Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #15239A Two-Dimensional Typology for Characterizing Student Peer and Instruc-tor Feedback in Capstone Design Project CoursesDr. Ada Hurst, University of Waterloo Ada Hurst is a Lecturer in the Department of Management Sciences at the University of Waterloo. She has taught and coordinated the capstone design project course for the Management Engineering program since 2011. She also teaches courses in organizational behavior, theory, and technology. She received a Bachelor of Applied Science in Electrical Engineering, followed by Master of Applied Science and Doctor of Philosophy degrees in Management Sciences

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

Paper ID #15038The Impact of Project-based Learning on Engagement as a Function of Stu-dent DemographicsMs. Alyssa Bellingham, Drexel University Alyssa Bellingham is currently an electrical engineering Ph.D candidate at Drexel University. She re- cieved her B.S/M.S degrees in electrical engineering from Drexel University in 2012 and has a degree in materials engineering from Politecnico di Milano. As a National Science Foundation Stem GK-12 Pro- gram fellow, she has been teaching a robotics course at the Science Leadership Academy in Philadelphia.Mr. John Kamal, Science Leadership Academy John teaches young people

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maya Rucks, Louisiana Tech University; Marisa K. Orr, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16789Social Consciousness in Engineering Students: An Analysis of Freshmen De-sign Project AbstractsMaya Rucks, Louisiana Tech University Maya Rucks is an engineering education doctoral student at Louisiana Tech University. She received her bachelor’s degree in mathematics from the University of Louisiana at Monroe. Her areas of interest include, minorities in engineering, K-12 engineering, and engineering curriculum development.Dr. Marisa K. Orr, Louisiana Tech University Dr. Orr is an Assistant Professor in Mechanical Engineering and Associate Director of the Integrated STEM Education Research Center (ISERC) at

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

to solicit participation from theseinstitutions is shared through papers and presentations disseminating the activities, most of thebest practices and accumulated wisdom about how to manage data collection across multiplesites is not widely shared. To remedy this, the authors synthesize their many years' experiencecoordinating data collection for engineering education research projects and address siteselection, local contacts, recruiting, collaboration agreements, and IRB coordination.IntroductionThere are a variety of reasons why collecting research data at multiple institutions or acrossmultiple programs can strengthen a study in engineering education or a related field. Perhaps themost commonly cited reason is that it increases the

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Paper ID #15061Engineering Design Self-Efficacy and Project-Based Learning: How Does Ac-tive Learning Influence Student Attitudes and Beliefs?Mr. Justin Charles Major, University of Nevada, Reno Justin Major is an Undergraduate Research Assistant in Engineering Education at the University of Nevada, Reno in the PRiDE Research Group. He is currently working towards dual Bachelors of Sci- ence degrees in Mechanical Engineering and Secondary Math Education and expects to graduate May of 2017. His research interests include students development of self-efficacy and identity in math and engi- neering, and active learning

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

Paper ID #16568The Role of Shared Physical Space in Affording the Creation of Shared Con-ceptual Spaces in Design Project TeamsDr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Laura Hirshfield, University of Michigan; Amanda Siebert-Evenstone, University of Wisconsin - Madison; Golnaz Arastoopour Irgens, University of Wisconsin - Madison; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Paper ID #16950Network Analysis of Interactions between Students and an Instructor duringDesign MeetingsDr. Kathleen Quardokus Fisher, Oregon State University Dr. Kathleen Quardokus Fisher is a postdoctoral scholar at Oregon State University. She is currently participating in a project that supports the use of evidence-based instructional practices in undergraduate STEM courses through developing communities of practice. Her research interests focus on understanding how organizational change occurs in higher education with respect to teaching and learning in STEM courses.Dr. Laura Hirshfield, University of Michigan

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

research examines how engineering students approach innovation. She also studies informed design practices among college and pre-college students . She serves on the editorial boards of Science Education and the Journal of Pre-College Engineering Education (JPEER). c American Society for Engineering Education, 2016 Work in Progress: A Preliminary Investigation of the Ways Engineering Students Experience InnovationIntroductionThis work in progress presents an ongoing study investigating the distinct ways engineeringstudents experience innovation in their engineering projects. Innovation has been a frequentobjective of course and program reform in engineering education1. Engineering

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Miller, Ohio State University; Laura Hirshfield, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

Laura Hirshfield is a postdoctoral researcher and lecturer at the University of Michigan. She received her B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education field by completing a post-doctoral appointment at Oregon State University investigating technology-aided conceptual learning. She is currently doing research on self-efficacy in project-based learning.Prof. Debbie Chachra, Franklin W. Olin College of Engineering Debbie Chachra is an Associate Professor of Materials Science at the Franklin W. Olin college of Engi- neering. Her education-related research interests include self-efficacy, design, intrinsic

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert Semmens, Stanford University

Tagged Divisions

Educational Research and Methods

Paper ID #17322Inventing the Precedence Diagram as Preparation for Future LearningMr. Robert Semmens, Stanford University Rob Semmens should soon be a graduate of the doctoral program in Learning Sciences and Technology Design program in Stanford’s School of Education. His current research interests include the development and assessment of training techniques relevant to spatial thinking. Previously Rob worked on projects for the Army Research Institute and the Asymmetric Warfare Group. He developed instructional approaches to improve Army training, and conducted analysis of the contribution of technology to learning. Rob

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cole H. Joslyn, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

for improving professional formation in engineering and design activities:RQ1: Does compassionate design enable students to develop self/social awareness? RQ2: Doescompassionate design appeal to a different type of engineering student? and RQ3: How does thecompassionate design framework impact the students’ design process? The primary focus of thisstudy was to find a way to measure changes, specifically increases and decreases, in students’self-awareness and social-awareness to help answer RQ1. The results of this study can serve toinform the larger research project and how to integrate transformative approaches into thecurriculum.Introduction The Grand Challenges facing engineering are essentially human challenges and,therefore

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

organizations and individuals engage in technological innovation.Dr. Micah Lande, Arizona State University, Polytechnic campus Micah Lande, Ph.D. is an Assistant Professor in the Engineering and Manufacturing Engineering pro- grams at the Polytechnic School in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches human-centered engineering design thinking, making and design innovation project courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and mak- ing processes to their work. He is interested in the intersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S in Engineering (Product Design), M.A. in

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Anindya Roy, Johns Hopkins University; Alejandra J. Magana, Purdue University, West Lafayette; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Educational Research and Methods

explores student in-code comments as a self-explanation strategy for a given worked-example. The context of the study is a materials science and engineering programming coursethat involves in-class programming activities, as well as five computational projects ondisciplinary problems. The guiding research questions are:  What are the characteristics of student self-explanations of programming worked examples involving a disciplinary context?  How are student’s self-explanation characteristics related to their performance in a computational project involving a disciplinary context?Background Literature Computer programming is a complex skill to learn6. When novice programmers startlearning to code, they need to

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

research project investigating the development and measurement of general learning outcomes. Natalie comes from an Australian Senior-Secondary/ Post-Secondary teaching background, with experience at the State-wide level in curriculum development, large-scale assessment, and evaluation and assessment of outcomes based education.Dr. James A. Kaupp, Queen’s University Assessment and Quality Assurance Coordinator (Msc ’06, PhD ’12) at Queen’s University, Kingston, On- tario, Canada in the Faculty of Engineering and Applied Science. Educational research interests include engineering education development, cultural change in higher education, higher-order thinking develop- ment and assessment, outcomes-based data-informed

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hayden Fennell, Purdue University Polytechnic Institute; Camilo Vieira, Purdue University; Genisson Silva Coutinho, Instituto Federal de Educação, Ciência e Tecnologia da Bahia; Alejandra J. Magana, Purdue University, West Lafayette; R. Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

practical aspects of battery fabrication. Theprocedures of the study were embedded in the practical component of the course. As part of a finalproject, students modeled and analyzed a graded porous electrode to be used as part of a rechargeablebattery system. The individually-submitted course assignments served as the raw data used to examinestudents’ modeling and simulation practices.Data CollectionFor part of the final course project, students were asked to design a rechargeable battery system able tooperate under specific conditions in several different applications. For example, one team designed abattery to power an electric lawn mower for at least 30 minutes of operation. Another team designed abattery able to support 4 x 24 h of charge in a

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

silliness that many organizations get enamored with and get to the core of what people need to do to be productive professionals. Richard is a recipient of a 2012 Academy Award (Oscar) for technical development of the Phantom High Speed Camera in additional to other awards for professional achievement and volunteer leadership roles. Richard has also written papers titled ”Project Management with Technical Professionals”, ”Real Men Downsize”, and ”Ivan Boesky got it Wrong” and is sporadically working on a book based on his experiences. Richard believes that the engineering profession, with its many disciplines, provides intelligence and structure which is desperately needed in our increasingly complex world. Most recently

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

disciplines. This limited literature may be attributed to multiple reasons such as asignificant emphasis on mathematics and science in the first two years of engineeringcurriculum, a strictly sequential degree path, and a lack of flexibility in the programrequirements. Engineering students often report difficulty in relating the theoretical content ofthe first few semesters to actual engineering applications. This study investigates theeffectiveness of undergraduate research as a possible means of overcoming these studentperceptions. Students are introduced to well-defined research projects at an early stage of theirundergraduate degree program by adopting a scaffolding approach. The primary focus of thisstudy is to understand student perceptions

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

of the first year engineering experience, authentic projects and assessments, and P-12 engineering. c American Society for Engineering Education, 2016 Work In Progress: Developing Single Point Rubrics for Formative AssessmentIntroduction This Work in Progress describes initial efforts at Ohio Northern University to develop rubrics forassessing student work on a client-based term project in an introductory programming coursesequence. Initially, traditional analytic rubrics – where each criterion contains a descriptor foreach level in the performance rating scale – were used in a summative fashion to providefeedback. At face value, rubrics of this variety are convenient

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

machine. bicycle) to explore function and design. 3 Service Projects Service-learning projects are working with not-for-profit organizations in the local community to solve problems or help young people. 4 Design Projects These projects feature individual or team design projects as a significant part of the class. Students are required to design new approaches to problems. 5 Build Projects These projects feature individual or team build projects as a significant part of the class. Students are required to build something new (e.g. bridge, robot

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

Engineering at Delhi College of Engineering. c American Society for Engineering Education, 2016Engineering Competitions as Pathways to Development of Professional Engineering Skills Abstract In this paper we present preliminary findings from a research project aimed atidentifying learning outcomes in informal environments. We focused on engineeringcompetitions which have gained momentum across a range of engineering disciplines.Increasingly, students are participating in design competitions that range anywhere frommulti-year activities such as Concrete Canoe and Formula SAE to short term activities suchas one day competitions or Hack-a

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

tablet program called DISCOVERe as an aggressiveinitiative to break down the digital divide and explore new ways of teaching and learning.Selected course sections are offered as tablet only courses. These courses have been redesignedto provide students an enhanced learning experience.One of the most significant learning behavior transformations in a tablet-enhanced learningenvironment is the active collaboration and interaction among students and instructors in classactivities and course projects. In this context, how we practice communication and criticalthinking may change to accommodate new formats and purposes facilitated by technology.However, at this early phase of the DISCOVERe tablet program, it remains unclear to instructorswhat

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

approaches). Both involve observing the behaviors of subjects asthey design.In ethnography, the researcher “embeds” themselves on a design project with the subjects andhas both a participant and observer role. Ethnography has been used widely to assess designbehaviors3,9,10. In the study conducted by Newstetter, for example, the researcher worked on anundergraduate design team for an entire term while taking copious notes and observations abouther experiences and those of her student teammates. In addition to her participant observations,Newstetter conducted interviews with students in the class at various points during and after theterm. The data is extremely rich – in Newstetter’s case highlighting that “doing design does notensure the learning of

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16531From Peripheral to Full Participation: Implications of Learning Theory forEducational Design and Learning Assessment in STEM ApprenticeshipsDr. Tamara Ball, University of California - Santa Cruz Dr. Tamara Ball is a project-scientist working with the the Sustainable Engineering and Ecological De- sign (SEED) collaborative at UCSC. She is the program director for Impact Designs - Engineering and Sustainability through Student Service (IDEASS) and Apprenticeships in Sustainability Science and En- gineering Design (ASCEND). She is interested in understanding how extracurricular and co-curricular innovations

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H. Yong, Harvey Mudd College; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.; Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #15665Probing the Flipped Classroom: Results of A Controlled Study of Teachingand Learning Outcomes in Undergraduate Engineering and MathematicsDr. Nancy K. Lape, Harvey Mudd College Nancy K. Lape is an Associate Professor of Engineering at Harvey Mudd College.Dr. Rachel Levy, Harvey Mudd College Rachel Levy is an Associate Professor of Mathematics and the Associate Dean of Faculty Development at Harvey Mudd College. In addition to her work on fluid mechanics, she is an investigator on two NSF-funded education projects: one studying flipped classrooms and the other preparing teachers for mathematical modeling

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Linda Vanasupa, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

Paper ID #14981Grading for Enhanced Motivation and LearningDr. Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo Lizabeth is a professor at Cal Poly, SLO in Industrial and Manufacturing Engineering. She has been teaching for 23 years and has continued to develop innovative pedagogy such as project based, flipped classroom and competency grading. Her current research examines grading and the assumptions faculty hold about students. Through the SUSTAIN SLO learning initiative she and her colleagues have been active researching transformation in higher education.Dr. Linda Vanasupa, California

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

secondary and under- graduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudinal Success Inventory) for engineering students. As a program evaluator, she evaluated the effects of teacher professional development (TPD) programs on elementary teachers’ attitudes toward engineering and students’ STEM knowledge through a NSF DRK-12 project. As an institutional data analyst, she is investigating engineering students’ diverse pathways to their suc- cess.Dr. P.K. Imbrie, Texas A&M University P.K. Imbrie is the Deputy Director for the Institute of Engineering Education and Innovation and Asso- ciate Professor in the College of Engineering

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nebil Buyurgan, Missouri State University; Martin P. Jones, Missouri State University; Kevin M. Hubbard Ph.D., Missouri State University

Tagged Divisions

Educational Research and Methods

supervision, production management, financialmanagement, project management, safety management, and accounting. These topics comprisedapproximately 24% of the credit hours required to complete the existing degree. Themathematical rigor and technical content of the degree program had been reduced over a periodof more than a decade.A series of discussions was held with regional representatives from industry with the objectivesof determining the characteristics of successful program graduates, the employment potential forgraduates of the existing program, and the employment potential for graduates of a redesigneddegree program. A consensus developed regarding the following curriculum criteria:  There was a need for increased mathematical rigor in

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Natascha Trellinger Buswell, Purdue University, West Lafayette; Andrea Mazzurco, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

evidence suggests that practicing engineers are increasingly expected to actas boundary spanners who can participate in and manage diverse local and global teams,translate competing stakeholder demands into effective design solutions, and leverage expertknowledge from multiple fields and specialties. The larger project represented by this paperresponds to this reality by proposing boundary spanning as a core meta-attribute for engineeringstudents and early career professionals. This paper more specifically offers a detailed descriptionof the study design for a major phase of this research project that involves conducting in-depth,semi-structured interviews about boundary spanning experiences with more than two dozen earlycareer engineers in the

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Nuclear Science and Engineering. Each individual research project is overseenby a faculty member within their lab, often with direct mentorship from a graduate student orpost-doctoral fellow. Several communication deliverables - a proposal, a conference poster, ajournal article and an oral presentation - are required throughout the year, based on eachstudent’s research.We have two principal challenges. First, our students’ numerous and varied engineeringdisciplines each possess their own underlying and often tacit reasoning patterns, habits of mind,and foundational assumptions2, see also 3-6 - all of which must be taken into account as studentscommunicate their research. Second, the tacit quality of these assumptions and mental processescreates

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Educational Research and Methods

to engage with. Improving undergraduateengineering education requires a better understanding of the ways in which studentsexperience ill-structured problems in the form of engineering design. With specialattention to the experiences of first-year engineering students, prior exploratory workidentified two critical thresholds that distinguished students’ ways of experiencing designas less or more comprehensive: accepting ambiguity and recognizing the value ofmultiple perspectives.The goal of current (work-in-progress) research is to develop and pilot a self-reportinstrument to assess students’ relation to these two thresholds at the completion of an ill-structured design project within the context of undergraduate engineering education