Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl A.P. Cass, Clemson University; Zahra Hazari, Clemson University, Department of Engineering & Science Education and Department of Mathematical Sciences; Philip Michael Sadler, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

AC 2011-1589: ENGINEERING PERSISTERS AND NON-PERSISTERS:UNDERSTANDING INFLOW AND OUTFLOW TRENDS BETWEEN MID-DLE SCHOOL AND COLLEGECheryl A.P. Cass, Clemson University Cheryl Cass is a postdoctoral researcher in the Department of Engineering & Science Education at Clem- son University and will soon join the faculty of the Department of Materials Science and Engineering at North Carolina State University as Director of Undergraduate Programs. Cheryl completed a B.S in Biological and Agricultural Engineering from NCSU and an M.S. and Ph.D. in Bioengineering from Clemson. Her work focuses on the intersection between science identity, math identity, engineering pre- conceptions, and engineering career choice in the

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2011-1478: EXPLORING THE MOTIVATIONS FOR MIGRATION AMONGENGINEERING STUDENTSIda B Ngambeki, Purdue University, West Lafayette Ida Ngambeki is pursuing a doctorate in Engineering Education with a concentration in Ecological Sci- ences and Engineering at Purdue University. She has a B.S. in Engineering from Smith College. Her research interests include motivation, interest, career choice, engineering thinking, engineering and pub- lic policy and sustainability.Demetra Evangelou, Purdue University, West Lafayette Dr. Demetra Evangelou is Assistant Professor of Engineering Education in the School of Engineering Education at Purdue University. She has a PhD in Early Childhood Education from the University of

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

explore how students’ gender, race/ethnicity, mathproficiency prior to college, and confidence in fundamental skills and professional skills(leadership, communication, and teamwork skills) influences graduate school plans. Results fromthis study indicate that engineering students’ fundamental skills are positively related toengineering graduate school plans, whereas leadership skills are negatively associated with them.Communication and teamwork skills positively influence graduate school plans inside or outsideengineering. Women are more likely than men to plan to pursue engineering graduate school toprepare for an academic career as well as graduate school for other fields. This paper contributesto engineering educators’ understanding of the

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; William G. Graziano, Purdue University, West Lafayette; Diana Bairaktarova, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Anna Woodcock, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2011-1469: PERSON-THING ORIENTATION AS A PREDICTOR OFENGINEERING PERSISTENCE AND SUCCESSIda B Ngambeki, Purdue University, West Lafayette Ida Ngambeki is pursuing a doctorate at Purdue University in Engineering Education with a concentration in Ecological Sciences and Engineering. She received her B.S. in Engineering from Smith College. Her research interests include motivation, interest, career choice, engineering and public policy, and sustain- ability.Demetra Evangelou, Purdue University, West Lafayette Dr. Demetra Evangelou is Assistant Professor of Engineering Education in the School of Engineering Education at Purdue University. She has a PhD in Early Childhood Education from the University of Illinois

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

members and graduate students in engineering and science, with engineering education as a specific case. Dr. Borrego holds U.S. NSF CAREER and Presidential Early Career Award for Scientists and Engineers (PECASE) awards for her engineering education research. Dr. Borrego has developed and taught graduate level courses in engi- neering education research methods and assessment from 2005-2010. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison. Page 22.1565.1 c American

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Diane Carlson Jones, University of Washington; Joy K. Crawford; Tamara Floyd Smith, Tuskegee University; Donald M. Peter, M.S. P.E., Seattle Pacific University; Elaine P. Scott, Seattle Pacific University; Denise Wilson, University of Washington; Rebecca A. Bates, Minnesota State University, Mankato; Nanette M. Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

students’ sense of professionalidentity, affect toward learning their discipline and their connection to community (sense ofbelonging, support, etc.) at the following levels: individual courses, academic major and thelarger institution. This paper presents these survey items and the relevant results from our pilotsurvey.Our pilot survey results indicate which measures of professional identity and affect are mostrelevant for this effort. Further, these preliminary results reveal a strong Pearson correlation (r =0.50) between career identity and connection to academic major as well as between affect andconnection to academic major (r = 0.56). There are somewhat smaller correlations to a specificclassroom community (r = 0.41 and r = 0.39), and still

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

InteractionsAbstractThis exploratory study addresses the need to increase the numbers of traditionallyunderrepresented minority (URM) students in engineering careers through an investigation of therole of research mentoring in recruiting and retaining URM students in engineering. Mentoringstudents in engineering and science research has long been acknowledged as an effective way toengage undergraduates in engineering majors, and is also an essential component of the doctoraldegrees that represent the gateway to careers in engineering research. This study was guided bythe following questions: 1) What can we identify as best practices in mentoring and supervisingURM students as they conduct engineering research? 2) How is the effectiveness of thesepractices

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University

Tagged Divisions

Educational Research and Methods

AC 2011-925: UTILIZATION OF A THINK-ALOUD PROTOCOL TO COG-NITIVELY VALIDATE A SURVEY INSTRUMENT IDENTIFYING SOCIALCAPITAL RESOURCES OF ENGINEERING UNDERGRADUATESJulie Martin Trenor, Clemson University Julie Martin Trenor, Ph.D. is an assistant professor of Engineering and Science Education with a joint appointment in the School of Materials Science and Engineering. Her research interests focus on social factors affecting the recruitment, retention, and career development of under-represented students in engi- neering. Dr. Trenor is a recent NSF CAREER award winner for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.”Matthew K. Miller, Clemson

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

context more broadly than men did.  Some students struggle with the shift from ―book problems‖ to open-ended problems.  College students navigate through engineering programs in ways that display large and consequential variation.  Seniors are less satisfied with faculty and TAs than first-year students are, although seniors interact with faculty and TAs more.  Seniors’ use of language becomes more engineering design-specific.  Today’s engineering graduates think more about a “first job” than about a lifetime career choice.  A sizeable fraction of engineering graduates are considering a future outside the field of

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

AC 2011-1377: DEFINING AN EVALUATION FRAMEWORK FOR UN-DERGRADUATE RESEARCH EXPERIENCESLisa Massi, University of Central Florida Dr. Lisa Massi is the Director of Operations Analysis in the UCF College of Engineering & Computer Science. Her primary responsibilities include accreditation, assessment, and data administration. She is a Co-PI of the NSF-funded S-STEM program at UCF entitled the ”Young Entrepreneur & Scholar (YES) Scholarship Program.” Her research interests include program evaluation and predictors of career intentions.Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos is a Professor in the UCF Department of Electrical Engineering and Computer Science and the PI of the

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Shannon Davis, Washting State University; Chelsea Nicholas, Washington State University

Tagged Divisions

Educational Research and Methods

Engineering Education, 2011 Practicing Engineers Conceptions of Sight Distance and Stopping Sight Distance within the Context of Highway DesignIntroductionCivil engineering departments strive to prepare their graduates to be productive andinnovative design engineers. Yet, high passing rates on the Fundamentals of Engineeringexam coupled with low scores on concept inventory tests show that while many studentsmay know how to apply their knowledge to straightforward mathematical problems, theirconceptual understanding of the fundamental ideas may still be lacking. Innovation anddesign in the workplace may be challenging for early-career engineers if they possess lowconceptual understandings after

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

distinguishing educationresearch from engineering research and the knowledge of principles and methods of rigorouseducational research. An increase in the interest of building a community of researchers wasalso observed. An interesting observation is that the participants with less teaching experience,presumably in the early part of their career, demonstrated relatively more interest towardseducation research than those who had more experience.BackgroundThe interest in engineering education research has rapidly increased over the past decade. It isgrowing as a field of inquiry and a variety of organizations and initiatives have emerged tosupport a growing community of engineering education research scholars. For example, thecurrent criteria for

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, Ph.D., University of Southern California

Tagged Divisions

Educational Research and Methods

attributable to increased experiences and exposure to creative and innovativethinking opportunities throughout the participants’ undergraduate careers and as they transitioninto their graduate careers. In addition a paired samples t-test was conducted to examine the differences between thetwo groups in relation to ECPII subscales and overall ECPII. The t-test revealed significantfindings (t(4)=-3.202, p<0.05). The graduate group mean was found to be significantly higher(m=2.61 and m=2.72, undergraduate and graduate student means respectively). This again maybe attributable to increased experiences and opportunities as the participants move fromundergraduate to graduate education.Summary, Conclusions and Future WorkThe results of this pilot

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

academy where there are successful practices for helping students develop anidentity, more specifically a military identity, to settings where such intentional practices do not Page 22.69.2exist. While a military identity is not the same as an engineering identity, it is a professionalidentity and is related to future career work. The military academy in this study is located in thenortheastern United States. The primary comparative university setting is a private university inthe mid-western United States where students have a strong identification with their university’sreputation. A secondary comparative setting included a public university in

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

of achievement,persistence, direction, and self-efficacy2-4; all are important in the field of engineering educationas many students, especially underrepresented minorities, leave before reaching their goal ofgraduating with an engineering degree.5 Because goal setting and monitoring involve reflection,both introspective and prospective, they can be difficult for engineering students to engage insince students are often uncomfortable with, and even resistant to, reflective activities. 6-8However, we observed that students began to engage in goal setting and monitoring as naturalby-products of the development of a professional portfolio. The professional portfolio is ademonstration of students’ preparation for an engineering career, and thus

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. Her research is focused on the STEM career pipeline, especially related to engi- neering, engineering education and the molecular biosciences. In addition to her work in education re- search, she is also the Director of scientific courses at the BioPharmaceutical Technology Center Institute in Madison, WI, where she coordinates curricula in the area of molecular biology.Christine G. Nicometo, University of Wisconsin, Madison Christine G. Nicometo is an associate faculty associate in the Engineering Professional Development (EPD) Department at the University of Wisconsin-Madison. Within EPD, she teaches technical commu- nication courses in three programs: Technical Communication Certificate

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

were with experts who had career experience as educators aswell as innovators.Mental Models‘Mental models’ is a psychological term that refers to people’s construction of a “model” in theirmind of real or imaginary situations. A mental model captures a connected set of observations,assumptions and beliefs about a domain-specific situation that people draw upon when they thinkof the situation. Peter Senge writes, “Mental models are deeply held internal images of how theworld works, images that limit us to familiar ways of thinking and acting. Very often, we are notconsciously aware of our mental models or the effects they have on our behavior”12. The familyof methods called “mental model approaches” attempts to characterize people's intuitive

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiffany Tseng, Stanford University; Helen L. Chen, Stanford University; Sheri Sheppard, P.E., Stanford University

Tagged Divisions

Educational Research and Methods

Society for Engineering Education, 2011 EARLY ACADEMIC EXPERIENCES OF NON-PERSISTING ENGINEERING UNDERGRADUATESAbstractEngineering programs nationwide lose almost half of their undergraduate students during thecourse of their undergraduate careers. Increasing our understanding of the students who leaveengineering (“non-persisters”) is crucial to determine ways to better support engineeringundergraduates and increase retention. This study utilizes academic transcripts and interviewscollected from the Academic Pathways Study (APS) to understand persisting and non-persistingstudents from a Suburban Private University (SPri). Data from the APS allow forcharacterization of the coursework the students take and exploration

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M. Abrams, Ohio State University; Robert J. Gustafson, Ohio State University; Sharnnia Artis, Ohio State University

Tagged Divisions

Educational Research and Methods

1 20%No 1 7% No 4 80%Total 15 100% Total 5 100%2. Do you think this was an effective way for you to receive this information?Yes 13 93% Yes 3 60%No 1 7% No 2 40%Total 14 100% Total 5 100%3. Do you agree that faculty-student interaction can have a positive impact onstudent motivation, learning, performance, and careers?Strongly Agree 14 93% Strongly Agree 3 60%Agree 1

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

expectations about theirSTEM interests and abilities before they enter middle school. Little research explores the ways inwhich parents and elementary teachers, whose science and math skills are often lacking, mightsubtly (or explicitly) influence children’s interest and achievement in science and math.Research and intervention projects since How Schools Shortchange Girls1 indicate patterns ofprogress in improved instruction and innovative learning opportunities.2 Still, many brightstudents, particularly women and minorities, choose not to pursue engineering careers.3 AsHalpern et al.4 assert the differences in male and female expectations and choices regardingSTEM learning are much more complex than previously assumed. So too, the perceived gendergap

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melani Plett, Seattle Pacific University; Caitlin Hawkinson, Seattle Pacific University; Jennifer J. VanAntwerp, Calvin College; Denise Wilson, University of Washington; Crystal Bruxvoort, Calvin College

Tagged Divisions

Educational Research and Methods

UniversityJennifer J VanAntwerp, Calvin College JENNIFER J. VANANTWERP is an Associate Professor of Engineering at Calvin College. She has an M.S. (1997) and Ph.D. (1999) in Chemical Engineering, from the University of Illinois at Urbana- Champaign, with research in biotechnology. Her current research interests include retention, diversity, and career pathways among engineering students and professionals.Denise Wilson, University of Washington Denise Wilson is an Associate Professor in Electrical Engineering and holds an adjunct appointment in Civil and Environmental Engineering at the University of Washington. She received her B.S. degree in mechanical engineering from Stanford University and her M.S. and Ph.D. degrees

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Xingyu Chen, Purdue University

Tagged Divisions

Educational Research and Methods

success models in engineering, global engineering education, teamwork and team effectiveness, and production systems control and optimization. He worked as a production control engineer in Taiwan, and has taught laboratory classes in manufacturing engineering and freshmen engi- neering in the U.S. He earned his Bachelor and Master degrees in Industrial Engineering from National Tsing Hua University (Taiwan) and Purdue University (U.S.A). His ultimate career goal is to help cul- tivate world-class engineering graduates that can compete globally, as well as collaborate with the best engineers across different cultures.Xingyu Chen, Purdue University

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Educational Research and Methods

notcoincided with an increase in engineering graduates.3, 4 Therefore the departure of students fromthe discipline remains an issue. The primary focus in engineering education as well as other STEM fields has been toimprove the curriculum and pedagogy of faculty. STEM educators adopted this focus largely inresponse to Seymour and Hewitt’s seminal work studying students who depart from the STEMdisciplines. Noting that leavers do not differ significantly in terms of academic achievement orpreparedness, their findings indicate that students leave the STEM disciplines primarily due tothe content-laden curriculum, the inadequate and uninteresting instruction, and an overalldisinterest in STEM careers.5 As a result, engineering has invested

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Cathy Bays

Tagged Divisions

Educational Research and Methods

future discipline specific courses and careers. Anothercourse that is common to all engineering disciplines at J.B. Speed School of Engineering isDifferential Equations for Engineering, and is typically taken during the student’s sophomoreyear. These two courses provide the foundation for this study.The purpose of this research study is to assess the critical thinking skills of undergraduateengineering students as they progress through the engineering program. The specific researchquestion is: How do the critical thinking skills of undergraduate engineering students change asthey matriculate through the engineering program? This manuscript presents baseline criticalthinking data for the three cohorts enrolled in the study.IntroductionThe

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

astudent, at some point in the academic career, completed the required curriculum for a semester,then credit was given for completing that semester’s required curriculum, thus a “Y” for a givensemester’s work means that a student had completed all of the required courses for graduation atany time during the student’s career. In order to visually arrange the student curricularcompletion “pathway,” the semesters are always ordered sequentially, so “YYYN” means astudent successfully completed all of the courses in the first, three semesters of his/her major,and did not complete all of the courses in the last semester of his/her major.It is important to carefully describe exactly what such a methodology includes and what it leavesbehind. First, the

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

; fax: (+1) 781.292.2505; e-mail: ozgur.eris@olin.edu. Page 22.1025.1 c American Society for Engineering Education, 2011 LOOKING AT ENGINEERING STUDENTS THROUGH A MOTIVATION/CONFIDENCE FRAMEWORKAbstractIn this paper we compare groups of engineering students along two dimensions, intrinsicpsychological motivation to study engineering and confidence in professional and interpersonalskills. We focus on these two measures because they have been shown to be directly related toseniors‟ future career plans and other aspects of the student experience1.Our sample included 103 students who

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

seem a little more prepared. I think in the beginning, when we asked the kids what their interest was in science or what they wanted to pursue, a couple of them said it really wasn’t a science career. But like you said, I think the kids were a little bit cooler. They put up a little bit of a wall, but as the week went on, they kind of dropped that wall. They believed in some of the things that we were doing and looked at it from a different standpoint. One of the girls said, “You know what, I never really like science, but this camp is making me think about it. I can’t really compare the two groups, but since I was a camper last year, I can agree with what they were saying about not being

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

, and in what ways.The publication of the report Rising Above the Gathering Storm by the National Academy ofSciences (NAS) (Augustine, 2005), highlighted political and popular concerns in the UnitedStates that the globalization of knowledge and increased use of low-cost labor had led to theerosion of the US as a leader in science, technology, and engineering. The report also arguedthat the federal government needed to act to ensure the country’s continued success in thisarea. As with the Sputnik ‘crisis’ nearly a half century earlier, these concerns were manifestas a call to increase the number of American-born students entering science, technology, andengineering careers. In 2006-7, I responded to a call for proposals from the National

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

- ter for Advanced Computing, Information Technology at Purdue University where he led the education and the educational technology effort for the NSF-funded Network for Computational Nanotechnology (NCN). His work focuses on how semantic grid-based technologies and tools can co-exist with students’ lifestyles, learning patterns, and technology choices. Dr. Madhavan was the Chair of the IEEE/ACM Supercomputing Education Program 2006 and was the curriculum director for the Supercomputing Ed- ucation Program 2005. In 2008, he was awarded the NSF CAREER award for work on learner-centric, adaptive cyber-tools and cyber-environments. He was one of 49 faculty members selected as the nation’s top engineering educators and

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

hands-on learning experiences and continuous practice of a broad set ofprofessional skills in order to better prepare them for careers as engineering practitioners.Central features of the program include: • A four-year sequence of increasingly challenging team-based design projects. • Interdisciplinary teaming in one or more team design projects. • Cross-disciplinary collaboration in sequenced courses. • Active participation of practicing engineers from industry through teaching, program evaluation and project sponsorships. • A required core spanning all engineering disciplines, incorporating the complete design cycle within simulated industrial product development contexts.The strategy behind the Design4Practice