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

Tagged Divisions

Educational Research and Methods

journey map highlighting salientexperiences they’ve had during the previous semester. Information from the interview transcriptsand journey maps is placed into a conceptually clustered matrix and reviewed by multipleresearchers for accuracy. Through the process we draw on multiple sources of data alongsideconstant comparison of findings between researchers to make sense of the students’ experienceswhile retaining their social reality [31]. Alongside the use of first-person direct quotes, these effortshelp retain ongoing communicative validation of each student’s story, and a “co-construction ofmeaning” as we develop findings [32]. Through this process, both positive and negativeinteractions with faculty emerged as salient moments within students

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

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Diversity

Tagged Divisions

Educational Research and Methods

transitions and retention of underrepresented students in engineering and also research about engineering global preparedness and engineering innovation. She also has research expertise in STEM K-12 and in STEM assessment. She chairs USC’s STEM Consortium.Dr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student moti- vation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado Boulder

Tagged Divisions

Educational Research and Methods

encompass all administrative, coordination, and instructional tasks,decisions, and negotiations implicated in starting a new educational initiative such as the WSMat the LPU under study. We utilize actor-network theory and specifically translation as aframework to categorize the various actions and events observed during the process of creatingthe WSM within the LPU in order to aid in mapping the terrain of this initiative as it begins totake root in new soil (Callon, 1986; Latour, 1987; Tsai, Kotys-Schwartz, & Knight, 2015). Forexample, in actor-network language, the textbook and online resources are examples ofinscriptions: data or information officially recorded in an immutable form for portability andtransfer from one location or another

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Zixuan (Victoria) Zhao, Purdue University

Tagged Divisions

Educational Research and Methods

visualization. MATLAB was chosen for its ability to visualizedata in a multitude of representations. By mapping the time at which each code was used over theentire writing process, we are able to see more detail about the full writing process. We made afew assumptions in order to analyze our data in this way: We assumed that 1) the data aremathematically continuous, such that they can be considered functions, 2) multiple codes couldhappen simultaneously, and 3) the lag time between events the video-data and when they werecoded in the GORP tool were small enough to be ignored.5. ResultsOur research objective was to develop visual representations of time-resolved real-time writingdata. We therefore present multiple representations of the same data set to

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

Colorado State University, as part of the IBM Faculty Loan program. She was instrumental in establishing the Profes- sional Learning Institute within the College of Engineering. Rosales served as program director of MAES (Mexican American Engineers and Scientists) and co-chair of the Texas Science and Engineering Festival in 2010 and 2011. The festival attracted a cross-demographic attendance of 25,000 in 2010 and 32,000 in 2011. In September 1998, Hispanic Engineer and Information Technology Magazine recognized Rosales for her many contributions to her industry, naming her as one of its 50 ”Women Who Make a Difference.” The award honors Hispanic women who are inventing new technology, new processes, or are

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

strategies.Dr. Lisa Benson, Clemson University Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. c American Society for Engineering Education, 2020 It's the End of the

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

included the seven essays in their original form. This format is out ofrespect for the contributions and also to allow the reader to experience these essays in theiroriginal coherence. We have grouped the essays to support the flow of this paper and echoaspects of what we have presented thus far. The groupings are titled as follows: (1) challengedto reflect/required reflection, (2) uncomfortable, awkward, nervous, excited, (3) growingappreciation/my perception has expanded, and (4) my journey. We invite the reader to enjoy theessays.Challenged to reflect…/ …required reflecting…In the first two essays below, Trevor Harding and Adam Carberry describe their experiences ofbeing interviewed about activities with which they have much experience. A

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Patricia Kristine Sheridan, University of Toronto; Liz A. Kuley, University of Saskatchewan; Robyn Paul, University of Calgary

Tagged Divisions

Educational Research and Methods

., Pembridge, J. J., Verleger, M.. 2016. The doctorate journey: Mapping perceptions of the Ph.D. process. In Proceedings of the 123rd ASEE Annual Conference and Exposition: Jazzed about Engineering Education, 16 pp. New Orleans, LA. June 26-29.28. Martin, J. P. and Newton, S. S. 2016. Uncovering forms of wealth and capital using asset frameworks in engineering education. In Proceedings of the 123rd ASEE Annual Conference and Exposition: Jazzed About Engineering Education, 9 pp. New Orleans, LA. June 26-29.29. Allendoerfer, C., Adams, R. S., Bell, P., Fleming, L. and Leifer, L. 2007. Becoming an engineering education researcher: Finding pathways toward interdisciplinarity. https://www.researchgate.net/publication

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Camila Aguirre, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

colloquially known. The interviews also included questionsabout why students chose engineering as a major and SoEng as a school, how they facedand overcame difficult academic moments, and what advices they would give to newstudents and to the institution. The interview was also enhanced with a journey-mapexercise1 about the student experiences in first year. This technique was used to elicitstudents’ perceptions and experiences occurred during their first year. The instruction forthis drawing exercise was giving once students confirmed their participation in theinterview. Their maps were the starting point of the conversations and were consulted overthe interview. Each interview lasted between 30 and 45 minutes. The sample consisted of students

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

AC 2011-1244: PHENOMENOGRAPHIC STUDY OF HUMAN-CENTEREDDESIGN: EDUCATIONAL IMPLICATIONSCarla B. Zoltowski, Purdue University, West Lafayette CARLA B. ZOLTOWSKI, Ph.D., is Education Administrator of the EPICS Program at Purdue Univer- sity. She received her B.S. and M.S. in Electrical Engineering and Ph.D. in Engineering Education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering.William C. Oakes, Purdue University, West Lafayette William Oakes is the Director of the EPICS Program at Purdue University, one of the founding faculty members of the School of Engineering Education and a courtesy faculty member in Mechanical Engi- neering and Curriculum

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Joana M. M. Melo, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

graduateengineering students’ attitudes and perceptions about writing and the writing process, the surveyitself is quite long, averaging participants over 30 minutes to complete. Most interesting weregraduate engineering student responses to two of the surveys given, which will be discussed atlength later and are described in our prior work. Literature suggests that survey fidelity decreases with longer surveys, due to “surveyfatigue” [24] in which participants lose focus or care over their answers, an unwelcomephenomenon in the collection of data. Therefore, the purpose of this paper is to present a shortform of the survey which consists of only the survey items that most highly predict writingattitudes. The next section will introduce the two

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.[2] Council of Graduate Schools, “Ph. D. Completion and Attrition: Analysis of Baseline Data,” 2008.[3] R. Sowell, J. Allum, and H. Okahana, “Doctoral initiative on minority attrition and completion,” 2015.[4] K. H. Hunter and K. Devine, “Doctoral Students’ Emotional Exhaustion and Intentions to Leave Academia,” vol. 11, pp. 35–61, 2016.[5] B. E. Lovitts, Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study, vol. 32. 2001.[6] B. E. Lovitts and C. Nelson, “The hidden crisis in graduate education: Attrition from Ph.D. programs,” Academe, vol. 86, no. 6, pp. 44–50, 2000.[7] C. M. Golde, “Should I Stay, or Should I Go? Student Descriptions of the Doctoral

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

a PhD from Northwestern University.Dr. Vimal Kumar Viswanathan, San Jose State University Dr. Vimal Viswanathan is an assistant professor in the Mechanical Engineering Department at San Jose State University. He earned his Ph.D. from Texas A&M University. His research interests include design innovation, creativity, design theory and engineering education.Dr. Chitra R. Nayak, Tuskegee University Dr. Nayak joined Tuskegee University as an assistant professor in Physics in 2014. After completing her Ph.D (2009) in the area of nonlinear dynamics from Cochin University, India, she worked as a postdoctoral fellow in the interdisciplinary field of bacterial biophysics and immunology at Dalhousie University and