Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Laura Lund, University of Pittsburgh; Dan Budny, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

AC 2007-2600: WHAT MAKES A SUCCESSFUL SERVICE LEARNING PROJECTFOR FRESHMAN ENGINEERSLaura Lund, University of PittsburghDan Budny, University of Pittsburgh Page 12.1606.1© American Society for Engineering Education, 2007 What makes a successful Service Learning Project for Freshman EngineersAbstractService learning can be a valuable educational tool for freshman engineers which helps todevelop their sense of value and direction, teaches team dynamics and professionalcommunication skills, and engages the students in the community surrounding their university.A fundamental challenge in developing a successful and rewarding experience for

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Rachel Wasserman, Illinois Institute of Technology IPRO Program

Tagged Divisions

Educational Research and Methods

AC 2007-2940: ASSESSING FACTORS CONTRIBUTING TO UNDERGRADUATEMULTIDISCIPLINARY PROJECT TEAM EFFECTIVENESSMargaret Huyck, Illinois Institute of TechnologyDaniel Ferguson, Illinois Institute of TechnologyRachel Wasserman, Illinois Institute of Technology IPRO Program Page 12.266.1© American Society for Engineering Education, 2007 ASSESSING FACTORS CONTRIBUTING TO UNDERGRADUATE MULTIDISCIPLINARY PROJECT TEAM EFFECTIVENESS AbstractThe Interprofessional Projects Program at Illinois Institute of Technology is a project-basedlearning experience with the learning objectives of strengthening multidisciplinary

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Educational Research and Methods

interact on projects that last an entire semester.This study investigates activities where student teams interact during the major portion of atypical class period. This length of activity was chosen because it fit the amount of content beingpresented. Each session presented a single collaborative engineering skill, such as groupproblem solving or team logistical planning.The sessions in this study were designed to follow a model prescribed by Bean.4 In Bean’smodel, groups of students work on difficult problems within class. To manage the activities herecommends creating handouts that: 1. Present open-ended tasks that allow for multiple possible solutions 2. Define specific delivered outcomes for the tasks 3. Include clear directions

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Merredith Portsmore, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

Educational Research and Methods

2.09 3.82 1.73 2.86 3.86 1.00 classrooms Determining the relevant design features in building a project 2.82 3.73 0.91 2.14 4.43 2.29 The engineering design process 3.00 4.00 1.00 3.00 4.43 1.43 The types of considerations that must be taken into account 2.91 3.91 1.00 2.57 4.14 1.57 when evaluating a solution to an engineering problemThe retrospective attitudinal and confidence analysis showed that the experimental and controlgroups were relatively similar in both their attitudes and confidence. Retrospective self-ratings of

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Christine Co, Oklahoma State University; Bear Turner, Oklahoma State University

Tagged Divisions

Educational Research and Methods

inwhich students design, build, and test a complex project. These programs are increasinglyindustry sponsored 1, and expose students to many of the real constraints engineers face.Capstone courses are the primary mechanism used by many universities for integratingcommunication, and teamwork skills and social, economic, and ethical issues into theengineering curriculum 2. The capstone concept has been extended by other schools such as theDesign4Practice program at Northern Arizona University and the projects program at WorcesterPolytechnic Institute 3-5 in which dedicated design courses are integrated into all four years of theundergraduate curriculum. Improvements in student performance following capstone programshave been observed in several

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Cher Cornett, East Tennessee State University

Tagged Divisions

Educational Research and Methods

AC 2007-2763: A SERVICE LEARNING PROJECT IN DIGITAL MEDIADESIGNED TO DEVELOP PROFESSIONAL SKILLSCher Cornett, East Tennessee State University Cher Cornett, Associate Professor, is the Director of the Niswonger Digital Media Center at East Tennessee State University. She has worked professionally as a graphic designer and illustrator for over 25 years and has been involved in developing interactive multimedia products for over 16 years, including pioneering work in interactive instructional product design at Florida State University. Prior to coming to ETSU, she coordinated the Interactive Multimedia Masters Degree Program at Southern Illinois University; chaired the Graphic Arts Technology program

Conference Session

Student Teams And Project Based Learning / The Critical First Year in Engineering Education / Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Tamara Moore, University Of Minnesota; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

Activities,” Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching, Mahwah, NJ: Lawrence Erlbaum, 2003.11. Smith, K. A., Teamwork and Project Management, New York, N.Y.: McGraw-Hill. BEST Series, 2004.12. Cohen, J., “A Coefficient of Measurement for Nominal Scales,” Educational and Psychological Measurement, 20, 37-46, 1960.13. Cohen, J., “Weighted Kappa: Nominal Scale Agreement with Provision for Scaled Disagreement or Partial Credit,” Psychological Bulletin, 70, 213-220, 1968.14. Harris, J., Pryor, J., and Adams, S., “The Challenge of Intercoder Agreement in Qualitative Inquiry,” Unpublished Manuscript, University of Texas at Austin, 1997.15. Franzblau, A., A Primer of Statistics

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

rebecca devasher, Rose-Hulman Institute of Technology; Patrick Ferro, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley; David Mutchler, Rose-Hulman Institute of Technology; shannon sexton, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

AC 2007-1683: DEVELOPMENT OF A MULTI-LEVEL ASSESSMENT FOR ACROSS-DISCIPLINARY PROJECT EVALUATING THE SYMBIOSIS OF TABLETPC'S AND COLLABORATION-FACILITATING SOFTWARE IN THECLASSROOMrebecca devasher, Rose-Hulman Institute of Technology Rebecca B. DeVasher received her B.S. in Chemistry from the University of Alabama in Tuscaloosa, AL (the main campus) in 2000, and her Ph.D. from the same university in 2004 under the guidance of Kevin Shaughnessy. Rebecca was an instructor at the University of Alabama while she was working on her Ph.D. Upon completion of her doctoral degree, she accepted a visiting faculty position at Rose-Hulman Institute of Technology for the academic year 2004-2005. In March

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Kelley Racicot, Washington State University; Charles Pezeshki, Washington State University

Tagged Divisions

Educational Research and Methods

major challenge for faculty is how to develop a “culture of evidence” in the classroom thatsupports student-centered formative learning and aligns with program and accreditation goals.Another challenge is the development of assessment tools that lighten, rather than add to, facultyworkload. In this paper, we analyze a systems approach for gathering evidence centered on thedevelopment of group artifacts. Specifically, online project management (PM) and knowledgemanagement (KM) resources are purposefully developed by students at the intersection ofworking, learning, and assessment. The KM and PM archives are assessed using a multi-methodapproach, with three goals in mind: 1) ease of implementation, 2) real-time documentation ofimprovements, and 3

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Kelly Crittenden, Louisiana Tech University; Galen Turner, Louisiana Tech University; Alicia Boudreaux, Louisiana Tech University; James Nelson, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

year. TheTeacher Workshops, led by engineering, mathematics, and science faculty at Louisiana Tech,illustrate practical applications of high school mathematics and science topics. The DiscoveryWeekends include project-oriented, hands-on engineering and science activities following thetheme of the Teacher Workshops. The culminating Discovery Weekend includes a designcompetition in which students apply knowledgegained throughout the year. Students who LaTechSTEP Recruitment Componentparticipate in this program will have a broaderexposure to applications of mathematics and Partner Math/Science

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Tuba Pinar Yildirim, University of Pittsburgh; Joel Townsend, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

given many workshops and pres-entations. Her research in this area has been funded by the NSF, DOE, Sloan Foundation, EiF, and the NCIIA. She is an associate editor of the Journal of Engineering Education.Larry Shuman, University of Pittsburgh Larry J. Shuman is Associate Dean for Academic Affairs, School of Engineering, University of Pittsburgh and Professor of Industrial Engineering. His areas of interest are improving the engineering education and the study of ethical behavior of engineers. As Associate Dean, he has introduced a many curricula innovations. He has been principle or co-principle investigator on over 20 sponsored projects funded by the NSF, HHS and DoT, the RW Johnson Foundation

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Alexander Haubold, Columbia University; John R. Kender, Columbia University

Tagged Divisions

Educational Research and Methods

AC 2007-1694: INTRODUCTION OF VIDEO JOURNALS AND ARCHIVES IN THECLASSROOMAlexander Haubold, Columbia UniversityJohn R. Kender, Columbia University Page 12.985.1© American Society for Engineering Education, 2007 Introduction of Video Journals and Archives in the ClassroomAbstractWe report on two innovative approaches of using video recordings in project-based coursestargeted at journaling student and team performance and project progression. The first approachis strictly managed by instructors and staff, and involves periodical recording of studentpresentations, which are made available to students for self and peer evaluation. The secondapproach is loosely managed

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven; Jean Nocito-Gobel, University of New Haven; W. David Harding, University of New Haven

Tagged Divisions

Educational Research and Methods

appreciate the need for all that math and science, when theirinterest is to do engineering. Students who survive to the senior year (nationally, about half theinitial freshman class) are then asked to synthesize all that they have learned in a design project,which requires teamwork, project management and communication skills, as well as the abilityto see the world from a broader perspective. Note that they have spent the previous three yearslearning to focus on details of ever-increasingly narrow topics, with an strong emphasis onindividual achievement. It is no surprise that many students have difficulty adapting to the morerealistic nature of work in the senior design course.The Tagliatela College of Engineering at the University of New Haven

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Linda Lindsley, Arizona State University; Veronica Burrows, Arizona State University

Tagged Divisions

Educational Research and Methods

-servicesecondary math and science teachers. This latter course is part of a series of courses, offeredthrough the NSF-sponsored MSP (Math and Science Partnership): Project Pathways,1 designedto help integrate mathematics and science, and can be taken as partial fulfillment of a Master’sdegree in Science/Math Education. An attitude survey, based on the well-documented PFEAS(Pittsburgh Freshmen Engineering Attitude Survey),2 was taken by both sets of learners. Bothgroups completed the survey at the beginning and end of the Fall 2006 semester. Initial datashows a statistically significant difference between the two groups in attitudes about engineering.The greatest difference in the two groups’ attitudes at the beginning and end of the semester wasin the

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Danielle Amatore, Oregon State University; Edith Gummer, Northwest Regional Educational Laboratory; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Edith Gummer is the Director of the Classroom-Focused Research and Evaluation Program for the Center for Classroom Teaching and Learning at the Northwest Regional Educational Laboratory. She coordinated the structure of the research design and the data collection and analysis processes of the project. She has been faculty in science and mathematics education quantitative and qualitative research design courses at the doctoral level. She has been involved in the development of innovative mathematics curricular activities and formative assessment in mathematics problem solving.Milo Koretsky, Oregon State University Milo Koretsky is an Associate Professor of Chemical Engineering at Oregon State

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Monica Cardella, Center for the Advancement of Scholarships on Engineering Education (CASEE); Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

mathematics is considered to be a fundamental element of engineering education, littleempirical research has been conducted to understand how engineering students actually usemathematics. This project takes a research- informed approach towards understanding the role ofmathematics in engineering design by combining two studies of engineering students’ use ofmathematical thinking: a study of engineering students’ use of mathematics during an industry-based senior design project and a study of engineering students’ use of mathematics during alaboratory based design problem.The capstone study used a combination of qualitative methodologies to investigate engineeringstudents’ use of mathematics during one of their first real- world design projects. For

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Ismail Orabi, University of New Haven

Tagged Divisions

Educational Research and Methods

Education, 2007 Gender Differences in Student Academic Performance and Attitudes in an Introductory Engineering CourseAbstractThis paper examines the gender differences in student academic performance and attitudestoward their education and themselves in an introductory engineering course. Student academicperformance was evaluated by comparing course work scores between the two genders usingassignments, projects, exams and class participation. The students’ perceptions of the coursewith respect to course outcomes were measured by a survey at the end of the semester. Thesurvey was designed to measure student perceptions about themselves and their skills in severalareas such as problem solving, computer usage, design

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech; Lynette Osborne, National Academy of Engineering; Ruth Streveler, Purdue University; Karl Smith, University of Minnesota; Ronald Miller, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

Education. She is co-PI on several NSF-funded projects and 5 months as the Acting Director for the NSF-funded Center for the Advancement of Engineering Education, a multi-campus project investigating the educational experience of engineering students. Dr. Streveler earned a BA in Biology from Indiana University-Bloomington, MS in Zoology from the Ohio State University, and Ph.D in Educational Psychology from the University of Hawaii at Manoa. Her primary research interest is investigating students’ understanding of difficult concepts in science and engineering.Karl Smith, University of Minnesota KARL A. SMITH is Cooperative Learning Professor of Engineering Education, Department of

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Hillary Hart, University of Texas-Austin; Christy Moore, University of Texas-Austin

Tagged Divisions

Educational Research and Methods

AC 2007-2291: DEVELOPING CURRICULUM ON RESEARCH ETHICS FORENGINEERS: GATHERING THE DATAHillary Hart, University of Texas-Austin Hillary Hart teaches graduate and undergraduate courses in Technical Communication at The University of Texas at Austin. An Associate Fellow of the Society for Technical Communication, she is the Academic Liaison officer for STC. She is a co-director of the PRiME project at the UT College of EngineeringChristy Moore, University of Texas-Austin Page 12.493.1© American Society for Engineering Education, 2007 Developing Curriculum on Research Ethics for Graduate Engineers

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Larissa Pchenitchnaia, Texas A&M University; Debra Fowler, Texas A&M University; Nancy Simpson, Texas A&M University

Tagged Divisions

Educational Research and Methods

AC 2007-270: SYSTEMS THINKING AND INTEGRATIVE LEARNINGOUTCOMESJeffrey Froyd, Texas A&M University Jeff Froyd is a Research Professor in the Center for Teaching Excellence and Director of Academic Development and the Director of Academic Development in the Texas Engineering Experiment Station. He served as Project Director for the Foundation Coalition, an NSF Engineering Education Coalition and helped create the Integrated, First-Year Curriculum in Science, Engineering and Mathematics at Rose-Hulman Institute of Technology. His current interests are learning and faculty development.Larissa Pchenitchnaia, Texas A&M University Larissa Pchenitchnaia is a Curriculum Renewal

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

facilitate more widespread cross-disciplinary research collaboration among faculty?The study focuses on National Science Foundation-funded faculty at Carnegie doctoralinstitutions as a sample with a high level of credibility, representative of a wide distribution ofdisciplines and institutions. The participants represent physical and mathematical sciences,engineering, social sciences and some humanities.II. MethodA. SampleSurvey participants were selected from among primary investigators listed in the public awardsdatabase on the National Science Foundation’s web site (www.nsf.gov/awardsearch) under oneparticular directorate (unnamed to protect confidentiality) that funds a variety of projects inSTEM education settings. All PIs currently funded

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Llewellyn Mann, University of Queensland; Gloria Dall'Alba, University of Queensland; David Radcliffe, University of Queensland

Tagged Divisions

Educational Research and Methods

’ projects, or just by word of mouth and reputation. This process wasaugmented with other strategies such as snowballing and opportunistic strategies56, 59. Thisenabled both subjects and others close to the research project to recommend further people tocontact as possible subjects. “Can you think of anyone else that would be good to interview?”was asked at the end of the most of the interviews to find further subjects. Using thesetechniques, twenty-two subjects were identified.The diversity of the subjects was important from the point of view of both the research approachand the generalisability of the final results. Each criterion was broken into different categoriesaimed at reflecting the diversity of interest. The criteria used were: 1

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Carol Haden, Northern Arizona University

Tagged Divisions

Educational Research and Methods

AC 2007-2282: EVALUATING SUPPORT FOR UNDERREPRESENTEDSTUDENTS IN ENGINEERING DEGREE PROGRAMSCarol Haden, Northern Arizona University Carol Haden is the Evaluation Coordinator for the Center for Science Teaching and Learning at Northern Arizona University where she received her doctorate in Curriculum & Instruction. She is involved in the evaluation of multiple projects intended to improve undergraduate education in the sciences and engineering. Page 12.695.1© American Society for Engineering Education, 2007 Evaluating Support for Underrepresented Students in

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Victoria Robson, Virginia Tech; Vinod Lohani, Virginia Tech; Tanner Bateman, Virginia Tech

Tagged Divisions

Educational Research and Methods

. Page 12.761.1© American Society for Engineering Education, 2007 Foundational Predictors of Success in the Collegiate Engineering ProgramAbstractSeveral engineering and education faculty at Virginia Tech received a Department Level Reform(DLR) grant from NSF in 2004 to reformulate Freshman Engineering (also called GeneralEngineering (GE)) and Bioprocess engineering using a spiral approach. The Office of AcademicAssessment assisted the DLR investigators with the development and implementation of anassessment component of the DLR project for continuous improvement of the GE program. Acentral element of this component was a series of targeted assessments designed to identifypredictors of success in

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Jill Auerbach, Georgia Institute of Technology; Jonathan Gordon, Georgia Institute of Technology; Gary May, Georgia Institute of Technology; Cleon Davis, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

, and mathematics (STEM) fields is to engage students in undergraduateresearch. The Summer Undergraduate Research in Engineering/Science (SURE) program at[INSTITUTION]--a highly selective technology-focused research institution--was firstimplemented in 1992. SURE is a ten-week summer program for junior- and senior-level minorityundergraduates from a variety of institutions. Students paired with faculty and graduate mentorson research projects attend enrichment activities and conclude the program with researchpresentations to their peers and program faculty. In 2005, a survey of former SURE participantswas conducted. Of the 62 respondents who had completed their bachelors’ degrees, 72.6 percentindicated they had enrolled in or completed a

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Ozgur Eris, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Helen Chen, Stanford University; Camelia Rosca, Boston College; Larry Ludlow, Boston College; Sheri Sheppard, Stanford University; Krista Donaldson, Stanford University

Tagged Divisions

Educational Research and Methods

Engineering Profession n/a I am familiar with what a practicing engineer does. n/a6a. Exposure to Project-Based Learning Methods (Individual n/a Projects) Since September, what percentage of your classes used the following n/a teaching methods? Individual Projects:6b. Exposure to Project-Based Learning Methods (Team Projects) n/a Since September, what percentage of your classes used the following n/a teaching methods? Team Projects:7. Collaborative Work Style .61 I prefer working as part of a team to working alone. .46 I am a collaborative person

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Linda Lindsley, Arizona State University; Veronica Burrows, Arizona State University

Tagged Divisions

Educational Research and Methods

online interactive text. Since this chapter dealt with making decisions on a ‘timed process’, itrequired the use of charts (such as a Gantt chart) or graphs (for example, a bar graph) to look atthe process with respect to time. The students had spent time on these methods, both in aclassroom lecture and as part of their final project; however, they did learn things from thischapter that they had not previously considered. Some student comments on their learningincluded: “Throughout this whole chapter I have learned many valuable lessons. Firstly I have learned as to how we approach a specific problem. This chapter has taught me all the key concepts we need to keep in or mind while solving a problem. This chapter also

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico-Mayaguez; Ana Nieves, University of Puerto Rico-Mayaguez; Cristina Pomales-Garcia, University of Puerto Rico-Mayagüez; Nayda Santiago Santiago, University of Puerto Rico-Mayaguez; José Vega, University of Puerto Rico-Mayaguez; Vilma Lopez, University of Puerto Rico-Mayaguez

Tagged Divisions

Educational Research and Methods

the program top high schools students from all over theisland.Engineering programs at the UPRM are five years long. In the CE program, the first two yearsare primarily devoted to mathematics, science, humanities, Spanish, English, and economycourses. In years three and four, the basis of CE is built with core courses in the areas ofsoftware, hardware, and communications. In the fifth year, students take mostly technicalelective courses. The program is structured to fulfill both breadth and depth of knowledge andconcludes in the fifth year with a major design experience through a capstone course identifiedas the “Design Project in Computer Engineering”.The particular academic setting where participating students were chosen included four

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Susan Maller, Purdue University; Tao Hong, Purdue University; William Oakes, Purdue University; Carla Zoltowski, Purdue University; Paul McDermott, University of Pennsylvania

Tagged Divisions

Educational Research and Methods

AC 2007-2677: NORMATIVE TYPOLOGIES OF EPICS STUDENTS ON ABET ECCRITERION 3: A MULTISTAGE CLUSTER ANALYSISSusan Maller, Purdue UniversityTao Hong, Purdue UniversityWilliam Oakes, Purdue UniversityCarla Zoltowski, Purdue UniversityPaul McDermott, University of Pennsylvania Page 12.1110.1© American Society for Engineering Education, 2007 Normative Typologies of EPICS Students on ABET EC Criterion 3: A Multistage Cluster Analysis Abstract Using state-of-the-art profile/cluster analysis technique, this study aimed to derivenormative profiles of the students in the Engineering Projects in Community Service(EPICS

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Jamie Medoff, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

Educational Research and Methods

AC 2007-2438: IMPACT OF A GK-12 PROGRAM ON THE DEVELOPMENT OFUNIVERSITY STUDENTS ACADEMIC AND PROFESSIONAL SKILLSJamie Medoff, University of Maryland-Baltimore County Mrs. Jamie Gurganus is a graduate student in Mechanical Engineering at UMBC. As an undergraduate student, she was involved in the UMBC TEPP program. Currently, Jamie serves as the Associate Director for Project Lead the Way and develops curriculum for K-12 engineering education.Anne Spence, University of Maryland-Baltimore County ANNE M. SPENCE is an Assistant Professor of Mechanical Engineering at UMBC and holds a Ph.D. in Aerospace Engineering. During her ten years as an engineering educator, she has developed curricula