Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

demand put on the participant by the taskand three measuring stress added by the participant as a result of interacting with the task.Statistical analysis of solution data for the three problems (related to efficiency of a multi-stagesolar power system, formulating an equivalent circuit, and solving for the total pressure in asystem) produced interesting results related to planning and visualization tasks such asorganizing information at the beginning of the problem and drawing a visual representation ofthe system. Statistical comparisons revealed that students who conducted a complete planningphase were more likely to obtain correct solutions (p=0.05) and students who drew diagramswith labels that illustrated the relationship of variables were

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs, Inc.

Tagged Divisions

Educational Research and Methods

inception, helps with the project planning (and ifbrought in early enough, with the proposal writing), continually assesses the implementation, andprovides feedback that can keep the project from going off the rails and greatly improve thechances of its achieving its goals. This process has elements in common with continuous qualityimprovement in industry and with the CQI process associated with the ABET EngineeringCriteria, and so it should not be foreign to engineering educators. In a search of papers in theJournal of Engineering Education and ASEE conference proceedings, however, many papersreported outcomes evaluations of projects but few mentioned any formal implementationevaluation.The following questions should be addressed periodically when

Conference Session

Before and After: Matriculants and Alumni

Collection

2012 ASEE Annual Conference & Exposition

Authors

Helen L. Chen, Stanford University; Michelle Marie Grau, Stanford University; Samantha Ruth Brunhaver, Stanford University; Shannon Katherine Gilmartin, SKG Analysis; Sheri Sheppard, Stanford University; Michelle Warner, Stanford University

Tagged Divisions

Educational Research and Methods

alumni are a common approach taken by departments to collect evidencedemonstrating how educational objectives are being met for the purpose of continuousimprovement of the program (ABET Criterion 4). While survey administration tools havebecome widely available and easy to navigate, researchers must still address the challenges ofdesigning not only a concise survey instrument but also an effective deployment plan that resultsin a high response rate among targeted respondents.To explore these issues in a real world context, this paper draws upon first hand experiencesrelated to the planning of the Pathways of Engineering Alumni Research Survey (PEARS) whichwas piloted with geographically distributed engineering alumni from four institutions in

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Feser, American Association for the Advancement of Science, Science & Technology Policy ; Maura J. Borrego, National Science Foundation; Russ Pimmel, University of Alabama; Connie Kubo DUPE Della-Piana, National Science Foundation

Tagged Divisions

Educational Research and Methods

synopsis was rewritten to emphasize transformation, transferability, dissemination,and adaptation: This solicitation especially encourages projects that have the potential to transform undergraduate STEM education, for example, by bringing about widespread adoption of classroom practices that embody understanding of how students learn most effectively. Thus transferability and dissemination are critical aspects for projects developing instructional materials and methods and should be considered throughout the project's lifetime. More advanced projects should involve efforts to facilitate adaptation at other sites.22Additional review criteria were also added: “Are the plans for institutionalizing the

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Matthew K. Miller, Clemson University; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

: Influential Agents of Social Capital for Engineering Undergraduate ResearchersAbstractThe STEM education community’s research on undergraduate research experiences has shownthat participation in a research experience has a positive influence on undergraduates. This studyfocuses on determining the role of graduate student mentors in the undergraduate researchers’development of availability, access, and activation of social capital resources related to researchand academic/career plans. Using Lin’s Network Theory of Social Capital, we surveyed andinterviewed fourteen students taking part in a summer research program on a research intensiveuniversity campus. Results from the study indicate that graduate students served as unique

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shanna R. Daly, University of Michigan; Cynthia Finelli, University of Michigan; Ameen Basim Al-Khafaji, College of Engineering at the University of Michigan; Martha Jane Neubauer, College of Engineering at the University of Michigan

Tagged Divisions

Educational Research and Methods

a global work force1, 2, 3. Research, such as the pivotal work ofSeymour and Hewitt4 and Tobias5, has demonstrated that, in many cases, faculty teachingpractices can greatly affect the quality of STEM education. In particular, faculty teachingpractices can have a direct impact on student achievement (e.g., student involvement,engagement, knowledge construction, and cognitive development) and, as a result, on studentdecisions to persist in engineering6, 7, 8.Historically, the translation of research to actual classroom practice has been slow, thusindicating that a sustained effort is required to implement institutional change. As part of a largerproject, we aim to develop an evidence-based plan for motivating transformative change infaculty

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

uniquesupervisors from 22 distinct academic departments, and across theoretical, clinical, design andlaboratory settings, demonstrating a vast breadth of project scope. Outside of the student-supervisor relationship, students are provided with assignment guidelines, workshops, andrubrics to scaffold the documentation and communication of the research, which includes fourdeliverables: a proposal, an interim report, presentation and final research report. The statedlearning objectives, taken from the course syllabus, are as follows: • Write a strong research proposal, identifying and developing a gap in a science/engineering related field, and develop a plan/method for addressing that gap • Conduct and write a literature review, summarizing the state

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter H. Meckl, Purdue University; Marc H. Williams, Purdue University, West Lafayette; Carolyn Percifield, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Michael T. Harris, Purdue University, West Lafayette; Leah H. Jamieson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

through a series of readings and discussions. He currently serves as the Co-chair of a Strategic Planning initiative entitled ”Grand Challenge Design” to introduce multidisciplinary design experiences in the College of Engineering.Dr. Marc H. Williams, Purdue University, West LafayetteMs. Carolyn Percifield, Purdue University College of EngineeringDr. Monica E. Cardella, Purdue University, West LafayetteDr. Michael T. Harris, Purdue University, West Lafayette Michael Harris is the Associate Dean for Undergraduate Education and professor of chemical engineering at Purdue University. He serves as Program Chair for the Minorities in Engineering Division of ASEE for the 2011 and 2012. He is a Fellow of the American

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Russ Pimmel, University of Alabama; Roger K. Seals, Louisiana State University; Stephanie M. Beard, Louisiana State University

Tagged Divisions

Educational Research and Methods

learning among diverse students: 1, 11 2) the stallingof innovation in STEM education:15 and 3) the wide-spread reliance on lecture and thereceive/memorize cognitive demand as the primary instructional strategy.12 Thusalternative faculty development models are needed.From a NSF Division of Undergraduate Education (DUE) perspective, facultydevelopment has been a key component in the Transforming Undergraduate Education inSTEM (TUES) and Course, Curriculum and Laboratory Improvement (CCLI) Programssince the Solicitation has a component calling for projects devoted to developing facultyexpertise. Further, with many of the proposals focused on the curriculum development,faculty workshops play a major role in the dissemination plan. For a number of

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J. Therriault, University of Florida; Christine S. Lee, University of Florida; Nathan McNeill, University of Florida

Tagged Divisions

Educational Research and Methods

, Justin and Amanda.This Discourse is reflected in discussions such as efficiency and other reflections oncharacteristics or behaviors crucial to the engineering field in general. For Amanda this isexemplified through her ‘organizer’ and ‘simplifier’ identities and in the importance of havinga plan in the problem solving process before attempting any calculations, and sticking to thatplan in order to achieve success. Amanda showed a preference for planning in her calculations. Page 25.471.9“What’s the point of solving for it now if I’m going to have to solve for it later, I might as well

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of flow diagram; second, how to mechanically write syntactically correct code. Werealize the abstraction of logic is the key to successful coding. Typically students rush to codedirectly without comprehending the logic. Therefore, they lack a clear definition of the problemthey are trying to solve and a plan of action for how to solve the problem. As one instructionalmethod, we ask students to generate diagram of their logic. Then, we introduce pseudo peerdiagrams to reinforce the construction of visual representations as a roadmap to coding. Weconjecture that pseudo peer diagrams are an effective tool to foster students’ self-check strategywhich reduces instructors’ need to process large amount information generated by students inreal time

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Timothy S. Van Arsdale, University of California, Riverside; Thomas Stahovich, University of California, Riverside

Tagged Divisions

Educational Research and Methods

spent onequations (EQU Effort) and the fraction of the work that was written out of order (Out-of-Order).Performance increased with effort on equations and decreased with out-of-order work. Ouranalysis suggests that the other eight temporal and spatial features still have value, but may becorrelated with these two features.In our continued work, we plan to improve our features and develop additional ones to bettercharacterize a solution history. For example, we anticipated that the complexity feature would bemore useful than it was. It is possible that this feature may confuse some forms of highlyorganized work with disorganized work. For example, when a student alternates betweendrawing free body diagrams and writing the associated equilibrium

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

I can teach engineering as well as I do most subjects. 0.907 Page 25.466.9 7 I can craft good questions about engineering for my students. 0.902 8 I can employ engineering activities in my classroom effectively. 0.839 9 I can discuss how engineering is connected to my daily life. 0.81910 I can spend the time necessary to plan engineering lessons for my class. 0.80811 I can explain the ways that engineering is used in the world. 0.77512 I can describe the process of engineering design. 0.75713 I can select appropriate

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; Kirstin Collette Busch, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

• Define problems • Make sense ofProcesses questions • Research and problems(key • Construct and use brainstorm • Reason abstractlyprocesses models possible solutions and quantitativelyshared across • Plan investigations • Construct and test • Construct viablethe domains • Predict and prototypes argumentsare italicized) construct • Construct • Construct and use explanations arguments from mathematical • Construct evidence models arguments from • Evaluate solution • Evaluate solution

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

unequal Page 25.393.4technological distribution while Polak highlighted various market failures in emerging markets.Contemporary documents from ITDG show how the organization embodies Schumacher’svision. In 2005, ITDG changed its name to Practical Action to communicate the organization’smission and approach more clearly.a Practical Action straps “Technology challenging poverty”to core communications, recognizing that technology can sustain, stabilize, and empowerlivelihood strategies of people living in poverty.b The design of high-gloss documentscommunicating the organization’s storyc and strategic plans of 2007 to 2012d reflect attempts toequip

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

students for one whole semester, the results are reported in three stages: beginning of the semester, in the middle the semester; and at the end of the semester. Four types of initial-to-final students’ perspectives were found. The analysis of the interviews reveal that, first and foremost, it is essential for academic staff to understand and embrace the philosophy behind CPBL, which will enable them to providing students with appropriate support especially in developing team working, time management, learning and thinking skills. In addition, proper explanation and justification behind each step in the CPBL cycle, as well as the overall planning through the different problems, are also necessary to avoid confusion and

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joshua David Schwartz, Trinity University; Ashley Ater Kranov, ABET

Tagged Divisions

Educational Research and Methods

as an initial adaptation of the existing EPSA method to address programmaticneeds by embedding the method into a course. The program plans to use the method in othercourses and course levels in the coming years in order to add depth to the existing data set for Page 25.839.6more robust analysis and interpretation. J1 Performance 100 SR 90 JR

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

Tagged Divisions

Educational Research and Methods

Postsecondary Research and Planning. 18 Higher Education Research Institute (HERI). (n.d.). About CIRP. Retrieved from Higher Education Reseearch Institute web site: http://www.heri.ucla.edu/abtcirp.php19 CSEQ. (2007). The College Student Experiences Questionnaire assessment program. Retrieved from CSEQ website: http://cseq.iub.edu/cseq_generalinfo.cfm20 Pace, C. R., & Kuh, G. D. (1998). College Student Experiences Questionnaire (4th ed.). Bloomington:Indiana University Center for Postsecondary Research and Planning.21 National Survey of School Engagement (NSSE). (2011). About NSSE. Retrieved from National Survey of Student Engagement website: http://nsse.iub.edu/html/about.cfm22 Besterfield-Sacre, M.E., & Atman, C.J. (1994). Survey

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Allison Antink Meyer, Illinois Institute of Technology; Norman G. Lederman, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

trajectories.1.0 Introduction Undergraduate research experiences are anticipated to both increase understanding ofresearch practice and motivate students to pursue advanced degrees in the sciences andengineering.1 Broadening participation in careers in science and engineering is often a primarygoal of these programs and the government funding associated with them. However, the abilityto reach students at critical transition points in their career trajectory is difficult.2,3 Undergraduateresearch is often primarily performed by students who have already established clear careergoals,2 and the experience either confirms the students’ plans or strengthens their resumes. Research experience is also expected to enhance undergraduates

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donald William Rhymer Ph.D., U.S. Air Force Academy; Richard T. Buckley Ph.D., U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

specific student had what perception(s). The questions were: 1) Do you believe the incorporation of narration will help / has helped your learning of the course material? (strongly agree / agree / disagree / strongly disagree) Please explain. 2) Do you believe the incorporation of narration will provide / provided useful background for your mini-labs and labs? (strongly agree / agree / disagree / strongly disagree) Please explain. 3) Do you believe the incorporation of narration will provide / provided useful background for your Project Test Plan? (strongly agree / agree / disagree / strongly disagree) Please explain. 4) Do you feel comfortable participating in narration during class? (strongly agree / agree / disagree

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

(NAE)1 asks for more interdisciplinary knowledge and cross-disciplinary collaboration inengineering to address future grand challenges. In 2003, National Institutes of Health (NIH) hasissued new policies2 to impose the implementation of research data sharing on NIH granteesfunded $500,000 or above a year. National Institute of Standards and Technology (NIST)established a Scientific Data Lifecycle Management Working Group3 in 2009 to harness digitaldata and improve data dissemination. National Science Foundation (NSF) also announced policychanges4 in 2011 to enforce dissemination and sharing of research results by requiring all grantapplicants include a plan of data management in any proposal submitted.In Engineering Education Research (EER

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Michael C. Loui, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Outside EngineeringIntroductionAssessing the state of engineering education within the larger community of educators, theNational Science Foundation has highlighted the need for an understanding of engineering infields outside of engineering and “attention to STEM literacy for the public at large”1. In the1995 NSF report Restructuring Engineering Education: A Focus Change2, one of thesuggestions to address such a need was to offer engineering courses to non-engineering students.Consequently, in the late 1990’s and early 2000’s, engineering departments slowly began to offercourses for students who did not plan to major in engineering. Because few such generaleducation courses were offered in the past, little is known about the long-term student

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

Data, and ii) a flexible typology of fundamental processes ofvalidation (theoretical, procedural, communicative, pragmatic) and the notion of processreliability. Both of these aspects of the framework are illustrated with examples from theaforementioned study. Future work is planned to further develop the conceptual framework as alanguage for the engineering education community to engage in a discourse around shared,contextual and flexible understandings of research quality.Introduction: Questions of quality in qualitative engineering education researchEngineering education research is an inherently interdisciplinary endeavor [1-3] that is currentlybeing undertaken by a community of engineers, social and educational researchers with diverseand

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

for Faculty Affairs and Research. Somerville joined the faculty at newly-founded Olin College in 2001. At Olin, he served on the committee that designed the inaugural curriculum for the institution, and has played leadership roles in strategic planning, as Chair of the Engineering program, and as Associate Dean for Academic Programs and Curricular Innovation. Somerville’s interest in engineering education focuses largely on facilitating change processes and on the application of collaborative design techniques to curriculum revision; in this capacity he has worked closely with a variety of institutions, both nationally and internationally. His educational background includes a Ph.D. and master’s in electrical

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

; 2) the ability to analyzeissues and identify the “key players” as well as their beliefs and values; 3) the ability to usescientific problem-solving skills to investigate these issues to identify the facts surrounding themand their social, economic, political, legal and ecological ramifications; 4) the ability to evaluatethe issues and determine the most effective means of resolving them; 5) the ability to use adecision-making model to develop an action plan that can be implemented to resolve or helpresolve the issues; and 6) the ability to execute the plan if it is consistent with the student’spersonal value system. Tenants 1 through 4 are tied into the new Professional SocialResponsibly Development Model to describe the development of

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Maria-Isabel Carnasciali, University of New Haven; Viktoria Zelenak, University of New Haven; Michael J. Hollis, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

me staying up a little later; I’m exhausted to go to work in the morning.” “I stay up until like two in the morning every night, and I get up at seven, because that’s Page 25.136.11 when my 21-month old gets up.” Financial planning and resource utilizationThe adult students in our interview pool are economically diverse, with reported annual incomesranging from $10,000 to $100,000. Four participants specifically mention strategies for fundingtheir education through scholarships, the G.I. Bill, and personal savings before entering college. “And now I have the G. I. Bill that’s providing tuition costs for me, so

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/369354. Carnegie Learning. [Photograph]. Retrieved from http://www.carnegielearning.com/galleries/8/5. Chen, Y. (2002). The development of cyberlearning in dual-mode higher education institutions in Taiwan, International Review of Research in Open and Distance Learning, 2(2), Jan; http://www.irrodl.org/index.php/irrodl/article/viewArticle/59/1226. Creswell, J.W. (2008). Educational Research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddler River, NJ: Pearson Education, Inc.7. Creswell, J.W., Plano Clark, V. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Thousand Oaks, CA: Sage Publications.8

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

archiving digital materials. Prior to joining BbK, Giersch worked for Columbia University libraries guiding the growth and development of Academic Commons, Columbia’s online research repository. Giersch has also consulted in the area of education technology and specifically on implementing, evalu- ating, conducting outreach for and promoting the sustainability of education digital libraries. Some of the products developed for clients include surveys to measure the use of networked electronic resources in and user satisfaction with digital libraries; an annotated bibliography on evaluating the educational impact of digital libraries; a business plan review of models to sustain digital libraries; and numerous workshops

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michele L. Strutz, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

people for career guidanceGeneral populationSeveral studies show that career guidance often begins as early as 5th to 8th grades; howeverformal career counseling typically occurs in high school. Students are heavily influenced byindividuals with whom they interact with often. 9 Teachers and counselors are a significantsource of guidance as students make career choices. 10 Parents also facilitate their children’seducation and career decisions, and many consider themselves as the most important influence.11, 12, 13, 14Several studies identify the primary influencers of students’ college major and career decisions.The results of a 2005 study that examined Missouri students’ postsecondary plans showed thatparents, siblings, and other members of the

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

of future study. We can,however, only make limited conclusions based on the statistical evidence produced from suchstudies. In the future, we plan to reexamine some of the issues raised in this work usingexperimental studies that include a control group of students that is forced to take the exam andcompare their outcomes to the students who are given the option not to take the exam. Theimpact of exam incentives on student opt-in rates highlighted in this paper will be important forthe design of such experimental studies; achieving large enough samples of students who opt-inand opt-out is necessary to obtain reliable results from statistical modeling tools. In the firstsemester of our study, for example, too few students opted to take the