Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Mary K. Pilotte, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #6253Examining Reflections of Current Engineering Students on Educational Out-reachDiana Bairaktarova, Purdue University, West Lafayette Diana Bairaktarova is a Doctoral Candidate in the School of Engineering Education at Purdue University. She holds BS and MS degrees in Mechanical Engineering from Technical University, Sofia, Bulgaria and an MBA degree from Hamline School of Business, St. Paul, Minnesota. Diana has over a decade of experience working as a Design Engineer. Her research is focused on human learning and engineering, i.e. understanding how individual differences and aptitudes affect interaction

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

Paper ID #7784The Reflective Engineering Advisor: A Paradigm for Learning-Centered Stu-dent AdvisingDr. Emily L. Allen, San Jose State University Dr. Emily Allen is Associate Dean of the Charles W. Davidson College of Engineering at San Jose State University. Her portfolio includes undergraduate programs and accreditation, student success programs, personnel and infrastructure, and K-14 outreach. She has been on the faculty at SJSU since earning her PhD in Materials Science and Engineering from Stanford University in 1992.Mr. Francisco Castillo, College of Engineering, San Jose State University Mr. Francisco Castillo has a

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Rubrics that will be used to judge the quality of the presentations by guest speakers as well as students and to guide the reflections written on guest speakers and student presentations to help students learn to identify and judge entrepreneurial competencies. 4. A description and guidelines for playing and for writing reflections for the individual student online business game-which were transferred from the prior course. 5. A description and guidelines for participating as a team in the’$5.00 create a business game’ which is intended to help students integrate the content of the entire Principles course as well as focus on achieving the enduring understandings

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nadia L. Frye, Washington State University; Devlin Montfort, Washington State University; Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

based on an assessment of relatedliterature in other knowledge domains and with other research methods by a multidisciplinaryteam of experts in the fields of personal epistemology, student development, qualitative research,and civil engineering. Development of a protocol was necessary for this study in order to addressissues of domain specificity not covered by previous research and to fit the qualitative methodsutilized. The statements were designed specifically to elicit direct responses about students’domain-specific personal epistemologies. Participants were then asked to explain the reasoningbehind the acceptance or rejection of each statement in order to allow them to reflect upon theirbelief statement. Between the two extensive

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

that are necessary for fidelity. In this study, we will refer to them as criticalcomponents.Mowbray and coworkers[12] reviewed the literature on fidelity of implementation to identifycommon steps used to establish, measure, and validate the fidelity criteria of an innovation.Author et al. developed a list of critical components using Mowbray et al. as a framework. Theliterature and a panel of experts with experience in the development and implementation of RBISwere consulted to create a list of critical components for each RBIS. A full list of RBIS andcritical components can be found in Appendix A (Note: Having students “Participate in activitiesthat engage them in course content through reflection and/or interaction with their peer

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

closely related to teaching conceptions and beliefs aboutknowledge, education and teaching47–50. It follows from such observations that changing beliefsand conceptions of teaching are critical for any substantive change in teaching51,52. Efforts toinfluence beliefs through courses and interventions that seek to challenge individual beliefs havemixed outcomes53,54. De-contextualized evidence-based teaching models that are prevalent inthe literature have also been shown to offer limited support for teachers to change theirpractice55. Many researchers consider reflective practice, in which a teacher frequently engagesin reflection on their ongoing practical experiences, as having more potential in helpingpracticing teachers change their

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric L Huerta-Manzanilla, Universidad Autónoma de Querétaro; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the institution, when the individual’s intellectual developmentis congruent with the environment of the college 8.Social integration could be understood as the degree of congruency between the student’s socialbehavior and the social system of the university. Academic, or structural, integration is theacademic performance and achievement of the student. Normative integration, according to Page 23.1211.3Tinto, reflects the student’s appraisal of the academic system of the university and is evident aspart of the student’s intellectual development. The goal of college graduation and thecommitment to the institution are, in Tinto’s model, direct

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

-city children, cancer patients, and individuals struggling with gender and immigration issues.The original study that proposed photo elicitation supplied the photographs to participants,asking them to use the photos as a starting point for their responses and reflections.20 Otherstudies have followed suit, particularly when examining gender issues.29 The benefits of thisform of the method include not relying on participants to follow through on the requirement tobring their own photos which adhere to assigned categories; having control over being able togeneralize the study’s results; and ensuring a baseline for comparison. However, this version ofthe method limits two of the main benefits of photo elicitation in general: empowerment17

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Geoff Potvin, Clemson University; Zahra Hazari, Florida International University; Leidy Klotz, Clemson University; Allison Godwin, Clemson University; Robynne M. Lock, Department of Engineering and Science Education, Clemson University; Jennifer Dawn Cribbs, Western Kentucky University; Nicole Barclay, Clemson University

Tagged Divisions

Educational Research and Methods

college studies in an engineering Page 23.438.2major with expectations or beliefs about their choice that is not reflected in the realities of thepractice of fully-trained members of these communities4. While a few studies have consideredthe culture of engineering5, the differences between freshman engineering and science students6,and the learning styles and types of students in certain engineering disciplines7-10, this remains anunderstudied area. One limitation of prior work has been the use of samples of limitedgeneralizability, with analyses often sampling students from a single or geographically limitedset of institutions.Theoretical

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jesse Pappas, James Madison University

Tagged Divisions

Educational Research and Methods

individualfaces many obstacles along the way. Accurate self-knowledge is threatened by self-serving1,2and confirmation3,4 biases, by dissociation between implicit and explicit cognitive processes,5and by our tendency to misconstrue self-relevant information.6 Unfortunately for us, self-understanding may be more important than ever. The complexities of modern social life demandan accordingly complex sense of self,7 and there is evidence to suggest that such complexity isbest complemented by emphasis on acquiring accurate self-knowledge.8,9 Self-reflection andintrospection may provide added insight,10, 11, 12 but essential aspects of one’s own character areoften inaccessible to introspection,13,14 or vulnerable to a host of interpretation biases.15,16, 17

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. 748, emphasis ours)14. If engineering students view the users of theirdesigned technology as social constraints rather than core to the design itself, they may onlyrecognize how these users provide “information, assistance, and/or support” rather thanconsidering how their “needs should be reflected in the design”15. We might reasonably posit,then, that what students do in design tends to reflect how they perceive design itself.Frameworks from Studies on Engineering DesignWithin the engineering education community, there are several studies that investigate activitiesthat engineering students and professionals do as part of design. For example, Atman and hercolleagues have published a number of articles on the processes enacted by students

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

Tagged Divisions

Educational Research and Methods

students relied on the given list of concepts to complete theirmaps, and they used most of those concepts as well. Page 23.105.7Moving to correlations involving two holistic metrics (Table 3), the negative correlations amongthe various structural patterns (hub, tree, linear, etc.) are somewhat obvious; if a map is assessedas reflecting one pattern, it is less likely to reflect another. We also note the following interestingrelationships in Table 3: • Comprehensiveness and organization (moderate to strong positive correlations) • Organization and network pattern (moderate positive correlations)As summarized in Appendix A

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cathy W. Hall, East Carolina University; Karen A. De Urquidi, East Carolina University; Paul J. Kauffmann P.E., East Carolina University; Karl Louis Wuensch, East Carolina University; William W. Swart, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University

Tagged Divisions

Educational Research and Methods

Stability). Neuroticism is characterized by traits like tension, moodiness, and anxiety.  Openness to Experience (sometimes called Intellect or Intellect/Imagination). This dimension includes having wide interests and being imaginative and insightful.The second personality indicator employed in this study was the locus of control (LOC) test.Rotter18 is credited with the original locus of control concept which reflects a generalized beliefconcerning who or what influences events from internal to external control: Internal controldescribes the belief that control of future outcomes resides primarily in oneself. On the otherhand, external control refers to the expectancy that control is outside of oneself, either in thehands of

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University; James Nelson, Arizona State University

Tagged Divisions

Educational Research and Methods

] (27)      Unique   [company] Products(11) Sound Masking(38)   Team [company](43) Dropped Ceiling(15) Dynamic Ceiling(161) Modular Homes(21) Dynamic Acoustic(29) Reflecting Panels(7) Dynamic Office(26)   Absorbing Ceiling(36) Reflecting Ceiling(13

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B Santoso, Utah State University

Tagged Divisions

Educational Research and Methods

solve this problem?  How do you use your theoretical principles or laws?  Problem solving  Should you expect to get these answers?  Problem solving  How can you check your answers?  Quick reflections  Based on your self-evaluation, what are your weak  Quick reflections areas?3. Insight into Self-Regulated LearningZimmerman argued that self-regulated learners are “metacognitively, motivationally, andbehaviorally active participants in their own learning process”19, p. 239. It is clear thatmetacognition is a major component of one’s self-regulated learning (SRL) strategies. In thisarticle we used SRL processes to represent the link between metacognition and SRL

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Truc T. Ngo, University of San Diego; Susan M Lord, University of San Diego

Tagged Divisions

Educational Research and Methods

how those attitudes may reflect the choice of major.Engineering Students at the University of San DiegoAt many universities, students apply to a specific major, and the admission criteria may changewith the major. Furthermore, enrollments in some majors may be capped. In these cases, highschool performance, or SAT or ACT scores are often used to determine which students areadmitted. Where engineering programs have restricted admissions, this can mean that studentswith high grades and test scores, but modest aspirations to become engineers may be admittedover highly motivated students with lesser academic credentials. While the characteristics ofstudents in the differing programs can be compared, the differences that are identified

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Devlin B. Montfort, Washington State University; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Shane A. Brown P.E., Washington State University; Holly M Matusovich, Virginia Tech; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

introduced to andconvinced of any developing themes. The structure of the meetings focuses on codes,which are the analytical tools most closely related to the data. As implied above, a greatdeal of interpretation is somewhat hidden in researching students’ conceptualunderstanding as researchers assume they know what students mean, or that students’statements accurately reflect their understanding of the concepts (rather than just thequestions being asked, for example). The increased and structurally supported focus onthe data is the greatest potential strength of this method.Disagreements about coding, even when they arise to a misunderstanding of content onthe part of the novice, force an ongoing attenuation of the theoretical framework guidingthe

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

they became prepared forengineering work. Findings suggest that some preparation, and particularly with regard to non-technical skills (e.g., interpersonal skills), happens after graduation while on the job14-16.Through this analysis, we seek to bridge existing knowledge by following participants throughtheir undergraduate years and on into professional practice. As students, participants were askedabout the skills they thought would be important to their future work. Several years aftergraduation participants were asked to reflect back on their academic preparation and the skillsthat are important in their current work. We build on a prior analysis by Brunhaver et al.17 thatused interview data in a longitudinal examination of students first

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sabah Razouk Abro, Lawrence Technological University; Jerry Cuper, Lawrence Technological University

Tagged Divisions

Educational Research and Methods

1 4 6 2 1 4 6 2 26 Graph 1: Distribution of assessed courses by status 11% 22% Freshman Sphomore 22% 45% Junior Senior4.2 : Direct assessment dataThe data used in direct assessment were collected over two semesters; spring 2011 and spring2012. The data do not reflect the exact same courses, but there

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle; Elizabeth Burpee; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith P.E., Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

satisfaction with the college experience than some othermajors, the source of that dissatisfaction does not appear to be reflected in a lack of involvementin extracurricular activities. In fact, undergraduate engineering majors are on par with othermajors in the amount of time spent on extracurricular activities. Extracurricular involvement caninclude a wide range of activities, which can have numerous academic and personal benefits (andsome drawbacks). However, little is known about the nature of extracurricular involvementspecifically among engineering and other STEM students, how it evolves year-to-year, and howit differs according to gender, ethnicity, and institutional culture. In this paper we analyze surveydata to examine STEM undergraduate

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alisha A Waller, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Wendy C Newstetter, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #6903What makes an effective engineering diagram? A comparative study of novicesand expertsDr. Alisha A Waller, Georgia Institute of Technology Dr. Alisha A. Waller has been active within ASEE since 1991, serving the ERM Division in multiple capacities. She has won the Helen Plants Award three times and was awarded the Distinguished Service award in 1998. Her research interests include diversity, reflective learning, and multiple representations. Her teaching interests include optimization, probability, and statistics. She is currently affiliated with Biomedical Engineering Department at Georgia Tech.Prof

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Huberman’s contact summary form to capture immediate reflections on the interview and toprepare for the next interview. These reflection questions are reproduced in Table 4. Table 4: Post-interview reflection (memo). From Miles & Huberman’s46 contact summary form (p. 53) 1. What were the main issues that struck you in this interview? 2. Summarize the information you got (or failed to get) on each of the target interview areas you had. 3. Anything else that struck you as salient, interesting, illuminating or important in this interview? Any patterns? 4. What new (or remaining) questions do you have in considering next interview with another subject

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe C. Guarino, Boise State University; James R Ferguson P.E., Boise State University; V Krishna C Pakala, Boise State University

Tagged Divisions

Educational Research and Methods

incompleteheader information provided by our students on their FE exams, we obtained data from only 72%of our students (134 out of 186). We wished to verify that the grade-point averages (GPA) of theexaminees reflected the overall cohort of graduates; however, the very high percentage of ourstudents taking the FE exam virtually assures a strong correlation using any statistical metric. Amore meaningful measure was suggested by Dr. Yonnie Chyung, an Instructional & PerformanceTechnology professor and expert in assessment techniques6. The approach we use to verify thatthe FE metric accurately measures all of our students is to compare the GPA distributionbetween all graduates and graduates who took the FE exam while they were students.ResultsA

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan Dolenc, University of Virginia

Tagged Divisions

Educational Research and Methods

. Students only referred back to mentors when they had completed a taskand were looking for another, more experienced person to check their work. Students realizedmentors played a large role in FRC, but the students’ actions from creating an internal studentcouncil to the day-to-day work ensured the robotics club was student focused.Green Team Page 23.1130.7 The mentors installed a reflective approach that allowed students to find their placeamongst the team’s work and subgroups. Mentors and student leaders implemented preseasonand postseason interviews with every student to cover issues, desires, working relationships, andinput on the year

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liu Junhua, Singapore University of Technology and Design; Yue Zhang, Singapore University and Technology and Design; Justin Ruths, Singapore University of Technology and Design; Diana Moreno, Singapore University of Technology and Design (SUTD); Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Educational Research and Methods

industry or Page 23.758.4research relevant problems. This provides the “Concrete Experience” component of the cycle ina similar manner as a case study. The “Reflective Observation” part of the cycle may beaccomplished by providing key times for student questions, critique, and assessment questionsthroughout the learning modules. These observational opportunities may be designed toencourage the students to reflect on the innovation history, processes, problem, theoreticalframeworks, ideas, and / or decisions. The “Abstract Hypothesis and Conceptualization”component of the Kolb cycle may be addressed through the use of the course content

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

to reflect a thermodynamics context. The items usedin the Phase 1 Survey are In order to prepare for thermodynamics class, I make enough time for doing the assigned homework problems. In order to prepare for thermodynamics class, I make enough time for doing the assigned readings.We re-evaluated all questions in light of current engineering education literature. For example,Litzinger posed that different cognitive and metacognitive strategies are used by students inproblem solving courses than in non-problem solving courses 36. Therefore, we eliminatedseveral questions in the SRLI that were not relevant in a problem solving course context whichalso helped keep the total length appropriate to avoid survey fatigue

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

complete it. The shortsurvey consisted of several questions that gave some reflections of the students’ state of mindabout understanding lifelong learning competency. Page 23.479.6In the first question of the survey, students were asked to write their own definition of lifelonglearning, the sample consisted of 86 students in four different classes at the sophomore, juniorand senior levels. The responses were compared with the definition given by Candy3 repeatedhere for convenience, “equipping people with skills and competencies required to continue theirown self-education beyond the end of formal schooling”. 45

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Luanna B Prevost, Michigan State University; Kevin C Haudek, Michigan State University; Emily Norton Henry, Michigan State University; Matthew C Berry, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

would like details about clusters to be available so they can seewhat ideas students are using in their responses (Figure 1e,f) and how these ideas are associatedwithin clusters, or differ among clusters Figure (1b,d). This detail is also useful for reflection onone’s teaching at the end of the semester.Additionally faculty reported that 3-5 clusters were optimal for interpretation. Although the Page 23.236.10analysis can generate more clusters, with each cluster describing a more fine-grained type ofresponse, we aimed to customize to the instructors’ needs and typically presented faculty with 3-5 clusters. Faculty reported that they would