharacteristics that are deemed particular to their fields. In this exploration, we first use largegroups to identify any specific differentiation of engineering compared against the other twolarge categories considered. However, future work will involve the exploration of differencesbetween engineering and specific majors individually.MethodsDataWe used data from the Healthy Minds Study (HMS), a web-based survey administered throughthe Healthy Minds Network for Research on Adolescent and Young Adult Mental Health(HMN). The initiative was

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering); Jiawei Zhang, Purdue University, West Lafayette (College of Engineering); Rebecca Kramer, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

, Center for the Advancement of Engineering Education.20. Grandy, J. (1994). Gender and ethnic differences among science and engineering majors: Experiences, achievements, and expectations. (RR-94-30). Princeton, NJ: Educational Testing Services.21. Morozov, A., Kilgore, D., Yasuhara, K., & Atman, C. (2008). Same courses, different outcomes? Variations in confidence, experience, and preparation in engineering design. Paper presented at the 2008 ASEE Annual Conference & Exposition, Pittsburgh, PA. https://peer.asee.org/348622. Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447-457. doi: 10.1207/s15326934crj1804_423. Center

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

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Diversity

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Educational Research and Methods

engineering techniques. His recent research focuses on the effect of high-impact practices on engineering and computer science undergraduate student outcomes around academic success and persistence.Dr. Candis S. Claiborn, Washington State University Professor Emeritus Candis Claiborn has been at Washington State University since 1991. In 2016, she returned to faculty after serving for 10 years as Dean of the Voiland College of Engineering and Archi- tecture at WSU. Prior to that, she served as interim dean and as associate dean for research and graduate programs. Dr. Claiborn received her PhD in chemical engineering from North Carolina State University in 1991. Her research interests are in engineering education

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Educational Research and Methods

Paper ID #33752The PEERSIST Project: Promoting Engineering Persistence Through Peer-ledStudy GroupsMs. Thien Ngoc Y Ta, Arizona State University Thien Ta is a doctoral student of Engineering Education Systems and Design at Arizona State University. She obtained her B.S., and M.S. in Mechanical Engineering. She has taught for Cao Thang technical college for seven years in Vietnam. She is currently a graduate research associate for the Entrepreneurial Mindset initiative at the Ira A. Fulton Schools of Engineering at Arizona State University. Her doctoral research focuses on Entrepreneurship Education and Innovation in

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

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Diversity

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Educational Research and Methods

Paper ID #22223Influences on Variability of Perceptions of Behavior on Student EngineeringProject TeamsEmily Miller, University of Virginia Emily Miller is a graduate student in Systems and Information Engineering at the University of Virginia. She has previously worked for the National Integrated Cyber Education and Research Center and as a researcher at the University of Virginia, Olin College of Engineering and Ohio State. Her research interests include motivation, expertise recognition, and teamwork.Prof. Reid Bailey, University of Virginia Reid Bailey is an Associate Professor in the Department of Systems and

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

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Diversity

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Educational Research and Methods

of the field and its innovations[18]. One network analysis study ofcommunity and collaboration, for example, revealed a lack of diffusion across the engineeringeducation research (EER) community, and the network analysis illustrated the shape of thediscipline’s network. The authors then used the analysis to locate disciplinary pockets as well asareas and topics of interests. In this article, we follow scholars outside the field to take morenarrow approach[20]: rather than explore a network to discover themes or locate topics ofinterest, we instead interrogate one particular topic, intersectionality, to understand the way thefield has used the term, the way it has gathered around particular key texts, and the citationaltendencies that support

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

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Diversity

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Educational Research and Methods

California, Santa Cruz. Beckett’s continuing dissertation research examines a community-university collaboration situated in a low-income, predominantly Latino community, that created and used digital stories as artifacts and learning tools to engage members of the community (parents, teachers, district officials, union leaders, students, non-profit service providers, etc.) in reflection and dialogue around the economic, social, and cultural barriers that constituents face when advocating for student academic achievement, and to identify the strengths and solidarities that can be created to change the school system to better serve the student body (Beckett, Glass, & Moreno, 2012). Beckett has presented her research at

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

students. In 2018 and 2019, she collaborated with Dr. Kavitha Chandra to utilize participatory action research (PAR) as an evaluation approach for the Research, Academics, and Mentoring Pathways (RAMP) summer program for first-year female engineering students.Prof. Kavitha Chandra, University of Massachusetts, Lowell Kavitha Chandra is the Associate Dean for Undergraduate Programs and Professor of Electrical and Com- puter Engineering in the Francis College of Engineering at the University of Massachusetts Lowell. She directs the Research, Academics and Mentoring Pathways (RAMP) to Success program that aims to estab- lish successful pathways to graduate school and interdisciplinary careers for new undergraduate students

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

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Diversity

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Educational Research and Methods

tookplace at a selected HBCU in US for an overarching goal of improving students’ learningexperiences and outcomes. For this purpose, authors have proposed a project to widen theimplementation of evidence-based pedagogies in STEM education at an HBCU in US andsystematically capture the changes in STEM faculty’s approaches to teaching and understandingof their students’ learning. The project was funded by the department of education and initiatedin 2015. The purpose of the study we present here was to explore and document the changes inSTEM faculty’s approaches to teaching and understanding of learning because of theirparticipation in the project activities.Literature Review Widening research-based pedagogies in higher education and

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

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Diversity

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Educational Research and Methods

Supplementary Instruction (SI) in STEM gateway coursesThe basic premise of our retention effort is a focused, institution-wide effort rather than fragmented(departmental) and/or diffused initiatives. Attrition is a multi-variant phenomenon that requiresimproving students’ life and learning experiences. An extensive body of research identifies severalmechanisms to promote students to persist and graduate. Promoting retention in a college settingis attributed to (i) effective and personalized advising; (ii) a social and academic supportiveenvironment; and (iii) an atmosphere that fosters collaborative and cooperative teaching andlearning. Our retention activities are facilitated through STEM Supplemental Instruction (SI)program.Over the past four years