Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Jennifer Kidd, Old Dominion University

Tagged Divisions

Educational Research and Methods

Paper ID #19905Implementing Peer-Review Activities for Engineering Writing AssignmentsDr. Stacie I. Ringleb, Old Dominion University Stacie Ringleb is an associate professor in the Department of Mechanical and Aerospace Engineering at Old Dominion University. Dr. Ringleb received a B.S. in biomedical engineering from Case Western Re- serve University in 1997, a M.S.E. from Temple University in Mechanical Engineering in 1999, and a PhD from Drexel University in Mechanical Engineering in 2003. She completed a post-doctoral fellowship in the Orthopedic Biomechanics Lab at the Mayo Clinic. Dr. Ringleb research interests

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

profession.  appeared confident, demonstrated command of the classroomThe VAPR process allows the faculty reviewers to benefit from the review process as a means toreview another’s teaching, but to also gain insight into multiple perspectives including theexpertise of the TLE. Once all reviews are complete, the OoR then reviews their own video withthe comments and writes a post-observation reflection in the final minute timestamp of the video.In traditional faculty observation, the comments and post-reflection occur during a debriefing,where the instructional coach or peer takes notes during the review process and discusses whatwas observed in a face-to-face meeting. The limitation in the traditional review is that many ofthe comments are de

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 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, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

through Video Annotated Review of Faculty TeachingAbstractReflection is a critical need for peer observations and reviews to initiate a change in practice(Race, 1998; Allen, 2002; and Bell, 2002). It is maintained, however, that the self-reflectionsmust be adequate to effect this change, and that there are challenges involved in developingmeaningful reflective practices (Harvey and Knight, 1996). Literature exists that definesadequate self-reflection and provides reasons why many instructors fall short when they self-reflect. However, studies on instructor reflective statements and how they might evolve overtime and in the context of a cohort of peer reviewers has not been extensively studied. Thisstudy compares both pre

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

modulus, bond energy, thermal expansion and melting points. Wealso created an activity sheet with five short answer questions to scaffold and guide students tointerpret specific aspects of the information provided in the graphs and figures. Students were 1    asked to write their responses on the worksheets. The accompanying activity sheet delivered aninquiry-oriented activity in which the data and relations embedded within the graphs and figureswere followed by questions that directed students to generate analyses and conclusions. All participants read an introductory text individually for 10-15 minutes. Sections of thistext was taken from

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eileen Haase PhD, Johns Hopkins University; BaDoi Nguyen Phan, Johns Hopkins University; Harry R. Goldberg, Johns Hopkins School of Medicine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of team based collaborative learning. In addition to theshort-term knowledge gain acquired through peer instruction, we also measured long-termretention of final exam material four months’ post-final. On both the final exam and the fourmonth post-final retest, students scored significantly higher on material taught through TBL.Thus, team based learning, which includes a combination of reading, writing, kinesthetic andaural methods of learning, demonstrated significant short- and long-term gains in contentretention.BackgroundThe Johns Hopkins University Biomedical Engineering (BME) course Molecules and Cells is amandatory class for BME majors, primarily taught during fall of their sophomore year. Inaddition, approximately ten percent of the

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

William E. Genereux, Kansas State University Polytechnic Campus

Tagged Divisions

Educational Research and Methods

requiring a video term-paper project to address thedesired educational goals of increasing student ownership of learning, learning course-relatedconcepts, and providing evidence of communication skills and media literacy skills. Studyparticipants came from convenience samples drawn from a computer networking course andfrom a general education writing course offered on a small branch campus of a large researchuniversity. The participants were college students having varying levels of familiarity with theskills examined.The study design used mixed methodologies, including a quasi-experimental, two-groupcontrol/intervention, student surveys, and qualitative interviews. The quasi-experiment consistedof pre- and post-test measurements of media literacy

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

peers.Five FG engineering students with high quantitative belongingness were selected for aninterview. A semi-structured interview protocol based in interpretive phenomenological analysiswas used to elucidate the students’ experiences that fostered belongingness. Separate themesfrom each student were created from coding and then overarching themes unified a sharedexperience.The following overarching themes were prevalent among the participants: similarity toclassmates, recognition as an engineer by peers, limited questioning of belongingness, andbelongingness is a state of mind. The results depict that elements of engineering identity play apart in making students feel they belong (e.g., recognition), but in some cases, belongingness isdistinct from

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Arshia Khan, University of Minnesota, Duluth; Ona Egbue, University of Minnesota, Duluth; Stephen Phillips, University of Waterloo

Tagged Divisions

Educational Research and Methods

challenges students’ understanding and reinforces their knowledge.A key learning approach implemented in this method is collaboration, where students work withtheir peers to complete the required tasks, as opposed to working individually. The effectivenessof collaborative learning compared with individual learning has been established in other studies.In a meta-analysis of 168 studies, Johnson et al. [7] found that collaborative learning activitiesimproved academic achievement, quality of interpersonal interaction, improved self-esteem, andimproved perceptions of greater social support. Similarly, Springer et al. [8] found thatcollaboration improved academic achievement, student attitudes, and retention in academicprograms. The peer learning that

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Clemson University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

purposefully avoidstreating minority gender identities as an afterthought13,25. The ability to select as many labels asappropriate prevents situations in which a respondent might have to choose between “Male” and“Transgender Male,” a situation that can be alienating. Our approach also balances length withinclusion13. In this configuration, a woman who identifies with her biological sex would be ableto select both “female” and “cisgender” to describe herself. If an individual’s gender identity didnot fall into the categories listed in the survey, they were prompted to write in their specificidentity next to “a gender not listed.” The phrasing of this item was crafted to treat write-inresponse as equally valid as the other options provided13.We defined

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

published by the National Science Foundation, How People Learn [1]effectively communicates the characteristics of an ideal learning environment as (a) knowledge-centered, (b) learner-centered, (c) assessment-centered, and (d) community-centered. “Briefly, alearner-centered approach attempts to expose students' prior conceptions and connect newlearning to them; a knowledge-centered approach promotes conceptual understanding andorganization of the knowledge; an assessment-centered approach gives frequent opportunities forformative feedback; and a community centered approach uses students' peers in the learning andalso attempts to connect students to the way professionals might work” [11]. Active learning,cooperative learning, peer-led team learning

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

(2) published,peer-reviewed literature articles for each technique intended for use as a point of reference.Copies of the journal articles were provided with summarized background information on eachtechnique along with a defense for the decision made for the choice of method (as assessed in theCSU Critical Thinking Value Rubric).Proposed Approach: Student apprentices were to build the proposed framework for theirindividual testimony from an instrument based tool box to use as a road map to the get to the rootcause of the PBL scenario. They needed to identify the key skills and competencies required toconduct their analyses, such as research ethics, content knowledge and informational literacyskills; practical and problem-solving skills

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Luciane de Greef, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

the classroom time, resulting in students taking more responsibilityfor their own learning. Having open discussions with peers and time to critique allowed a shift inthe responsibility for learning, which in turn somehow enabled deeper learning. It makes me feel like I'm actually teaching them something because they're thinking for themselves. Finally, I think that I have breached the idea of what critical thinking is in technical writing for engineers. (Participant #9) Now I have the confidence behind me to know, even if it bothers them, even if they're struggling, that it isn't my failure (Participant #9)This interviewee points to a dramatic change in the role of the teacher in the learning process. I

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University

Tagged Divisions

Educational Research and Methods

advising, career guidance,and faculty support are frequently reported by students who leave an engineering program(Seymour et al., 1997, Meyer et al., 2014). Regardless of these challenges it is important forengineering programs to be aware of these realities when developing and implementing retentioninitiatives.Temple University’s Project SOARTraditionally, Temple University has responded to the issue of low rates of success and retentionin its engineering courses and programs by providing support interventions for strugglingstudents. In fact, at Temple we have robust student support services, including tutoring, examreview sessions for select courses, peer assisted study sessions, coaching on academic skillsdevelopment, a writing center, and

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

programs such as developing an active learning environment, increasing the use of technology in the classroom, and the use of peer mentors to better relate the challenges freshman students face in understanding classroom material.4) Strategies focused on retaining student interest in their chosen discipline. These strategies include incorporating modules into freshman courses that involve the solving of practical engineering problems, and demonstrating the application of classroom concepts to real-world problems.5) Strategies focused on incorporating more hands-on components into the classroom.Table 1 presents all the retention techniques that have been summarized in this paper. The tablecomprises the reference number corresponding to

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

an effective study environment (time and location), seeking helpfrom peers and teachers and engagement in planning and monitoring activities, to name a few5.Because SRL is so complex, there is not a single SRL approach or strategy that students can betaught that will be applicable in all situations. In fact, situation, or context, dependence is one ofthe areas in need of further research so we can better understand the contextual factors thatimpact engagement in SRL6. Research in SRL has already suggested that contextual factors suchas degree of instructor scaffolding7, pedagogical approach used in the classroom8, genderbalance9, learner’s interpersonal relationships as well as school policy or structure10, impactengagement in self-regulated

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

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Educational Research and Methods

atintersections, including the combination of ideas from multiple contexts9. However, returnersrepresent a relatively small proportion of engineering PhD students and the limited researchabout their experiences suggests they may face particular challenges in their doctoral studiescompared to their direct-pathway peers (students who pursue a PhD shortly after theirundergraduate education). In an effort to learn more about returners’ perspectives, experiences,research, and approaches to engineering problem solving, our team designed and implementedwhat is, to our knowledge, the first large-scale mixed-methods study comparing returning anddirect-pathway engineering PhD students. We draw on Eccles’ expectancy-value theory (EVT),which describes achievement

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Professional Skills module wherein the benefitsof volunteering within the engineering discipline, both in terms of making a difference tosociety but also with regards to promoting individual employability and self-directed learningwill be emphasized.Additionally, working with colleagues, a number of mentoring opportunities aimed atfoundation students were offered and supported by the School. One such opportunityinvolved students going into inner city schools to offer mentoring in mathematics. Whilstother students were recruited for a foundation level Peer Assisted Learning project, providingmaths mentoring for their peer group. At graduate level, finding time outside of thecurriculum to enable the students’ to participate in such activities proved to

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

project themselves or their goals. An EDS who can seethemself as a tenured professor in the future has more distance, or a far future, than a studentwho can only project themself to the near future of graduation. Finally, ​connectedness​ is whetheran individual views the present and future as connected. A student may be able to set goals in thefuture but may not see how the tasks they are performing now (e.g., writing literature reviews)are connected to their future goals (e.g., starting up an engineering company). Perceived instrumentality (PI) can be further split into ​endogenous​ and ​exogenousperceived instrumentality​. Tasks are perceived as having endogenous PI if a participant seesthem as useful towards their emerging identity, or

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University, College of Engineering; Lisa Schneider-Bentley, Cornell University, College of Engineering

Tagged Divisions

Educational Research and Methods

her PhD in Mechanical Engineering from Cornell in 2008.Dr. Lisa Schneider-Bentley, Cornell University, College of Engineering Lisa Schneider-Bentley has been the Director of Engineering Learning Initiatives in Cornell University’s College of Engineering since 2002. Learning Initiatives’ programs enhance the educational environment of the College by facilitating opportunities for collaborative learning, undergraduate research, teaching skill development, peer instruction, and leadership development. Schneider-Bentley received her Ph.D. in Sociology from Cornell in 1997. Before taking her current position, she taught Sociology as an as- sistant professor at Hobart and William Smith Colleges, and then served as Senior

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sixing Lu, University of Arizona; Loukas Lazos, University of Arizona; Roman Lysecky, University of Arizona

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Diversity

Tagged Divisions

Educational Research and Methods

course of one semester. We present an overview of FEAL, its administration process withinthe CLS, and a detailed account of our evaluation methodology. We also highlight key lessonslearned on the engagement and success achieved by individual activities, and outline plannedimprovements to in-class activities based on the obtained results.Assessment of Collaborative LearningNumerous studies have demonstrated the effectiveness of collaborative active-learningpedagogies compared to traditional lectures across STEM fields [1][2][3][4] and computerscience education in particular [5][6][7]. Active-learning techniques include think-pair-shareexercises [8][9], peer instruction [10], group problem solving, activities in CLS environmentsand extensive

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

rigors of an engineering curriculum, asignificant number of students participated in an art, dance, music, theater, or creative writing class(55%), taken a class on leadership topics (47%), and/or participated in student clubs outside ofengineering (44%) during college. There also were important differences in rates of participation bygender, underrepresented racial/ethnic minority status, and first generation college student status.Overall prediction of engineering task self-efficacy and innovation self-efficacy was relatively low, witha model fit of these learning experiences predicting engineering task self-efficacy at (adjusted r2 of) .200and .163 for innovation self-efficacy. Certain patterns emerged when the learning experiences weresorted

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

before thepenultimate section looks at the project outcomes and next steps. The conclusion incorporatesa set of recommendations for colleagues in similar situations wishing to improve theirinstitutional attrition rates. 4. Interventions & Actions 4.1 The Resource Study Pack & Tutorial SupportAn important part of the project was to put in place a number of bespoke learning and teachingresources. The most notable of these was a “Resource Study Pack” which the project leadersdeveloped based upon the academic profile of the sample. Each Resource Study Pack,comprised a number of ‘virtual’ resources for maths, physics and chemistry; it also providedinstructive guidance with regards to academic writing and referencing. A quiz on

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Karen E. Rambo-Hernandez, West Virginia University ; Rebecca A. Atadero, Colorado State University; Christina Paguyo, Colorado State University; Jeremy Clinton Schwartz, West Virginia University

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Diversity

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Educational Research and Methods

curricular changes.Dr. Rebecca A. Atadero, Colorado State University Rebecca Atadero is an associate professor in the Department of Civil and Environmental Engineering at Colorado State University, specializing in structural engineering. She conducts research on the inspection, management and renewal of existing structures, and on engineering education.Dr. Christina Paguyo, Colorado State University Christina H. Paguyo, PhD, is a postdoctoral fellow in the College of Engineering at Colorado State Uni- versity. Her research interests focus on mixed methods approaches for designing and examining educa- tional environments grounded in research, theory, and equity. She has co-authored peer-reviewed articles published in the

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

)  a single college or university within a country or an academic discipline.As our understanding of impactful learning evolves, many instructors are drawn to explorealternative pedagogies such as flipped classrooms, hands-on exploration, problem-based andproject-based approaches, case studies, peer instruction, and more. These and other activepedagogies can improve engineering student learning [2]. Effectively deploying any of theseapproaches entails a shift in curricular culture. Roles, activities, expectations, and artifactschange from one pedagogical approach to another, and so the underlying assumptions facultymembers make about teaching and learning must change as well.Faculty members undertaking such pedagogical modifications sometimes

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christina Frederick, Embry-Riddle Aeronautical University, Daytona Beach; Lulu Sun Ph.D., Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

) hension) hension) Non-SLA Few pictures, Multiple Students begin Students given Open-ended Based topics not well choice reading/writing challenging engineering Strategies explained. questions but programs to problems to project used Limited self- no simple solve synthetize to challenge testing about programs. engineering learning. understand- questions in Facebook problems. ing and screencasts. used, but no expand group

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University; Bryce E. Hughes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

versus global). Along each of these dimensions, students are categorized as having amild, moderate, or strong preference in each of these four learning style scales.This study takes place in a mid-size, public university in the western United States. The samplefor this study includes mechanical engineering undergraduate students across four sections of arequired programming course in MATLAB, taught by the same instructor. These students wereprovided the Index of Learning Styles at the beginning of the semester. Students wereadministered a weekly quiz to assess their ability to write code, but construction of thisassessment varies by section to favor different preferences of one of the four Felder-Solomanlearning style dimensions. Performance on

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Anita Patrick, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

. Recognition itemsincluded “my advisor sees me as an engineer,” and “my peers view me as an engineer.” Onepossible reason for this finding is that graduate students may not view the opinions of faculty andpeers as related. Another potential reason is that they do not need to rely as much on theirperceptions of the opinions of others. Unlike undergraduates, graduate students may have otheraccomplishments or validations that serve as recognition, including engineering bachelor’s ormaster’s degrees, full-time work experience, or licenses. Recognition items may need to bemodified and added in order to consider graduate students’ unique acknowledgements such asobtaining a bachelor’s degree in engineering or being a co-author on a published peer

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Cheryl Cass, North Carolina State University; Monique S. Ross, Florida International University; James L. Huff, Harding University

Tagged Divisions

Educational Research and Methods

and uses of IPA. All of the authors of this study have proposed and utilized IPAas a methodology in nationally funded research studies, dissertations, or both. As such, all ofthe authors have found and defended the value of IPA for understanding a topic of interest inengineering education. In writing this work the authors hope to promote the use of IPA, whileproviding a transparent dialogue related to the critique of methodological changes. Given thegoal of promoting this methodology, the authors may not evaluate the methodological changesto the same level as someone who is critical or skeptical of the methodology. While theauthors attempt to set this aside and provide a critique grounded in the traditions of IPA, thepositionality of the

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

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Diversity

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Educational Research and Methods

. Which populations are being studied in engineering education using critical theoretical frameworks, and which populations are not being considered? 3. How are these critical theoretical frameworks used in the research methodologies?MethodsThe databases ERIC, IEEE Xplore, Journal of Engineering Education, ASEE PEER, Journal ofWomen and Minorities in Science and Engineering, and the Journal of STEM Education wereused to locate primary sources. The descriptors “critical theory,” “underrepresented minority,”“critical race theory,” “feminism,” “conciencia,” and “intersectionality” were used to locateprimary sources. These descriptors were also used in conjunction with other descriptors such as“underrepresented populations,” “Latino

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

inside and outside theclassroom. In the TIED-UP model, the instructional delivery begins with the process of creating theconcept movie that involves subject research, protocol identification, script writing, animation, audio, aswell as video making, editing, and uploading to a web interface accessible to all the students before thesame concept is introduced in the class. Along this process, activities that are mandated for this concept arealso prepared in advance as a set of what we call TIED-UP sheets. TIED-UP sheets include short quizzesthat test conceptual knowledge, along with problems of varying level of complexity that enable theinstructor to assess the student’s knowledge. This follows in-class delivery of the concept, using the TIED-UP