Displaying all 25 results
- Conference Session
- Development as Faculty and Researcher: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Alexandra Coso Strong, Georgia Institute of Technology; Dia Sekayi, Georgia Institute of Technology
- Tagged Divisions
- Educational Research and Methods
design education (especially in regards to the design of complex systems), and student preparation for post-graduation careers.Dr. Dia Sekayi, Georgia Institute of Technology Dr. Dia Sekayi earned a bachelor’s degree in Business Administration, an Ed.M. in the social foundations of education, and a Ph.D. in the sociology of education with foci on qualitative research and urban edu- cation from the State University of New York at Buffalo. Prior to her nearly 20 year career as a full-time faculty member, she taught mathematics and science in a small private elementary school. Dia has pub- lished refereed journal articles, books, and books chapters on various topics in the sociology of education. Dia’s current scholarly
- Conference Session
- Self-efficacy and Emotion: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park
- Tagged Divisions
- Educational Research and Methods
Paper ID #11165A cross-sectional study of engineering students’ creative self-concepts: An ex-ploration of creative self-efficacy, personal identity, and expectationsDr. Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support
- Conference Session
- Identity and Engineering: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Renata A Revelo, University of Illinois, Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
personal journeys as engineers. That [The older SHPE student’s] motivation translated into their school as well, into them being engineering students, and to their professional development, and you could tell every single one of these people here, these guys are going to accomplish their education, accomplish their career. –Manolo I quickly started to see the benefits of SHPE...most importantly hearing what other Latino engineers were like, and how they got there, hearing their story. –AnthonyNurturing an engineering familia Within SHPE students found more than friendship and collegiality, they found a familia(family) of engineers. The students discussed the strong ties that connected them to their peers
- Conference Session
- Examining Social Ties and Networks
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- 2015 ASEE Annual Conference & Exposition
- Authors
- Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University; William C. Oakes, Purdue University, West Lafayette
- Tagged Divisions
- Educational Research and Methods
status as a graduate student and expert in his area. For his part, Daren alsoarticulated this sentiment: “It’s not really an engineering kind of thing; it’s more just a[program] . . . you know, if you’re in [the program], you need to learn how to do this.” Thesefindings all suggest that program competence is distinct from technical competence and isassessed differently by team members. Clearly, the members of this team see program andtechnical competence as different kinds of resources within design work.Ethical Network The ethical network differed the most from the previous two in several ways. As anetwork-level measurement, the low density for this network indicates that individuals were notcommunicating with one another as frequently
- Conference Session
- Development as Faculty and Researcher: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks
- Tagged Divisions
- Educational Research and Methods
learning community is for new faculty and instructional staff to gettheir careers off to an efficient and productive start. It is intended to provide a culture of supportfor (primarily) teaching, and (secondarily) research and service, in a relaxing and collegialenvironment. Specific goals of the community are to help faculty 1) plan, implement and manageeffective in-class and out-of-class instruction, 2) develop and use instructional materials, 3) applyresearch-based techniques of effective instruction, 4) plan and implement evaluations ofinstruction, 5) mentor students and be mentored by senior faculty colleagues, and 6) makeeffective use of departmental, college, and campus instructional resources.Staff members from the college’s Academy for
- Conference Session
- Faculty Development II
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington
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- Diversity
- Tagged Divisions
- Educational Research and Methods
Page 26.1323.11 potential to both create and make visible a wide range of connections—what I might call integration in time and integration in the person (phrases I arrived at after talking with Lauren). Regarding the former, I described to Lauren my hope that the reflection activity we discussed helped the learners inquestion—graduate students interested in engineering education—relate their experiences in an onlineworkshop to prior experiences and knowledge about engineering education, as well as to anticipatedexperiences in their academic careers. Ideally, learners would gain more from the online workshopexperiences by understanding them in this larger temporal context. What I am calling integration in the person is another
- Conference Session
- Qualitative Methodologies
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- 2015 ASEE Annual Conference & Exposition
- Authors
- Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
person to coordinate a system like healthcare in the US? In thefaculty context, how do faculty members, students, administrators, government funders, andothers come together through documentation and in person to coordinate, for example, tenurepractices? I was interested in extending this to engineering student life – how did ruling relationsinfluence the structure of undergraduate education? And did it influence engineering differentlythan the other “letters” of STEM? So I built this theory into my CAREER grant proposal, titledLearning from Small Numbers (LfSN). I grounded my argument in both engineering educationresearch and women’s studies literature, and argued that: 1. the choice of much existing engineering education research on gender
- Conference Session
- Diffusion and Adoption of Teaching Practices
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kari L. Jordan, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Sarah Anne Blackowski; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Timothy A Wilson, Embry-Riddle Aeronautical Univ., Daytona Beach; Douglas Holton, Embry-Riddle Aeronautical Univ., Daytona Beach
- Tagged Divisions
- Educational Research and Methods
specificcontent area, and micro-communities of practice as those reflecting collaboration of smallercohorts of STEM faculty, in-person and virtually.This study addresses the following research questions: 1) How do engineering faculty involvedin a community of practice engage in knowledge transfer? 2) How does knowledge transfer ofspecific evidence-based instructional practices occur in an engineering faculty community ofpractice?Conducted within a large research project aimed at exploring stages of pedagogical change, thiswork utilizes a qualitative methodology. Nine faculty in a first-year engineering departmentparticipated in hour-long semi-structured interviews exploring use of EBIPs and collaboration.Interviews were analyzed using thematic coding to
- Conference Session
- Faculty Development I
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jim L Borgford-Parnell, University of Washington
- Tagged Divisions
- Educational Research and Methods
members. They also vary with regard to how much faculty interacts withknowledgeable faculty-development professionals or are mentored in some way by colleagues.Additionally, faculty development can be differentiated by whether it is discipline specific orcampus wide, voluntary or mandatory, focused on faculty and/or graduate teaching assistants, orby the issues it is intended to address (e.g., promoting active learning, imbedding educationaltechnology, supporting student diversity). Each of these elements, and others, should beconsidered when designing a cohesive faculty development program.The design of faculty development services at CELT is grounded in an assumption that thelearner/learning-centeredness of PLC conceptions is present in the
- Conference Session
- Qualitative Methodologies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #11535A Series of Singular Testimonies: A New Way to Explore Unearned Advan-tages and Unearned DisadvantagesDr. Julie P Martin, Clemson University Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the
- Conference Session
- Survey and Assessment Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- David L. Little II, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Shane A. Brown P.E., Oregon State University; Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University
- Tagged Divisions
- Educational Research and Methods
courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Jana Bouwma-Gearhart, Oregon State University Jana L. Bouwma-Gearhart is an associate professor of STEM education at Oregon State University. Her research widely concerns improving education at research universities. Her earlier research explored en- hancements to faculty motivation to improve undergraduate education. Her more recent research concerns organizational change towards postsecondary STEM education improvement at research universities, in- cluding the interactions of levers (people
- Conference Session
- Persistence and Retention
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Edward J. Berger, Purdue University; Lisa Lampe, University of Virginia; Julie Innes Caruccio, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
services?This paper reports on an evidence-based practice in a mid-sized engineering school within alarge East Coast public, four-year university. This partnership responds to students who needdifferent kinds of support and expertise as they confront both personal and academic challengesduring the engineering studies. The initiative is composed of a unique collaboration betweenacademic personnel [mainly the Associate Dean for Undergraduate Programs (ADUP), but alsoincluding rank and file faculty] and an Engineering Associate Dean of Students (EADoS)holding a PhD in Higher Education. The EADoS was embedded in the engineering school,physically collocated with the engineering undergraduate office, and served only engineeringstudents (as compared to
- Conference Session
- Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Rongrong Yu, Virginia Tech; Denise Rutledge Simmons PE, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
achievement and career development.30 A total of 1,479 seniorengineering students participated in the survey. The results revealed that the students with moreworking experiences had a higher starting salary after graduation and were more likely to get ajob offer prior to graduation. But the influence of work experiences on GPA is minimal. Inaddition, the work experiences equally benefit male and female students. Samuelson and Litzlerspecifically explored the influence of work experiences on female students.31 They interviewed27 female engineering students with an internship or co-op experience. The internship and co-opexperiences influenced students’ perceptions of the engineering field, persistence in engineering,and career decisions. Overall, the
- Conference Session
- Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech
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- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #11794Developing the Postsecondary Student Engagement Survey (PosSES) to Mea-sure Undergraduate Engineering Students’ Out of Class InvolvementDr. Denise Rutledge Simmons PE, Virginia Tech Dr. Denise R. Simmons, PE, is an assistant professor in the Myers-Lawson School of Construction and in Civil & Environmental Engineering Department, and an affiliate faculty of the Department of Engineering Education at Virginia Polytechnic Institute and State University. She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education – all from Clemson University. Until 2012
- Conference Session
- Survey and Assessment Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Chrystal A. S. Smith, University of South Florida; Hesborn Wao, University of South Florida; Julie P Martin, Clemson University; George T. MacDonald, University of South Florida; Reginald S Lee, University of South Florida; Gladis Kersaint, University of South Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the Advancement of Science (AAAS) Science and Technology Policy Fellowship in 2013-2014, with a placement at the National Science Foundation.Dr. George T. MacDonald, University of South Florida Dr. George MacDonald is the interim Director for the Center for Research, Evaluation, Assessment, and Measurement (CREAM) in the College of Education at the University of South Florida(USF). He is the Co-Principal
- Conference Session
- Survey and Assessment Development
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University
- Tagged Divisions
- Educational Research and Methods
Paper ID #11853Using an Instrument Blueprint to Support the Rigorous Development of NewSurveys and Assessments in Engineering EducationMs. Jessica Menold Menold, Pennsylvania State University, University Park Jessica Menold is a second year graduate student interested in entrepreneurship, the design process, and innovativeness of engineering graduates and professionals. She is currently working as a student mentor in the Lion Launch Pad program, where she works to support student entrepreneurs. Jessica is currently conducting her graduate research with Dr. Kathryn Jablokow on a project devoted to the development of a
- Conference Session
- Diffusion and Adoption of Teaching Practices
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach
- Tagged Divisions
- Educational Research and Methods
climate consists of influences that require outcomes-based programaccreditation, anticipated shortfalls in graduation rates, changing engineering studentdemographics and attributes, changes in engineering practices in developed countries,advances in instructional technology and cognitive sciences, and a movement towards thescholarship of teaching and learning1. These forces place a large emphasis on continuedfaculty professional development, and a diffusion of research-based practices into theclassroom as the engineering education community is increasingly recognizing theimportance of proactively helping engineering educators advance their teachingeffectiveness2. Despite this, faculty members are expected to learn how to do everythingtheir job
- Conference Session
- Diffusion and Adoption of Teaching Practices
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Matthew West, University of Illinois, Urbana-Champaign; Geoffrey L Herman, University of Illinois, Urbana-Champaign
- Tagged Divisions
- Educational Research and Methods
progress. Each CoP was assigned a mentor to helpthem implement their proposed innovations. These mentors are called Education InnovationFellows (EIFs).In response to the struggles of some CoPs to form, the messaging of SIIP has evolved to invokethe simple message of “teach like we do research.” This simple message carries several importantmessages to maintain faculty buy-in. Like research, faculty governance is respected, givingfaculty jurisdiction over how their courses are designed. Like research, improving teaching is anincremental process, in which data and peer review drive decision making and knowledgegeneration. Like research, teaching is a career-long endeavor rather than an activity engaged inonce per semester. Like research, teaching
- Conference Session
- Diffusion and Adoption of Teaching Practices
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lisa Romkey, University of Toronto
- Tagged Divisions
- Educational Research and Methods
and spokespeople for science7. In return,these teachers often experience a higher status than some of their counterparts. Affiliation tosubject matter is critical to a science teacher’s formation of their professional identity20, and thisneeds to be taken into consideration when training teachers or faculty members for STSE.Although engineering is absent from the discussion of STSE in the literature, the themes arehighly relevant to engineering education, particularly given calls for engineering curricula thatare relevant to the lives and careers of students and connected to the needs and issues of thebroader community, and education that includes the use of experiential activities;interdisciplinary perspectives; focus on problem-solving
- Conference Session
- ERM Potpourri
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Golnaz Arastoopour, University of Wisconsin, Madison; David Williamson Shaffer; Naomi C. Chesler, University of Wisconsin, Madison; Wesley Collier, University of Wisconsin-Madison; Jeff Linderoth, University of Wisconsin-Madison
- Tagged Divisions
- Educational Research and Methods
is Professor and Vice Chair of Biomedical Engineering with an affiliate appointment in Educational Psychology. Her research interests include vascular biomechanics, hemodynamics and cardiac function as well as the factors that motivate students to pursue and persist in engineering careers, with a focus on women and under-represented minorities.Wesley Collier, University of Wisconsin-Madison Wesley Collier is a graduate student in learning sciences in the Epistemic Games research group at the University of Wisconsin-Madison working on the Epistemic Network Analysis tool. He is interested in how games and simulations can be assessed using discourse analysis.Jeff Linderoth, University of Wisconsin-Madison
- Conference Session
- Beyond the Classroom
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Chrissy Hobson Foster, Arizona State University; Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus
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- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #13454Welcome to the Maker Movement: Parallel Education Pathways of AdultMakersMs. Chrissy Hobson Foster, Arizona State University Chrissy Foster is a Ph.D. candidate in Engineering Education at the Mary Lou Fulton Teachers College of Arizona State University. Her dissertation study explores the approaches to technical innovation within Native American communities.Mr. Aubrey Wigner, Arizona State University Aubrey Wigner is a PhD student in Human and Social Dimensions of Science and Technology at Arizona State University. He has an undergraduate degree in Chemical and Biochemical Engineering and a Masters in
- Conference Session
- Qualitative Methodologies
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods
Paper ID #12048The Power and Politics of STEM Research Design: Saving the ”Small N”Prof. Amy E. Slaton, Drexel University (Eng. & Eng. Tech.) Amy E. Slaton is a Professor of History at Drexel University. She write on issues of identity in STEM education and labor, and is the author of Race, Rigor and Selectivity in U.S. Engineering: The History of an Occupational Color Line .Prof. Alice L. Pawley, Purdue University, West Lafayette Alice Pawley is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of
- Conference Session
- Assessing Social Responsibility & Sustainability
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society
, dispositions, and worldviews. His dissertation focuses on conceptualizations, the importance of, and methods to teach empathy to engineering students. He is currently the Education Di- rector for Engineers for a Sustainable World, an assistant editor for Engineering Studies, and a member of the ASEE Committee on Sustainability, Subcommittee on Formal Education.Ms. Sarah Aileen Brownell, Rochester Institute of Technology Sarah Brownell is a Lecturer in Design Development and Manufacturing for the Kate Gleason College of Engineering at the Rochester Institute of Technology. She works extensively with students in the mul- tidisciplinary engineering capstone design course and other project based elective courses, incorporating
- Conference Session
- Assessment and Outcomes: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin
- Tagged Divisions
- Educational Research and Methods
; and faculty members must bequalified and demonstrate abilities to instruct and assess curriculum [4]. Of these broadrecommendations, Criterion 3 (Figure 1) directly addresses student outcomes: what students areexpected to know and be able to do by graduation. Criterion 3c in particular addressesengineering design abilities.(a) an ability to apply knowledge of (b) an ability to design and conductmathematics, science, and engineering experiments, as well as to analyze and interpret data(c) an ability to design a system, (d) an ability to function on multidisciplinarycomponent, or process to meet desired needs teams
- Conference Session
- Discussions on Research Methodology: ERM Roundtable
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Brent K Jesiek, Purdue University, West Lafayette; Sang Eun Woo, Purdue University; Qin Zhu, Purdue University; Kavitha D Ramane, Purdue University ; Neha Choudhary, Purdue University Programs
- Tagged Divisions
- Educational Research and Methods
collecting more data about our respondents (demographics, etc.).The research team next worked to develop response options for all draft scenarios, country-by-country. This typically involved sending a batch of 3-5 scenarios, along with the associatedopen-ended novice and expert responses, to a pair of researchers, including undergraduatestudents, graduate students, and faculty members. Those involved with this project have typicallyworked individually and then in pairs to analyze scenarios and write response options. Early inthis process we also realized that the scenarios and response options could usually be viewed interms of three major considerations: cultural knowledge, domain/technical knowledge, andcultural sensitivity. This insight was