Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chengyu Sun, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Harsh Gadhia, California State University, Los Angeles

Tagged Divisions

Educational Research and Methods

Paper ID #17359Golden Eagle Flight Plan Online: A Web-Based Advisement Tool to FacilitateDevelopmental AdvisingDr. Chengyu Sun, California State University, Los AngelesDr. Deborah Won, California State University, Los Angeles Deborah Won is an Associate Professor in Electrical and Computer Engineering at California State Uni- versity, Los Angeles. Her specialization is in Biomedical Engineering and her scientific research area focuses on neuro-rehabilitative technology. Her educational research interests include use of Tablet PCs and technology to better engage students in the classroom as well as pedagogical and advisement ap

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marie Grau, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. c American Society for Engineering Education, 2016 What Do You Want to Do with Your Life? Insights into how Engineering Students Think about their Future Career PlansAbstractThis research paper describes findings from a qualitative analysis of engineering students’ self-reported future career plans on the 2015 Engineering Majors Survey (EMS). The EMS wasdesigned to examine current engineering students’ career goals, especially surroundinginnovative work, and is based in the theoretical framework of Social Cognitive Career Theory(SCCT). With the open-ended responses on the EMS, we can develop a deeper understanding ofstudents’ plans in their own words, providing insights into how they think about their careers andwhy they

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bingbing Li, California State University - Northridge; Robert G. Ryan, California State University - Northridge; Nancy Warter-Perez, California State University - Los Angeles; Yong Gan, Cal Poly Pomona; Hadil Mustafa, California State University - Chico; Helen Cox, Institute for Sustainability, California State University - Northridge; Li Ding, California State University - Northridge

Tagged Divisions

Educational Research and Methods

educational and research programs related to sustainability; coordinates and assists in the implementation of greening efforts for the campus; and participates in campus planning for sustainability. She is actively involved in programs and education surrounding renewable energy, climate action planning, and climate adaptation and resilience.Dr. Li Ding, California State University - Northridge Dr. Li Ding is a Lecturer in the Department of Manufacturing Systems Engineering and Management at California State University Northridge. c American Society for Engineering Education, 2016 Vertical Integration of the Liberal Arts in Engineering Education WIP

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Heather Marie Sapp, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

Educational Research and Methods

Programming 1 and Programming 2 at OhioNorthern University has used the term project theme of developing K-12 educational softwarefor many years, but until 2014 the project was done without the benefit of having a client tosatisfy. Consequently, the instructor could only provide feedback on the technical aspects of theimplementation, and most of the feedback was summative. With the recent establishment of anengineering education degree program, the opportunity arose for providing the programmingstudents with a meaningful client-driven design experience. The engineering education majors,acting as clients, developed lesson plans for STEM outreach programs as part of a fall semestercourse that were afterwards supplemented by software applications

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sarah E. Parikh, Foothill College; Lori Silverman, Foothill College

Tagged Divisions

Educational Research and Methods

in the state including a question on intended transfer major.Students are asked if they intend to transfer, but when asked about their desired major, the onlyoptions available are for the associate degrees granted by that specific community college. If thecommunity college does not offer an engineering associate degree, engineering would not showup on the list of majors at all. Second, students are required to declare a major and create aneducational plan outlining the courses taken each term in order to get priority registration.Unfortunately, the list of majors that students may choose from is limited to the degrees andcertificates that the specific college offers. While the educational plan that the student createswill have the degree

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foudation

Tagged Divisions

Educational Research and Methods

we have to plan classroomand laboratory sessions by considering all approaches, we can customize one-on-onediscussions and self-study sessions to learning approaches and styles of individuals. Studentshave to be aware that they need to occasionally step out of their preference and work usingother styles and approaches. Learning styles and approaches characterize students at study;therefore, they were included in the assessment.Teamwork (team behavior), which includes egoless behavior, is an important dimension,especially in case of software engineering. The IEEE software engineering body ofknowledge 2 states that a software engineer must be able to interact cooperatively andconstructively with others to first determine and then meet both

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; James A. Middleton, Arizona State University; Stephen J. Krause, Arizona State University; Casey Jane Ankeny, Arizona State University; Ying-Chih Chen, Arizona State University; Robert J. Culbertson, Arizona State University; Keith D. Hjelmstad, Arizona State University; Yong Seok Park, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

across all 26-items for all three strategies (i.e., 78 itemscollectively). However, VECTERS can be considered as three sub-instruments addressing thestrategies of formative feedback, real-world applications, and student-to-student discussion.Therefore, Cronbach’s alpha coefficient calculations were applied to each of the three sub-instruments. As recommended by DeVallis 16, Cronbach’s alpha levels of 0.7 or higher weredesired.Construct validity. VECTERS construct validity was evaluated by examining relationshipsbetween respondents’ self-reports of extent to which the three strategies are currently beingimplemented and are planned to be implemented. For each strategy, a 2x3 matrix was produced;these indicated the relationship between

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debra A. Fowler, Texas A&M University; Maria L. Macik, Texas A&M University; James Kaihatu, Texas A&M University; Chelsea A. H. Bakenhus, Texas A&M University

Tagged Divisions

Educational Research and Methods

2013. Thegraduate student was selected by the CTT faculty leadership and was a top performing studentwho recently experienced the undergraduate civil engineering curriculum under study. The civilengineering department head invited pre-selected faculty members to participate on theCurriculum Transformation Team (CTT). Some faculty declined the invitation, citingcommitments to other priorities. Thirteen faculty (including the head advisor), three graduatestudents, one undergraduate student, and one educational developer formed the CTT whichconvened in November 2013 for bi-weekly meetings. The CTT leader had an additional timecommitment for planning and follow-up purposes which included meetings on opposite weeks ofthe CTT meetings.Step 2) Gather

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Stephanie Marie Kusano, University of Michigan; Aditya Johri, George Mason University

Tagged Divisions

Educational Research and Methods

competitions. In recent years, competitions have found favor among schools anduniversities especially because competitions provide hands-on experience. Engineeringcompetitions provide students with the opportunities to participate in authentic tasks, tobecome engaged in planning and design, to solve complex problems, and to work with teams(Carberry, Lee, & Swan, 2013). In a previous study, Kusano and Johri (2014) found thatengineering competitions supported the development of student autonomy, and thedeveloping autonomy provided students a sense of empowerment over their own learningtrajectories. The Kusano and Johri (2014) findings support examination of the broader scopeof professional responsibilities and the acquisition of professional skills

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

company. Rosales is also working with the Colorado State University Depart- ment of Electrical and Computer Engineering on integrating professional skills development into the engineering curriculum.Ms. Andrea M. Leland, Colorado State University With nearly twenty years combined experience in higher education and private industry, Andrea Leland has distinguished herself as a dynamic communicator and tireless ambassador of engineering education and research. For the past twelve years she has worked in the Department of Electrical and Computer Engineering at Colorado State University to advance its mission through well-planned communication strategies and relationship building. Leland has played an integral role in

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brian M. Frank, Queen's University; Natalie Simper, Queen's University; James A. Kaupp, Queen's University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

rubric marking was conducted by raters whose training addressed the specificcontext and content of course assignments. Raters were undergraduate students and graduatestudents, with faculty called on for subject area expertise when necessary. The raters wereengaged longitudinally through the study and where possible markers used across disciplines toprovide consistency of ratings. This stresses the importance of having a well-planned, well-supported process to rate artefacts using the VALUE rubrics and an environment whichfacilitates rater discussion and interaction.Participants and ResultsParticipants consented to participate in standardized tests and to have samples of their coursework scored by trained graders using VALUE rubrics. The

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

as a resource for inquiry anddesign, rather than as a challenge 20, 21. The three authors of this paper were the co-facilitators ofthe CBE Institute.The institute included the following phases: •   Learn - Week 1 (Three 2.5-hour sessions): During the learn “Learn” phase participating volunteers were engaged in learning through exploration of the engineering design process. They designed and tested prototype solutions to two engineering design problems posed by the institute instructors. •   Plan - Week 2 (Three 1- hour sessions): During the “Plan” phase the participants worked in pairs to plan an engineering module for elementary students. The problems had been previously

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

academically when they regulate their learning19–22. SRL has beenoperationalized to measure aspects of students’ metacognition, motivation, and behaviors relatedto their academic self-regulation, such as the Self-Regulated Learning Interview Scale (SRLIS)developed by Zimmerman and Martinez-Pons19. SRLIS, a semi-structured interview protocolfocused on “hypothetical learning contexts”23 based on research with K-12 students comprises 14themes19,20, including self-evaluation, organizing and transforming, goal-setting and planning,seeking information, keeping records and monitoring, environmental structuring, self-consequences, rehearsing and memorizing, seeking social assistance (peers, teachers, adults),and reviewing records (notes, books, tests).Prior

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Jeffrey E. Froyd, Texas A&M University; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

the classroom. Further, there are no five or fewer silver bullets. Systemic change requireschange across numerous elements in the system. Recommendations presented in two ASEEreports7,8 addressed who and what needs to change, and now it is critical that the engineeringeducation research community conduct research to support change agents as they developeffective plans to make these changes. The purpose of our work-in-progress paper is to offersample research questions to illustrate potentially productive research directions for improvingadaptation of evidence-based teaching approaches to improve student learning, which could beaddressed by the engineering education community. Based on results of a Delphi study, we offera framework for

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Kari L. Jordan, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Contemplation Contemplation I have considered using the instructional practice but have not taken any steps to implement it Preparation Preparation I am currently developing plans/curriculum to implement the instructional practice in my course Action Action I will implement the instructional practice for the first time in my course this upcoming term Maintenance Maintenance I have been regularly using and modifying the instructional practice in my course Termination Standardized

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lynette Frances Johns-Boast, Australian National University; Gerry Corrigan, Australian National University

Tagged Divisions

Educational Research and Methods

. Despite this broad confusion, authors frequently do not provide clarification of themeaning of the words they are using, leading to the situation where the literature of curriculardesign is not only confusing, it is positively ambiguous 18.Just how academics perceive the term curriculum and what is meant when they use it dependslargely upon the context. A synthesis of the literature suggests curriculum can be described ascomprising some or all of the following six aspects:  a concept – how one thinks about a curriculum in the abstract or meta level – identifiable when one talks about a curriculum rather than the curriculum 12,17;  an artifact – a document or set of documents – in other words, the written, published, planned

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mukasa E. Ssemakula, Wayne State University; Gene Yeau-Jian Liao, Wayne State University; Shlomo S. Sawilowsky, Wayne State University

Tagged Divisions

Educational Research and Methods

Process Engineering Given a part design, select appropriate Plan and analyze part design forM1 machining processes and tools to make the P1 productivity part Determine the important operating Analyze and improve manufacturingM2 P2 parameters for each of these machines processes Describe selected manufacturing processes, Analyze tolerance charting in partM3 P3 including their capabilities and limitations design Identify and operate conventional lathe

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bob Brennan P.Eng., University of Calgary; Lauren Vathje, University of Calgary; Marjan Eggermont, University of Calgary

Tagged Divisions

Educational Research and Methods

courses) can requirestudents to spend considerable time outside of classroom that could be spent on other (possiblymore productive) activities13.In our future work in this area, we plan to explore the differences between in-class and onlinelearning more directly by comparing student cohorts in traditional, in-class lectures to those withsupplemental online resources as described in this paper. As well, we plan to investigate theeffect that outside of class viewing has on student study time by surveying students who areparticipating in these courses.1. P. McAndrew, E. Scanlon, “Open learning at a distance: lessons for struggling MOOCs,” Science. Vol. 342, pp. 1450–1451, 2013.2. P.S. Peercy and S.M. Cramer, “Redefining quality in

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University - Fresno; Wei Wu, California State University - Fresno; Zhanna Bagdasarov, California State University - Fresno

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

performance mea- surement, decision-making & optimization, service-learning and community engagement. Dr. Luo is a LEED AP BD+C and a CM-BIM holder.Dr. Wei Wu, California State University - Fresno Dr. Wei Wu, LEED AP, CM-BIM, A.M.ASCE, is an Assistant Professor in the Department of Construc- tion Management of the Lyles College of Engineering at California State University, Fresno. He received the Bachelor of Engineering in Civil Engineering with a focus on Built Environment from Hunan Univer- sity in China, the Master of Science in Environmental Change and Management at University of Oxford in the UK, and the Doctor of Philosophy in Design, Construction and Planning at University of Florida. He is an associate

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

or radio to express my concerns about global environmental, social, or political problems. GCE2.5: Before I graduate, I will sign an email or written petition seeking to help individuals or communities abroad. GCE2.7: Before I graduate, I will contact or visit someone in government to seek public action on global issues and concerns.Removed for significant cross-loadings: GCE2.11: Before I graduate, I will participate in a campus forum, live music, or theater performance or other event where people express their views about global problems. GCE1.11: During my undergraduate career, I have been or plan to get involved in a program that addresses the global environmental crisis. GCE1.12: After I graduate, I plan to get involved

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy A. Bibelnieks Ph.D., University of Minnesota Duluth; Kristen S. Gorman, University of Minnesota; Brian D. Gute, University of Minnesota Duluth; Joshua W. Hamilton, University of Minnesota Duluth; Elizabeth M. Hill, University of Minnesota Duluth; Alison B. Hoxie, University of Minnesota Duluth; David A. Saftner, University of Minnesota Duluth; Andrea J. Schokker, University of Minnesota Duluth; Pete Willemsen, University of Minnesota Duluth

Tagged Divisions

Educational Research and Methods

of engineering and science at the University ofMinnesota Duluth (UMD) after initiating a strategic development plan to create cultural andpedagogical change in undergraduate classrooms to engaged and active learning environments.The initial cohort consisted of faculty from Chemical Engineering, Chemistry, ComputerScience, Civil Engineering, Mathematics, Mechanical Engineering, the Dean of the College ofScience and Engineering (SCSE) and a facilitator from the University of Minnesota’s Center forEducational Innovation (CEI). The cohort meetings began in January with focus on theory oflearning and best practice of teaching using active learning strategies. The foundational readingsand facilitated discussion were developed around the book How

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, University of Texas - Austin; Mary E. Besterfield-Sacre, University of Pittsburgh; Cynthia J. Finelli, University of Michigan; Lisa R. Lattuca, University of Michigan; Prateek Shekhar, University of Texas - Austin

Tagged Divisions

Educational Research and Methods

rarely mentioned. In the most recent year of the Journal ofEngineering Education, there are six multi-site studies1-6, none of which describe theirprocedures for coordinating data collection beyond the rationale underlying the sampling of sites.Although researchers who have invested several years in a particular multi-site study or whohave conducted several such studies have the benefit of hindsight, this situation does not providemuch learning in the broader field or among novice researchers planning their first multi-institutional and collaborative study.Learning among engineering education researchers about designing and conducting multi-sitestudies is vitally important because such studies are considered by many to be more competitivefor

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christopher Herring, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

Paper ID #15394Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empiri-cal Study of Experiences and Behaviors in Undergraduate Engineering Stu-dentsMr. Christopher Herring, University of Georgia Chris is currently a PhD student in the College of Engineering at the University of Georgia. Chris’ dissertation work is in the area of engineering education specifically investigating academic help-seeking behavior in undergraduate engineering students. Chris is also interested in energy transformation systems and is investigating acoustic to electrical conversion. After completing his PhD, Chris plans to teach in an

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

andexperiences in entrepreneurship, career plans, etc., were measured through 12 items. The other25 items were designed to measure the KEEN secondary learning outcomes, with one or twoquestions related to each outcome.Questionnaire GenerationTwo broad sets of items were generated in this survey questionnaire, with one set designed tomeasure the general entrepreneurial characteristics, and the other designed to measure thelearning outcomes defined by KEEN. A literature review on engineering entrepreneurshipassessment indicates that strong interests, high curiosity level, personal experiences and familyinfluences are the main facts that shape a student’s general entrepreneurial characteristics.8 Thefirst set of items was therefore developed to measure

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Spiegel, Colorado School of Mines; Stephanie Ann Claussen, Colorado School of Mines; Renee Falconer, Colorado School of Mines; Allison G. Caster, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

effort was lost, due in part to unintentionallack of institutional support.Fifteen years later, facing the challenges of financial shifts, changing perspectives aboutuniversities, new competition from for-profit and online universities, and changes in student andparent expectations, Mines organized committees and began a formal strategic planning process.Through this process the faculty and staff agreed that there was a need for greater emphasis onteaching and learning. The plan identified four goals for the university. Explicit within three ofthe four goals was a call for a center to provide the leadership and support to innovate instructionsystemically.Faculty were asked to submit proposals to begin efforts to meet the goals set forth in the

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

: “Students are self-regulated to the degree theyare metacognitively, motivationally, and behaviorally participants in their ownlearning”15. A key to SRL is that the “learner displays personal initiative, perseverance,and adaptive skill” when pursuing her learning14. Further features of SRL includestudents’ “self-oriented feedback loops” and the students’ choices of learning processes,strategies, and responses14. Key components in SRL are planning, goal setting, strategyselection, environmental monitoring, help seeking, and maintaining a sense of self-efficacy12.Whereas metacognition covers all aspects of the person, tasks, and strategies from boththe knowledge of and process using domains, self-regulated learning is more focused onusing

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

literaturestudy, establishment of a research hypothesis, laying out a plan to answer the research questions,performing experimentation or simulations, and answering the research questions.Undergraduate researchers may get involved with all the steps or a few steps in the researchprocess, depending on the scope of their project and depending on the level of involvement oftheir research mentor. Involving undergraduate students in all the facets of a research project canbe challenging, particularly for the students in their freshmen or sophomore years. However, itcan be argued that undergraduate students can benefit from research experiences even if they arenot involved with all the facets of the research project. It can be argued that involvement

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Teri Kristine Reed, Texas A&M University

Tagged Divisions

Educational Research and Methods

encourage my team members to get involved in 0.557 a project.13 I can lead others to develop and apply their talents for the established goals. 0.54514 By demonstrating leadership, I can develop plans for change that will take my team 0.507 in important new directions.15 By demonstrating leadership, I can influence others to be enthusiastic about 0.470 working toward the established goals.16 By demonstrating leadership, I can encourage my team members get involved in a 0.456 project.17 By demonstrating leadership, I can influence others to take positive action to 0.406 further the team's reputation and interests.Engineering Practice (EP)18 By demonstrating leadership, I can encourage my team

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alyssa Bellingham, Drexel University; John Kamal, Science Leadership Academy; Jessica S. Ward, Drexel University ; Adam K. Fontecchio, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering and science at Science Leadership Academy in Philadelphia. John came to SLA through the Philadelphia Teaching Residency Program as a Noyce Scholar. Prior to teaching, John spent a few decades as an entrepreneur, co-founding WAM Systems, a global provider of supply chain planning and optimization solutions to large manufacturers. Before WAM, he designed spacecraft at GE for many years. John holds engineering degrees from Penn State and Villanova. When not teaching science and engineering, John can be found playing jazz clarinet, practicing yoga, or inventing oddities in his workshop.Jessica S. Ward, Drexel University Jessica Ward serves as the Director of Operations for the DragonsTeach program. She previously

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

Tagged Divisions

Educational Research and Methods

professional engineering settings and related professional settings,5,6 as well as otherchallenging ethnographic field sites like family homes.7,8 Because of these prior fieldworkexperiences, we were—in addition to being hopeful—also realistic that negotiating accesssettings would present challenges because every new setting presents its own challenges.However, we had no reason to see these as insurmountable challenges. We were also as sensitiveas possible in our research design; we planned what we call a “sliding scale” approach to eachparticular focal research participant (i.e. new engineer). Depending on how she or he felt aboutthe research, we planned to vary the intensity of our field data collection, with an explicit plan todefer to more