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Episodes as a Discourse Analysis Framework to Examine Feedback in an Industrially Situated Virtual Laboratory Project

Conference Session: Digital Technologies and Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University
Tagged Divisions: Educational Research and Methods

AC 2011-1434: EPISODES AS A DISCOURSE ANALYSIS FRAMEWORKTO EXAMINE FEEDBACK IN AN INDUSTRIALLY SITUATED VIRTUALLABORATORY PROJECTDebra Gilbuena, Oregon State University Debra Gilbuena is a doctoral student in Chemical Engineering at Oregon State University. She currently has research focused on student learning in virtual laboratories. Debra has an MBA and MS as well as 4 years of industrial experience including a position in sensor development, an area in which she holds a patent. Debra was awarded the Teacher’s Assistant of the Year Award by the College of Engineering at Oregon State University for her work as a Teacher’s Assistant.Ben Uriel Sherrett, Oregon State University Ben is studying the engineering design

Relevance Score: 0.8728909

Investigating Student Learning in Two Active Learning Labs: Not All “Active” Learning Laboratories Result in Conceptual Understanding

Conference Session: Active and Inquiry-Based Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Jonte Bernhard, Linköping University, Sweden
Tagged Divisions: Educational Research and Methods

laboratory activitiesis, as Trumper states in a review15, “that they are learner-centred. They induce students tobecome active participants in a scientific process in which they explore the physical world,analyze the data [and] draw conclusions”. However Lindwall16 has analyzed several learningenvironments and argues that many other environments fulfill conditions 1-6 described above,without achieving good results in conceptual tests. Results of my earlier studies show that thestudents achieve better results (using concept tests such as FCI17 and FMCE18 to measure success)if lab-instructions are created that apply teaching strategies in line with variation theory than ifthe teacher adopts a non-conceptual approach8, 9.This led to the following

Relevance Score: 0.70241696

New Perspectives on Teaching Innovation to Engineers: An Exploration of Mental Models of Innovation Experts

Conference Session: Learning From Experts
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Indira Nair, Carnegie Mellon University; Eden Fisher, Carnegie Mellon University; Mustafa A. Biviji, Carnegie Mellon University
Tagged Divisions: Educational Research and Methods

AC 2011-2354: NEW PERSPECTIVES ON TEACHING INNOVATION TOENGINEERS AN EXPLORATION OF MENTAL MODELS OF INNOVA-TION EXPERTSEden Fisher, Mustafa Biviji, Indira Nair, Carnegie Mellon University Eden Fisher is the Director of the Masters Program in Engineering and Technology Innovation Manage- ment (ETIM) and Professor of the Practice at Carnegie Mellon University. Dr. Fisher holds a BS in Chemistry from Princeton University and a Ph.D. in Engineering & Public Policy from Carnegie Mellon. She worked in technology innovation for over 20 years at ALCOA. Indira Nair is Vice Provost and Professor Emeritus in Engineering and Public Policy at Carnegie Mellon. She has a Ph.D. in Physics from Northwestern University and has

Relevance Score: 0.6701959

Feedback and Assessment of Student Work on Model-Eliciting Activities: Undergraduate Teaching Assistants’ Perceptions and Strategies

Conference Session: Educational Research and Methods Potpourri I
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Raghavi Merugureddy, Purdue University ; Amani Salim, 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

forth) and degree of development.From Fall 2002 to Spring 2009, MEAs were implemented by GTAs in the laboratory setting of arequired first-year engineering course at Purdue University. During this period, UGTAs were notinvolved in assessing student work on MEAs, though they did support classroomimplementation. However, in Fall 2009, UGTAs, serving as either peer teachers (classroominstructional team members and graders) or out-of-classroom graders, became equallyresponsible with the GTAs for providing feedback on and evaluating students’ MEA work. Thisrecent staffing change brings challenges to implementing open-ended engineering problems.UGTAs, particularly sophomores, have minimal academic, teaching, or professional experience,as compared to

Relevance Score: 0.66791475

Need Assessment for TA Training: A Survey to Capture Particular Needs at an Institution

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

. His research focus is on biology education including the use of inquiry and tech- nology in the teaching introductory biology lecture and laboratories. He has published articles on the impact of teaching in reformed courses on graduate students.YoonJung Cho, Oklahoma State University Assistant professor in the School of Applied Health and Educational Psychology at Oklahoma State Uni- versity. Her research is focused on students’ achievement motivation and self-regulated learning process as well as teachers’ motivation and its impact on instructional practices, both in traditional classroom setting and online instruction. She published articles on graduate teaching assistants’ professional devel- opment as well as

Relevance Score: 0.04155773

An Active Learning Environment for Enriching Mathematical, Conceptual, and Problem-Solving Competencies

Conference Session: Modeling and Problem-Solving
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Morris M. Girgis, Central State University
Tagged Divisions: Educational Research and Methods

further extended to an integrated teaching approachinvolving lectures, testing, laboratory projects, and case studies.In this paper, a comprehensive project for developing mathematical, conceptual, and problem- Page 22.159.2solving competencies has been developed. Two engineering mechanics problems consisting ofsprings, pulleys and/or a beam will be presented. One problem was chosen for implementation ina Strength of Materials course project. The features of the spring-pulley-beam system will bediscussed and specific domain concepts will be presented. A conceptual analysis was performedto develop sub-problems of the main project problem to

Relevance Score: 0.02565908

Analyzing the Transformative Nature of Engineering Education Proposals

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

expertise in design and innovation, the impact and diffusion of education innovations, and teaching approaches of engineering faculty. Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. from the University of California at Berkeley.Russell Pimmel, National Science Foundation Russell Pimmel is the lead Program Director for the Course, Curriculum and Laboratory Improvement (CCLI) Program and also is involved in the Advanced Technology Education (ATE) Program, and the Science, Technology, Engineering, and Mathematics Talent Expansion (STEP) Program. He also works on the Stem Talent Enhancement Program (STEP) and the Advanced Technology (ATE) Program. He joined NSF

Relevance Score: 0.024290785

Defining an Evaluation Framework for Undergraduate Research Experiences

Conference Session: Learning Outside the Classroom
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cherie Geiger, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida
Tagged Divisions: Educational Research and Methods

”. She has collaborated with optical scientists from the Australian Defense, Science, and Technology Office on experiments in Adelaide Australia and Kennedy Space Center, Fl. In 2005 she did a sabbatical at the Naval Research Laboratory in which both theoretical and experimental studies were conducted with NRL scientists and engineers. In 2007 Dr. Young was named a fellow of the International Society for Optical Engineers. Dr. Young has received the UCF Research Incentive Award, Teaching Incentive Award, and Scholarship of Teaching and Learning award. Dr. Young is currently the co-director of the UCF EXCEL program.Cherie Geiger, University of Central Florida Dr. Cherie Geiger is an Associate Professor of Chemistry at

Relevance Score: 0.022569463

Student Lifelong Learning Outcomes for Different Learning Environments

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

Engineering project investigating persistence of women in engineering undergraduate programs. Dr. Lord’s industrial experience includes AT&T Bell Laboratories, General Motors Laboratories, NASA Goddard Space Flight Center, and SPAWAR Systems Center. She served as the President of the IEEE Education Society in 2009 and 2010.Candice Stefanou, Bucknell University Candice is an Associate Professor of Education at Bucknell University. Her teaching interests are in applied measurement and assessment and educational psychology. Her research interests are in motivation and classroom environments.Dr. Michael J. Prince, Bucknell UniversityJohn Chen, California Polytechnic State University John Chen is an Associate Professor

Relevance Score: 0.019652601

The Use of Inquiry-Based Activities to Repair Student Misconceptions Related to Heat, Energy and Temperature

Conference Session: Active and Inquiry-Based Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University
Tagged Divisions: Educational Research and Methods

Physics webpage; http://physics.dickinson.edu/~abp_web/abp_homepage.html, accessed10/12/10Bernhard, Jonte. Improving Engineering Physics Teaching - Learning From Physics Education Research.In Physics Teaching in Engineering Education. 2000. Budapest.Bransford, J., Brown, A., and Cocking, R. 2000 How People Learn: Brain, Mind, Experience and School.Washington, D.C.: Commission on Behavioral and Social Science and Education, National ResearchCouncil.Carlton, K. (2000), 'Teaching about heat and temperature', Physics Education, 35 (2), 101.Chi, M. T. H. Commonsense Conceptions of Emergent Processes: Why Some Misconceptions AreRobust. Journal of the Learning Sciences, 2005. 14. 161-99.Chi, M. T. H. (2006). Laboratory methods for assessing experts’ and

Relevance Score: 0.018046437

Educating Broad Thinkers: A Quantitative Analysis of Curricular and Pedagogical Techniques Used to Promote Interdisciplinary Skills

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

AC 2011-1963: EDUCATING BROAD THINKERS: A QUANTITATIVE ANAL-YSIS OF CURRICULAR AND PEDAGOGICAL TECHNIQUES USED TOPROMOTE INTERDISCIPLINARY SKILLSDavid B. Knight, Pennsylvania State University, University Park David Knight is a PhD candidate in the Higher Education Program at Pennsylvania State University and is a graduate research assistant on two NSF-funded engineering education projects. His research interests include STEM education, interdisciplinary teaching and research, organizational issues in higher education, and leadership and administration in higher education. Email: dbk144@psu.edu Page 22.519.1

Relevance Score: 0.014961102

Student Construction of Knowledge in an Active Learning Classroom

Conference Session: Active and Inquiry-Based Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Elliot P. Douglas, University of Florida
Tagged Divisions: Educational Research and Methods

student acquisition of data in physics learning cycles. J. Res.Sci. Teach. 1985, 22 (4), 303-25.22. Hall, D. A.; McCurdy, D. W., A comparison of a biological sciences curriculum study (bscs) laboratory anda traditional laboratory on student achievement at two private liberal arts colleges. J. Res. Sci. Teach. 1990, 27 (7),625-36.23. Renner, J. W.; Paske, W. C., Comparing two forms of instruction in college physics. American Journal ofPhysics 1977, 45 (9), 851-859.24. Spencer, J. N., New directions in teaching chemistry: A philosophical and pedagogical basis. J. Chem.Educ. 1999, 76 (4), 566-569.25. Hanson, D.; Wolfskill, T., Process workshops - a new model for instruction. J. Chem. Educ. 2000, 77 (1),120-130.26

Relevance Score: 0.01477596

Student Designed Desktop Modules in a Thermodynamics Course

Conference Session: SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Donald P. Visco Jr., University of Akron
Tagged Divisions: Chemical Engineering, Educational Research and Methods

AC 2011-1798: STUDENT DESIGNED DESKTOP MODULES IN A THER-MODYNAMICS COURSEDonald P. Visco, Jr., University of Akron Donald P. Visco, Jr. is a Professor of Chemical Engineering and the Associate Dean for Undergradu- ate Studies at the University of Akron. Most recently, he was a Professor of Chemical Engineering at Tennessee Technological University. His current research interests include experimental and computa- tional thermodynamics as well as bioinformatics/drug design. He is an active and contributing member of ASEE at the local, regional and national levels. He is the 2006 recipient of the Raymond W. Fahien Award for Outstanding Teaching Effectiveness and Educational Scholarship as well as the 2009 recipient

Relevance Score: 0.014427248

Approaches to Engaging Students in Engineering Design and Problem Solving

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

AC 2011-599: APPROACHES TO ENGAGING STUDENTS IN ENGINEER-ING DESIGN AND PROBLEM SOLVINGAnn F. McKenna, Arizona State University, Polytechnic campus Ann McKenna is an Associate Professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University (ASU). Prior to joining ASU she served as a program officer at the National Science Foundation in the Division of Undergraduate Education and was on the faculty of the Segal Design Institute and Department of Mechanical Engineering at Northwestern University. Dr. McKenna’s research focuses on understanding the cognitive and social processes of design and innova- tion, design teaching and learning, the role of adaptive expertise in

Relevance Score: 0.01396947

The Effects of Engineering Demonstration Design on Learning and Interest

Conference Session: Fostering Student Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Gerald Sullivan, Virginia Military Institute; James C. Squire, Virginia Military Institute; George Mercer Brooke IV, Virginia Military Institute,Department of Physics and Astronomy
Tagged Divisions: Educational Research and Methods

industry.James C. Squire, Virginia Military Institute James Squire is a Professor of Electrical Engineering at the Virginia Military Institute. He received a B.S. in Electrical Engineering from the United States Military Academy in West Point, NY and served in the army as a Military Intelligence officer during Desert Storm. Although his PhD is in electrical engineering, he completed his doctoral work in a biomedical engineering laboratory at MIT and has interests in analog and digital instrumentation, signal processing, biomechanics, patent litigation, and cardiology. At VMI he teaches analog electronics, continuous time and discrete time signal processing, and advises a variety of independent study projects.George M. Brooke

Relevance Score: 0.013645124

Implementation of Differentiated Active-Constructive-Interactive Activities in an Engineering Classroom

Conference Session: Active and Inquiry-Based Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University
Tagged Divisions: Educational Research and Methods

instructional materials, activities, and as- sessments by using a cognitive framework of differentiated overt learning activities for designing effective classroom instruction in materials science and engineering.Glenda Stump, Arizona State University Glenda Stump is a Post-doctoral Scholar in the School of Social and Family Dynamics at Arizona State University in Tempe, Arizona. Dr. Stump earned a Ph.D. in Educational Psychology and a certificate in Educational Technology from Arizona State University in May of 2010.Stephen J Krause, Arizona State University Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging

Relevance Score: 0.01265734

Instructional Videos with Purpose: Compensate, Support, and Challenge Chemical Engineering Students in an Introductory Thermodynamics Course

Conference Session: SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Dan Cernusca, Missouri University of Science & Technology; Daniel Forciniti, Missouri University of Science & Technology
Tagged Divisions: Chemical Engineering, Educational Research and Methods

refrigeration cycles might be included. In the second semester(mainly first semester juniors enrolled in the course) the instructor extends the principles tomixtures and focuses our discussion on phase equilibrium. In addition, this second course coverschemical reaction equilibrium and mixing processes. The combination of a very abstract topicand very young students makes therefore the teaching of thermodynamics a challengingexperience. Page 22.891.2To be effective learners in this course, students need some thermodynamics background beyondtheir high school experience and that, unfortunately, very often is not the case. Along with thesubjective

Relevance Score: 0.011907561

Special Session: Moving towards the Intended, Explicit, and Authentic: Addressing Misalignments in Engineering Learning within Secondary and University Education

Conference Session: Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison
Tagged Divisions: Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

University of Wisconsin - Madison, and a faculty fel- low at the Wisconsin Center for Education Research (WCER) and the Center on Education and Work. Dr. Nathan studies the cognitive, embodied, and social processes involved in STEM reasoning, learn- ing and teaching, especially in mathematics and engineering classrooms and in laboratory settings, using both quantitative and qualitative research methods. Dr. Nathan has secured over $20M in external re- search funds and has over 80 peer-reviewed publications in education and Learning Sciences research, as well as over 100 scholarly presentations to US and international audiences. He is Principal Investiga- tor or co-Principal Investigator of 5 active grants from NSF and the

Relevance Score: 0.011379825

Analyzing Subject-Produced Drawings: The use of the Draw an Engineer Assessment in Context

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

AC 2011-2655: ANALYZING SUBJECT-PRODUCED DRAWINGS: THEUSE OF THE DRAW AN ENGINEER ASSESSMENT IN CONTEXTTirupalavanam G. Ganesh, Arizona State University Tirupalavanam G. Ganesh is Assistant Professor of Engineering Education at Arizona State University’s Ira A. Fulton Schools of Engineering. He has bachelors and masters degrees in Computer Science and Engineering and a PhD in Curriculum and Instruction. His research interests include educational research methods, communication of research, and k-16+ engineering education. Ganesh’s research is largely focused on studying k-12 curricula, and teaching-learning processes in both the formal and informal settings. He is principal investigator of the Information Technology

Relevance Score: 0.011284731

An Assessment of Creative Capabilities in Technological Design

Conference Session: Research on Engineering Design Education
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette
Tagged Divisions: Educational Research and Methods

AC 2011-1383: AN ASSESSMENT OF CREATIVE CAPABILITIES IN TECH-NOLOGICAL DESIGNLeslie Reed, Purdue University Ms. Reed is the founder and CEO of Reed Environmental, Inc., a comprehensive safety, industrial hygiene and environmental consulting firm founded in 1989. She is presently working on a PhD in Technology from Purdue University.Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette Michael Dyrenfurth is professor in the Department of Industrial Technology at Purdue University. He is co-PI of the DETECT and Atlantis Concurrent MS degree projects. Active in international aspects of the profession, he teaches and researches in the areas of technological innovation, technological literacy

Relevance Score: 0.010838745

Improving Student Attainment of ABET Outcomes Using Model-Eliciting Activities (MEAs)

Conference Session: Open-Ended Problems and Student Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh
Tagged Divisions: Educational Research and Methods

AC 2011-505: IMPROVING STUDENT ATTAINMENT OF ABET OUT-COMES USING MODEL-ELICITING ACTIVITIES (MEAS)Karen M. Bursic, University of Pittsburgh Karen M. Bursic is an Assistant Professor and the Undergraduate Program Director for Industrial En- gineering at the University of Pittsburgh. She received her B.S., M.S., and Ph.D. degrees in Industrial Engineering from the University of Pittsburgh. Prior to joining the department she worked as a Senior Consultant for Ernst and Young and as an Industrial Engineer for General Motors Corporation. She teaches undergraduate courses in engineering economics, engineering management, and probability and statistics in Industrial Engineering as well as engineering computing in the

Relevance Score: 0.010740109

Open-Book Problem-Solving in Engineering: An Exploratory Study

Conference Session: Assessing Student Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; Nathan McNeill, University of Florida
Tagged Divisions: Educational Research and Methods

. Douglas, University of Florida Dr. Elliot P. Douglas is Associate Chair, Associate Professor, and Distinguished Teaching Scholar in the Department of Materials Science and Engineering at the University of Florida. His research activities are in the areas of active learning, problem solving, critical thinking, and use of qualitative methodolo- gies in engineering education. Specifically, he has published and presented work on the use of guided inquiry as an active learning technique for engineering; how critical thinking is used in practice by stu- dents; and how different epistemological stances are enacted in engineering education research. He has been involved in faculty development activities since 1998

Relevance Score: 0.010740109

Early Engineering Interests and Attitudes: Can We Identify Them?

Conference Session: Engineering Education Research in K-12
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Karen A. High, Oklahoma State University; Melanie C. Page, Oklahoma State University; Julie Thomas, Oklahoma State University
Tagged Divisions: Educational Research and Methods, K-12 & Pre-College Engineering

AC 2011-1489: EARLY ENGINEERING INTERESTS AND ATTITUDES:CAN WE IDENTIFY THEM?Karen A High, Oklahoma State University KAREN HIGH earned her B.S. from the University of Michigan in 1985 and her M.S. in 1988 and Ph.D. in 1991 from the Pennsylvania State University. Dr. High is an Associate Professor in the School of Chemical Engineering at Oklahoma State University where she has been since 1991. Her main technical research interests are Sustainable Process Design, Industrial Catalysis, and Multicriteria Decision Mak- ing. Her engineering education activities include enhancing mathematics, communication skills, critical thinking and creativity in engineering students and teaching science and engineering to education

Relevance Score: 0.010419115

Evaluating Student Responses in Open-Ended Problems Involving Iterative Solution Development in Model-Eliciting Activities

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

Relevance Score: 0.008950091

The Effect of Previous Team Experiences on Students’ Perceptions of Interdisciplinary Engineering Problems

Conference Session: Fostering Student Learning
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia
Tagged Divisions: Educational Research and Methods

program is toenable students to work on interdisciplinary engineering projects requiring an understanding ofelectrical and computer design and systems analysis. Over the course of three years in theprogram, students are required to complete coursework in both the SE and ECE departments,including two joint laboratory courses in the third year and a team-based, interdisciplinarycapstone project in the fourth year.Participants for this study were second-year engineering students within the SE and ECEdepartments. Data for this study was collected between October 2009 and March 2010, focusingon the first cohort of LEP students and their non-LEP counterparts. The first cohort to begin thisprogram started in the fall of 2009 with 14 students. Of those

Relevance Score: 0.008501535

Weighted Social Tagging as a Research Methodology for Determining Systemic Trends in Engineering Education Research

Conference Session: Knowing Ourselves: Research on Engineering Education Researchers
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

education 89 student involvement 16 participants 69 excellence 15 skills 53 ethnographic perspective 13.5 teaching 50 perception discrepancies 12 questions 50 consensus 10.5 student 49 institutions 9 professors 47 undergraduate 9 study 42 participant activities 8 excellence 41 qualitative research 8 technology 34 technology usage 8 classroom 31