Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Educational Research and Methods

graduating students to pursue and achieve theirperceived success.This is a Research Paper and Evidence-Based Practice Paper to explore how graduatingundergraduate engineering students conceive of career and personal success. Through aqualitative review of “vision plans” students create to map to their first 5 to 10 years post-graduation plans, we have categorized areas for success that include themes of production,experience, character and relationships. Through in-class exercises in a senior year (non-capstone) course on professional orientation and a freshmen class orienting students to college,30 students used exercises and assignments that have them use design thinking, networking, andinformational interviews to better identify and understand

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Elnaz Douzali, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago; Samuel Thomas Harford, University of Illinois, Chicago, PROMINENT Labs; Hereford Johnson, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

Industrial Engineering (MIE) in the COE has modified itscurriculum to include a course, which addresses essential life and career skills to its students intheir final semester. The course addresses challenges ranging from how to deal with financialpressure, seeking career opportunities, time management, workplace etiquette, and othernecessary skills. It consists of five different modules: Financial Planning, Effective Job Hunting,Accelerating Your Career, Learning Never Stops, and Entrepreneurship. Modules utilizemethodologies from experiential learning theory to enhance student learning and contribute tothe body of knowledge of teaching methods in STEM.An initial assessment was performed to measure the impact of this course and its modules.Metrics

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

metacognitive reflections about their participation in these informal learningenvironments.Background and MotivationThe conceptualization of “thinking about thinking” has evolved since Flavell [8] first discussedmetacognition. Researchers have agreed that metacognition consists of knowledge of cognitionand regulation of cognition [8, 19, 20, 25]. Knowledge about cognition describes individuals’self-knowledge, knowledge about strategies, as well as appropriate application of differentstrategies in practice. Knowledge about cognition consists of three types of knowledge includingdeclarative knowledge, procedural knowledge and conditional knowledge [10]. Regulation ofcognition indicates that individuals are capable of planning, managing information

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Vikram Kapila, New York University

Tagged Divisions

Educational Research and Methods

learning30 and co-generation.31 The students receive researcher’s expert opinion,which provides the benefits of cognitive apprenticeship.21In each iteration, two separate groups of students work toward building two identical robots. Forone group, the teacher and researcher use traditional qualitative observation, brainstorming,discussion, questionnaire, and feedback methods to analyze the outcomes of the iteration.7,8 Forthe second group, in addition to the traditional methods, the teacher and researcher follow someadvanced systems engineering approaches under the cognitive apprenticeship of the expertresearcher. The DBR is treated as a continuous improvement (CI) method,32 and resembles as theDeming or Plan-Do-Check-Act (PDCA) cycle.33 The teacher

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Divisions

Educational Research and Methods

Making Academic Change Happen (MACH) project. The UW membersof the REDPAR team (i.e., the authors of this paper) investigate the academic change processesoccurring across the schools through a participatory action approach, co-producing knowledgewith the team members.In the case of incorporating new teaching methods and curricular designs to STEM academicprograms, education entrepreneurs manage both technological innovations and the people andorganizations that will implement the innovations. In the proposal development stage, REDapplicants strategized about which curricular innovations would be best suited for theirinstitutional contexts. They planned how to implement these changes, but these plans were notoften made in open deliberations

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

inengineering.In this work-in-progress paper, we describe a design-based research project that explores howstudents adopt positive learning behaviors and dispositions through a course, because positivelearning behaviors and dispositions have been shown to increase persistence through challengesand setbacks4.We have designed a course titled Engineering the Mind as an eight-week, second-half semestercourse that is offered for one semester-hour of credit. We plan to pilot this course in Spring 2017to prepare for the Fall 2017 offering.BackgroundDesign-Based ResearchDesign-based research (DBR) is a research paradigm that attempts to bridge laboratory studieswith complex, instructional intervention studies5. DBR is described as “theoretically-framed,empirical

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

valuable in professional life (96%), improved their leadershipskills (92%), and had gained appreciation for the value of project planning (100%) and technicaldocumentation (96%). It is anticipated that lessons learned from the project sequence willprovide the framework for cross-disciplinary freshman and sophomore assignments in hostinstitution’s PBL curriculum in the future.Keywords: Project management, Rube Goldberg machines, Project Based Learning1. IntroductionAccreditation of engineering programs has long provided a means of quality control of graduatesin the United States.1 In recent years, this practice has come to reflect an emphasis on theoutcomes of student learning rather than on restrictive earlier notions centered on what is

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Daniel Briggs, North Carolina State University; Jessica Nicole Chestnut, North Carolina State University; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

available for PSUs or USUs. Stratum caneasily be developed and employed with minimum input allowing a researcher to consider ormitigate secondary variables. Consequently, if a researcher decides that additional or fewer strataare needed, the methodology proposed can be easily generalized to increase or limit theprobability of a person or institution being included as an USU.Multistage Sampling has both economic and statistical benefits. Simple random sampling is bothcostly when implemented on a national scale and does not guarantee an accurate representationof the population. Comparatively, multistage sampling designs are considered more costeffective without sacrificing size because multistage sampling plans are designed to capturesubpopulations

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernhard Schadl, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Educational Research and Methods

undergraduate engineering students about their future career plans?RQ 2: How do engineering students who are “career certain” differ from those who expresssome level of uncertainty when thinking about their professional futures?In this study, career certainty is defined as “the degree to which individuals feel confident, ordecided, about their occupational plans” (Hartung, 1995, p. 1). Thereby, “career certain”students are those students with the highest degree of confidence, or decidedness about theiroccupational plans.2. Theoretical BackgroundExisting literature describes the difference between career certain and uncertain students,considering various variables (Guay et al., 2003), including a student’s backgroundcharacteristics. The results suggest

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Educational Research and Methods

extent to which the three strategies are (1) currently being implemented, and (2)are planned to be implemented. The supposition was that those scoring higher on VECTERS’value and expectancy items would be more likely to currently be integrating a classroom strategyand would be more likely to plan on using the strategy in the future (either initiating orcontinuing to use). Regarding costs, a cost-increases-with-usage hypothesis was supposed bysome on the research team even though expectancy theory supported the cost-decreases-with-usage hypothesis.Construct validity was further examined by applying orthogonal (varimax) rotation factoranalysis. Analysis was applied to VECTERS’ three sub-tests (formative feedback, real-worldapplications, and

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pryce Davis, University of Nottingham; Alexandra Vinson, Northwestern University; Reed Stevens, Northwestern University

Tagged Divisions

Educational Research and Methods

fleeting.The following vignette is an example of a typical type of interaction that is not planned andemerges momentarily to address a specific purpose before passing quickly. This vignette alsoshows how these types of interactions seem occasioned by the fact that new engineers frequentlywork in isolation and more senior engineers only sometimes check in on the progress of theirwork or in order to correct them.This case involves a chemical engineer, Curtis, who works in the position of developmentalengineer for Large Southern Steel Mill. The title of “developmental engineer” was part of aprogram initiated by the company to bring in and train new engineering talent, in order toinculcate them into the ways of the company (thus not requiring the “re

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Steven Christopher Davis, Jacksonville University; Emre Selvi, Jacksonville University; Laura C. Atkins, Jacksonville University

Tagged Divisions

Educational Research and Methods

PBSL Activities The four PBSL activities are as follows: 1) “I am an instructor in a STEM class”: At the moment of the writing, we are still discussingwith a local high school for details. We plan to conduct this activity in fall 2017. 2) “Design customized food barrels for a food pantry”: This project challenges sophomoresto work on a project that is not strictly designed (assumptions, contexts, etc.) but has a concreteend goal. Through communication with employees at the local food pantry, 16 students in 8teams interacted with them at each step of their projects such as design, development, and testphases to maintain constant goal alignment. This activity is being implemented into theTechnical Communications course this semester

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

manufactured material. The overarching question forthe student to answer for the mock court and mock jury was why the material degraded andeventually failed. The degraded material provided the sample for analysis and characterization.Individual student problem solving required tier one prerequisite fundamental knowledge inSTEM disciplines in order to identify a strategic plan for root cause analysis of a failed material.Tier two application of this knowledge enabled systematic characterization of the failedsubstance to be conducted. Lastly, advanced knowledge and analytical skills completed the threetier scaffolding necessary to guide the student working on the PBL project. The student’s finalwritten report and expert testimony presented to the mock

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Mitikaa Sama; Rohini N. Abhyankar, Arizona State University; Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

intended to capture students’ attitudes, behaviors, and beliefsrelated to planning their initial career steps, including (1) their current plan of study, (2)undergraduate experiences, (3) knowledge, beliefs, and influences, (4) career plans andexpectations, and (5) background characteristics. The “knowledge, beliefs, and influences”section includes questions in which students are asked to self-report their subjective task values(STV) related to finding a first position post-graduation.The research team developed items for the four dimensions of the STV construct – attainmentvalue, intrinsic value, utility value, and cost – in close consultation with published surveysutilizing EVT in education and engineering education17-19,24-25 to ensure that the

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

future when hecontinues, “In view of that, I’ve been doing some internships. I’ve had a couple of internships. Ithink it’s enough to help me lecture, but to get out in that field more is going to be helpful.”Mark perceived he will not have enough industry experience, which led to him to plan a moreimmediate future goal in industry. He is able to directly find usefulness in his graduate-leveltasks to his future because he put a lot of thought into defining his future self. For this study, the five participants displayed different conceptualizations of task value.Note that each participant was not asked about how tasks directly relate to their defined futures,but rather how they valued the tasks they were performing. Mark is the only

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernard David, University of Texas, Austin; Jill Marshall, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

. Students were tasked with developing two general designs of a multi-purpose event center, considering maximum capacity, ways for people and vehicles to enter and exit the property, and a layout of a general plan for the property. 2. Water runoff. Students created a 100-year flood plan in which they calculated the total runoff for a 100-year flood plan and designed two drainage systems, describing the advantages and disadvantages of each. 3. Structures. Students designed a simple 3D model of the building and produced elevation sketches for the front, side, and back of the building. Additionally, students were tasked with incorporating novel features to make the structure eco-friendly. 4

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hye Sun You, New York University; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

thatschool leaders and teachers, respectively, consider preparation of and participation in professionaldevelopment (PD) programs prior to implementing robotics for reform-based STEM instruction.22Unfortunately, scant research is available on effective PD programs for teachers to create andimplement STEM teaching practices using robotics. Thus, we have designed, implemented, andstudied a three-week summer PD program (15 sessions, 8hrs. per session) for middle schoolscience and math teachers. Through this PD effort, teachers were expected to deepen theirtechnological-pedagogical-and-content knowledge (TPACK),23 develop lesson plans by utilizingrobotic kits for standards-aligned science and math curricula, and improve their students’ STEMinterest and

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

caused a loss ofproject data, and six mentioned needing to improve their skills with using a computer and/or theediting software. One student offered: I spent eight hours on my project, and I lost my flash drive. So I learned to back it up. I have an external hard drive now so I can back up to it. When you said to make a backup in the lab, I just made a copy on the same flash drive. I never thought of losing my flash- drive.In terms of demonstrating communication skills, seven of the nine students interviewed haddeveloped a planning document to assist with the organization and planning of the video project.While such a document was recommended for completing the project, there was no requiredtemplate or format assigned

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Ravisha Mathur, San Jose State University; Andrew Hale Feinstein, San Jose State University

Tagged Divisions

Educational Research and Methods

concern for young, probationary faculty. Another challenge is using the flipped approach in large-lecture classrooms. Manygateway STEM courses are larger lectures, which opposes some of the core tenets of the flippedclassroom. Faculty teaching larger STEM courses have reported difficulties in maintaining activelearning with 80 or more students (that it creates a chaotic learning environment). Althoughresearch has shown effective use of the flipped approach in larger classrooms, greater discussionwithin the FLCs is planned to delineate more effective in-class activities for larger class formats. A third challenge is maintaining communication in the discipline-specific FLCs. Thefaculty who teach these gateway STEM courses are feeling

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

S 3.54 3. The reviews I received helped F 3.49 F 3.72 me understand what I needed to S 3.77 S 3.51 change about my work. 4. I trust the feedback I received. F 3.53 F 3.65 S 3.63 S 3.37 5.I plan to change (or already F 3.75 F 3.77 changed) my work based on the S 3.91 S 3.71 review process. 6. I felt comfortable giving F 3.84 F 3.70 feedback to my peers. S 4.02 S 3.88 7. I felt

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego

Tagged Divisions

Educational Research and Methods

of these change initiatives. We learned the importance of social actors in creating a discourse of change within engineering, the conditions that produced successes, and that resources must be mobilized and structures must accommodate changes in order for them to succeed. 4. Strategic Planning: The university has recently conducted a strategic planning process that has resulted in six pathways including Changemaking and Care for Our Common Home. We have leveraged this institutional initiative by conducting three strategic planning sessions in the school that emphasized developing a shared meaning of Changemaking Engineering. Faculty members performed a SWOT analysis, identifying the most important

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Daniel Michael Kuzbary; Julia L. Sharp, Colorado State University

Tagged Divisions

Educational Research and Methods

beliefs about competence in a domain; it is notnecessarily task-specific. Students’ expectancy is based partly on their self-efficacy14 in additionto their perceptions about the difficulty of the goal, their prior experience, and peerencouragement from others19 . Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating20 .Future Time PerspectiveFuture Time Perspective (FTP) theory takes into account aspects of achievement motivation thatpertain to students’ perceptions of the time dimension of tasks and goals21-23 . FTP integratesperceptions about the future into present task completion and motivational goal setting. FTPprovides insight into

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber Dale Levine, Stanford University; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

reflective and behavioral implications of survey-taking, the currentstudy investigates open-ended comments that students self-reported at the end of a recentengineering education survey. We gathered our data from the Engineering Majors Survey(EMS), a study of engineering students from a nationally representative sample of 27 U.S.engineering schools. The EMS is intended to follow junior and senior engineeringstudents from their undergraduate education into their career. So far the first (“EMS 1.0”)and second (“EMS 2.0”) waves have been administered, one year apart, with additionalfollow-up surveys planned. The EMS asks a variety of questions about engineeringstudents’ past academic and extracurricular experiences, confidence performing variousskills

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

. Design Applies to initial solution concepts as well as to the final design. Step Feasibility Assessing and passing judgment on a possible or planned solution to the problem. Determineworkability, does it meet constraints, criteria, etc.? Evaluation Comparing and contrasting two (or more) solutions to the problem on a particular dimension (or set of dimensions) such as strength or cost. Decision Selecting one idea or solution to the problem (or parts of the problem) from

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Zachary Pirtle, Human Exploration and Operations Mission Directorate, NASA Headquarters

Tagged Divisions

Educational Research and Methods

present a thorough overview of the technical plans for the project to an IndependentReview Team, which used a mixed set of technical expertise to assess the project 2. This CDRdiffered somewhat from traditional CDRs because some subsystems were known to still needadditional work, which is a consequence of the development timing and schedule constraints.Additionally, CubeSats for exploration beyond Earth orbit are relatively new within NASAhistory, and this particular project was targeting flight on a launch vehicle that is still indevelopment. The goal of the BioSentinel project is to measure the effects of radiation on DNA in deepspace in preparation for sending humans to Mars (NASA, n.d.). It will carry speciallydesigned strains of

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

yearimplementation of the TDGs, group discussion focused on group leader planning and progress,the role of the group leaders, and successes with the group and concerns about the group. Forexample in September, the discussion focused on the nature of the meetings. One group leaderstated, “we plan to meet once a month.” Later in the semester, group leaders discussed the natureof their interactive teaching changes. One group leader, “I ask questions… on notecards… [thestudents] have a choice: to ask me a question or being asked a question. And they getmicrophones and I call like 30 cards a session. So, it is part of the whole lecture experience.” Inthe second semester, discussion focused on the progress of teaching development groupmembers toward making

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Nadia N. Kellam, Arizona State University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Donna M. Riley, Virginia Polytechnic Institute and State University; Diane T. Rover, Iowa State University; Noah Salzman, Boise State University; James D. Sweeney, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: built into the key program features were evaluation criteriathat efforts be “radically, suddenly, or completely new; producing fundamental, structuralchange; or going outside of or beyond existing norms and principles” [6]. With an innovativedepartment head or dean at the helm, change had to be rooted in engineering education research,a social science understanding of organizations, and a theoretical change framework that couldmove research to practice, with team composition reflecting this varied expertise. Facultydevelopment efforts, incorporation of professional practice, and a plan for scalability thatcountered anticipated obstacles had to be baked in to the original vision and project plan.With NSF investing relatively large amounts of

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Team and Initial organization description: Establishing a team with a diverse set of skills advice: • Bring a social scientist onto the team as early as possible • Create sub-teams, assign tasks, and define roles that play to team members’ strengths.Project Management and Maintaining Flexibility description: Defining a workflow and establishing deadlines for accountability, while also maintaining flexibility to deal with internal and external changes. advice: • Do not underestimate the time different elements of the project, like assessment, will take. • Have a plan and start early. • Respond

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

work versus engineering work amongengineering students soon to graduate, there may be fewer differentiators betweenstudents with engineering-focused plans and those with more unsettled plans. This meansthat there are many contingencies to investigate in terms of how students ultimately landin their first and subsequent jobs within the first few years of graduating. Providing somegranularity to the picture, Brunhaver’s study of recent engineering graduates indicatesthat while the majority of graduates were working in engineering-focused positions fouryears after graduation, about 20% of graduates were working in non-engineering focusedpositions.6 We note that although demographic factors did not seem to differentiatepathways at this stage, co

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

from three administrations of ATI-22. As mentionedbefore, ATI-22 was administered to all participants to the Teaching Workshop before itstarted (PRE). In the first administration, CFTP members were included. Then, there was asecond administration of the ATI-22 as a post-test (POST-1) at the end of the TeacherWorkshop, in which all participants (including CFTP members) took part. In this case,participants were asked to fill out the ATI-22 thinking about what they planned to do thefollowing semester. We wanted to see whether there was a change due to the workshop.There was a semester-long training program, only for CFTP members, which ended with theadministration of the ATI-22 as a post-test (POST-2). The following subsection of resultspresents