Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianne Latimer, Georgia Institute of Technology; Mary Lynn Realff, Georgia Institute of Technology; Clara Blue Templin, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christie Stewart, Georgia Institute of Technology; Lesley Baradel, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

analysis of student reflections could serve as a reliablemethod for assessing students’ understanding of their strengths and their ability to identifystrategies to develop and leverage them towards well-being and thriving. We analyzed thestudent reflections to identify emergent themes in an assignment at the beginning of the course(reflection on strengths in relation to previous life experiences) and later in the course (reflectionon strengths in relation to managing stress) and compared these emergent themes to the learningobjectives of the course.Deidentified examples of student work with their associated themes coded and analysis of thesecodes are presented. Five themes emerged in the responses: (1) personal growth andunderstanding, (2

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; SIDDHARTH SIDDHARTH, Plaksha University; Rukmani Keshav, Plaksha University

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Educational Research and Methods Division (ERM)

courses. A reimagination of both curriculum andpedagogy in collaboration with the engineering fraternity is necessary if engineering studentsare to be effectively and meaningfully taught courses in the humanities.KeywordsAnthropocene, Dialogical Pedagogy, Co-designing, Engineering educationIntroductionMany of our planet’s most pressing problems—overpopulation, climate change, biodiversityloss, air pollution, and others—arise partly due to the chasm between problem-solvers andpolicymakers. While engineers and scientists diligently try to find solutions to theseproblems in their labs, it is the bureaucrats and the leaders who grapple with the immediatetask of implementing the solutions in communities [1]. However, there is a crucial

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Miguel Alfonso Feijoo-Garcia, Purdue University ; Brittany Newell; Alejandra J. Magana, Purdue University ; Mark Holstrom, Purdue University

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Educational Research and Methods Division (ERM)

these claims, facilitatingreflection on how science knowledge guides energy-efficient home design and analyzingemerging trends in economic decision-making and energy science within students’ designs.1. IntroductionAddressing complex real-world situations requires integrating energy science knowledge andeconomic considerations in Engineering Design decision-making. Building on Vieira’s insights[1], this study explores the intersection between scientific knowledge and economic factors inengineering design. Fostering structured and systemic thinking skills in this field poses diverseholistic educational challenges [2]. Recognizing the prevalent use of “trial-and-error” methodsamong first-year undergraduate students, the study proposes an

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Shokrolah Shirazi, Marian University; Hung-fu Chang

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Diversity

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Educational Research and Methods Division (ERM)

comparison and validation purposes. The t-tests were conducted on collected data from students and analy- sis results show that 50% of assignments on average are not significantly different from students’ perspectives. The additional collected data on overall satisfaction with each course assignment indicates that students welcome the assignments with a higher degree of critical thinking rather than those that are more challenging. KEYWORDS Critical thinking; challenging level; course assignments; t-tests.1. IntroductionCritical thinking (CT) has been a trending topic of discussion among academia andindustries which implies a high proficiency level of students to solve complex problems.While the subject has been incorporated by instructors in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University

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Educational Research and Methods Division (ERM)

, instrument validityIntroductionDesign is a central activity in engineering, as evidenced by its inclusion in Standards forTechnological and Engineering Literacy (STEL) at the secondary-education level [1] and ABETstandards at the higher education level [2]. Design is a problem-solving framework emphasizingempathy, creativity, and experimentation. Engineering designers use a non-linear, iterativeprocess to understand users, challenge assumptions, redefine problems, and create innovativesolutions [3]. At a specific level, design has been described as an evidence-based decision-making process [e.g., 4], however greater proficiency as a designers yields a perspective ofdesign as freedom when problem-solving, given its open-ended nature [5].What type of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duc Anh Vu Trinh, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University ; Chris S. Ferekides, University of South Florida

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Educational Research and Methods Division (ERM)

Society for Engineering Education, 2024Assessing the Effectiveness of a Professional Formation in Engineering Course Sequence within the Electrical Engineering Department via Student’sReadiness for Industrial Jobs: An Undergraduate Researcher’s Investigation in a Participatory Action Research ProjectAbstractPreparing “world-ready” engineers [1] and facilitating the migration of undergraduate learnersfrom an academic setting to a job environment in industries and elsewhere demands a blend ofprofessional and technical competencies. For example, Mcgunagle et al. [2] list the five mostcritical professional competencies that are ranked by companies: teamwork, self-motivation,communication, problem-solving, and being anticipatory

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Jace Russell Harris, Utah State University; Rosemary Yahne, Utah State University; Wade H. Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

ability in sighted populations.IntroductionSpatial ability has been defined as an intelligence related to the ability to mentally transform,retain, and generate visual images [1], [2]. Activities that require spatial ability includenavigation, mental rotation, and perception of objects. In this paper we define spatial ability as aquantification of a measurement of spatial thinking.Students who have high spatial ability have demonstrated higher levels of success in academiacompared to their peers, especially in areas of science, technology, engineering, and mathematics(STEM) [3]–[5]. A longitudinal study that tracked students with high spatial performance alsofound that spatial ability has implications for professionals working in STEM fields [6

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ziliang Zhou, California Baptist University; Xiuhua Si, California Baptist University

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Educational Research and Methods Division (ERM)

% improvement on students’ problem-solving skillsrelated to specific heat. 95% of the students felt that, after this new and student designedexperiment, they had a much better understanding on the topic.IntroductionThe most important goal of engineering education is to help students not only understand themathematical and physical equations of the engineering concepts but also their real-lifeapplications. To bridge the gap between the equations and the real-life applications and enhanceunderstanding of the concepts, lab experiments have been added as integral parts of manyengineering curriculums aimed at assisting students’ learning and applying engineering concepts.Lab classes are more easily to provide an active learning environment [1] because

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

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Diversity

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Educational Research and Methods Division (ERM)

asBlack, Latino/a/x, or Indigenous (BLI) necessitates changes in engineering ecologies to createmore inclusive and equitable engineering environments. Engineering ecology (i.e., interactionswithin engineering environments) has a direct impact on students’ feelings of belonging inengineering courses and in majors, and as such, is a promising space for interventions that addressequity issues in students’ experiences. Belonging is linked to retention in engineering [1], [2], [3].Similarly, a student’s identity as an engineer influences their continued interest in pursuingengineering [4], [5]. Engineering role identity has been connected to important student outcomesincluding academic success, retention, and well-being [6]. In this work, we seek to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayar Madboly, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

teaching evaluation process. Also, we will compare the theory principles tocurrent standards of teaching evaluation.IntroductionIn 1952 Robert J. Wherry developed the theory of rating (ToR), the theory was republished in1982 by Christopher J. Barlett with some minor editing to make the equations more readable andthe assumptions more understandable [1]. The ToR consists of 46 theorems which appear inequation form and tackles varied constructs (see appendix I for examples), most of the constructshave at least two hypotheses (corollaries) to show nuances between the constructs [1].The ToR studies ratings, also called evaluations of performance, suggests ways to minimize biasand error in ratings, sets the main guidelines for designing rating scales

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tazim Ahmed, The University of Texas at Arlington; Syed Mufid, The University of Texas at Arlington; Shuchisnigdha Deb, The University of Texas at Arlington; Mahmudur Rahman, The University of Texas at Arlington

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Educational Research and Methods Division (ERM)

and a guide to enhanceteamwork in course projects. Based on TPB, three interventions were developed: (1) a projectdescription document including real-world examples of problems that can be solved with skillsdeveloped through the course project; (2) an accountability plan for the instructional team toprovide social pressure to participate; and (3) a project management plan for the students to havea structure in the groups with well-defined roles. The interventions were adopted in two Fall2023 courses (n = 39). Findings revealed significant improvements in student engagement, taskcompletion, communication, role adoption, goal clarity, and conflict management post-intervention. These results confirm the efficacy of TPB-based interventions in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

Classes IntroductionSense of belonging, here defined as students’ perceived social support, and feelings ofconnectedness, mattering, acceptance, and respect in socio-academic communities, is widelyconsidered an important antecedent to students’ socio-academic success in college [1].We use the term socio-academic to draw attention to the ways that students’ experiences outsideof the classroom can shape their academic lives in college, as well as to draw attention to theways that complex social interactions shape students’ academic experiences and outcomes [2].Indeed, decades of research has documented the ways that college students’ sense of belongingshape important socio-academic outcomes, such as major

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

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Educational Research and Methods Division (ERM)

applications in engineering education research.3.1 Cluster analysis in engineering education researchBelow, we give a brief overview of cluster analysis methods and applications within engineeringeducation research. In-depth reviews about cluster analysis techniques can be found in [1], [27],[28]. Within engineering education research, studies applying cluster analysis are rather limited.[1] only identified five articles that have applied cluster analysis in the Journal of EngineeringEducation by 2017. We have only found three empirical papers using cluster analysis withinASEE Engineering Research and Methods (ERM) division [6]-[8]. Although applications arelimited, engineering education researchers have used this exploratory approach in various

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanyao Deng, University of Exeter; Ibrahim H. Yeter, Nanyang Technological University

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Educational Research and Methods Division (ERM)

' attitudes. Transcripts of the interviews were analyzedusing thematic and content analysis methods. The thematic analysis identified eightfive main themes: (1) expectations and academic growth; (2) communication skills;(3) challenges in hands-on learning; (4) virtual learning experience; (5) personalgrowth and workplace readiness. Students' attitudes towards the three types oflaboratories were varied. Hands-on laboratories were favored for essential practicalexperiences, while remote and virtual laboratories were perceived as efficient andconvenient options. In conclusion, personal experiences, gender differences in labpreferences and experience, technological comfort, and individual learning styles allinfluence these attitudes, and the findings of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Clodagh Reid, Technological University of the Shannon; Gibin Raju, University of Cincinnati

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Educational Research and Methods Division (ERM)

describes work performed at a large midwestern university in the U.S. examining the link between spatial skills and design performance. Spatial skills are vital to success in engineering education and their relation to efficient problem-solving is well- researched. This study is part of a larger project focusing on understanding the link between spatial visualization skills and solving engineering design problems. In the current study, we made use of an eye-tracking device to determine the visual focus of participants while they solved an assigned design task. High and low spatial visualizers in undergraduate engineering were identified through Phase I testing. In Phase 1, students completed four

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Monica Lynn Miles, University at Buffalo, The State University of New York; Hasan Asif, University at Buffalo, The State University of New York

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Diversity

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Educational Research and Methods Division (ERM)

New York Hasan Asif, is a graduate from the University at Buffalo in Data Science, possesses a keen interest in data transformation and gaining insights from data, includes expertise in setting up statistical tests, transforming data, and creating visualizations. He has demonstrated his skills by architecting systems to analyze the longitudinal participation of students throughout their studies. ©American Society for Engineering Education, 2024Exploring Variance in Undergraduate Research Participation: A Quantitativeand Qualitative Investigation Among Students with Differing Levels ofInvolvementIntroductionThis research paper concerns undergraduate research, a high impact experience [1] that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher A. Sanchez, Oregon State University; Kahlan Fleiger-Holmes, Oregon State University; Brian John Zhang, Oregon State University; Naomi T. Fitter, Oregon State University

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Educational Research and Methods Division (ERM)

student experiencesand learning outcomes across different levels of delivery synchronicity of an online lab class(relative to an in-person class in the same student body) to help answer questions about how toadminister hardware-based lab learning online and how much synchronous engagement is enoughfor these use cases.The key research goals in the presented exploratory work were to 1) compare student experiencesand learning outcomes across two different levels of synchronous teaching when administering anonline lab class (i.e., asynchronous vs. synchronous) and 2) evaluate the above experiences andlearning outcomes relative to a similar-level in-person class taught to the same general studentpopulation. Accordingly, we collected data from seven

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaorong Zhang, San Francisco State University; Stephanie Claussen, San Francisco State University; Fatemeh Khalkhal, San Francisco State University; Yiyi Wang, San Francisco State University

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Educational Research and Methods Division (ERM)

as the advanced large language model (LLM)-basedchatbot ChatGPT, have increasingly been integrated into various stages of academic research.These stages include the creation of study introductions and objectives, conducting literaturereviews, data analysis, and brainstorming methodologies [1], [2]. In qualitative research, there isa growing interest in leveraging AI tools to enhance data analysis processes. This research oftenentails detailed analyses of diverse data types to unearth study participants’ nuancedperspectives. Traditionally, these analyses have depended heavily on manual efforts, which arenot only time-consuming but also vary based on the analyst's expertise and perspective. Theintroduction of AI tools like ChatGPT marks a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Kang Sun, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois at Urbana - Champaign; Delu Louis Zhao; Sujit Varadhan, University of Illinois at Urbana - Champaign; Bobbi Lee Battleson Hardy, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

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Diversity

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Educational Research and Methods Division (ERM)

’ responses across educational research interests of effectiveness, satisfaction, and qualityof education materials. The paper will present these results and discuss the implications of ourfindings and conclusions.IntroductionWhile open-ended questions in survey studies are very valuable in providing authentic andnuanced insights toward the respondents’ opinions, it’s often challenging to analyze suchquestions in large quantities. Not only the time and cost required in large open-ended questions’analysis make it difficult for researchers, but also the complexity of such free text posessignificant difficulties [1]. For example, qualitative analyses need to consider factors such asmultiple data formats, contextual requirement for interpretation

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Neha B. Raikar, University of Maryland, Baltimore County; Nilanjan Banerjee

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Diversity

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Educational Research and Methods Division (ERM)

reducing bias and enhancing academic integrity. The systemwas piloted in undergraduate chemical engineering courses, providing initial evidence of itsviability. Through a comprehensive analysis comparing student outcomes under traditional andanonymous grading methods, the study seeks to empirically validate the effectiveness ofanonymous grading in improving student performance and psychological well-being,contributing to the development of more equitable educational practices.IntroductionAcademic evaluation has traditionally been dominated by exams and quizzes. While widelyused, these conventional approaches have come under scrutiny for their potential to perpetuateimplicit biases. Among these, the halo and horn effects [1][2] stand out, where an

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

, ChatGPT may be susceptible to security flaws that could result in databreaches and the disclosure of students' private information.In a parallel study, a survey instrument is designed and developed to assess engineering students’perceptions on the use of ChatGPT. This study aims at answering the following research question,‘How do students housed in engineering programs perceive the use of ChatGPT’? To answer thisresearch question, a survey instrument was designed with a few open-ended questions, and thesurvey instrument also collected participants’ demographic information. The open-ended questionsincluded in the survey are (1) Describe the different words (as many as you can) that come to yourmind when you think about ChatGPT? (2) How do you see

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeffrey Stransky, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

system isviewed by social cognition theory as a discrete collection of self-beliefs connected to multiplefunctional domains rather than as an all-encompassing characteristic. Comparative researchdemonstrates that motivation and action are well predicted by domain-linked assessments ofperceived efficacy [1]. An individual’s awareness to apply these abilities when faced with a taskor situation is described as self-efficacy. This perception, whether precise or not, portrays one’scapability to coordinate their cognitive, physical, and emotional abilities to achieve the goals ofthe task [2]. According to research, entrepreneurial self-efficacy (ESE) is a significant predictor ofentrepreneurial interest [3] – [5]. As such, ESE provides critical

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Autumn R. Deitrick, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

assess the creative climate of graduate-levelengineering education and account for academia’s complex interpersonal relationships andorganizational structures. Results demonstrate that many of the creative climate dimensions areabsent from research group and classroom environments in graduate-level engineering education.This paper is one of the first to explore engineering graduate students’ perceptions of creativitywithin their academic and research environments and offers implications for how graduate-levelengineering education can better foster creativity.1. Introduction and Review of Relevant LiteratureEngineering is a creative act. At its core, the profession of engineering is focused on developingcreative and novel solutions to complex

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Lisa Bosman, Purdue University; Alejandra J. Magana, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

) have emerged as a pivotal component in highereducation, significantly benefiting students, faculty, and universities alike [1], [2], [3]. Theseprograms offer a unique combination of hands-on research experience and mentorship,enhancing students' learning and career trajectories [4]. A notable initiative in this regard is theResearch Experiences for Undergraduates (REU) funded by the National Science Foundation(NSF) [5] which highlights the importance of such programs in science, engineering, andmathematics [6]. These REUs consist of ten or so undergraduates who work in the researchprograms of the REU host universities across the United States [7].One of the primary benefits of URPs is their influence on students' decisions to pursue

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

first-year engineering graduate students’ initial goals were when entering theirgraduate programs and how those goals may have evolved over the course of their first year. Inthis longitudinal qualitative study, we interviewed the participants four times throughout the courseof their first academic year: (1) during the first semester, (2) between the first and secondsemesters, (3) after the second semester, and (4) at the end of the first summer of graduate school.Using thematic trajectory analysis, we determined what students’ goals were at the start of gradschool and how they may have changed. Findings indicate that students’ goal extensions fluctuatedthroughout the year and ultimately became more short-term by the end of the first year

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University ; Kristin M. Everett, Everett Evaluation; Alycia J. Sterenberg Mahon, Everett Evaluation

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Educational Research and Methods Division (ERM)

better capture the myriad ways in whichparticipants behaviorally support COI through their recruitment and mentoring efforts on behalf ofthe center. Consequently, the survey instrument is now shedding more light on the factors that help,or hinder, the culture of inclusion within a center. It has also opened up avenues by which we canencourage more engagement with creating a culture of inclusion.Although currently used within only one ERC, our hope is that through collaboration with interestedparties and/or widespread dissemination of the survey, it will be more widely used, permitting (1) abetter understanding of the underlying factors and (2) an ability to look at COI as a function of themultiple way that people differ in how they identify with

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University ; Adrie Koehler; Elnara Mammadova, Purdue University ; Shawn Farrington, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

one of the six variations of SDT(Ryan & Deci, 2000). In educational settings, autonomy refers to giving students a choice in deciding theirlearning; competency is the feeling of being capable and confident in fulfilling the educational expectations, andrelatedness refers to the need to connect with peers and instructors in the class (Levesque-Bristol et al., 2010;Wong, 2022). Shuetz (2008) asserted that satisfying these needs is a driver of successfully engaged andmotivated students.Study 1: Mohandas, L. (2022). The Impact of Interactive Synchronous HyFlex Model on Students’Perception of Social, Teaching and Cognitive Presence in a Design Thinking Course. [Doctoral dissertation,Purdue University Graduate School]. https://doi.org/10.25394

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Talha Naqash, Utah State University; Angela Minichiello, Utah State University

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Educational Research and Methods Division (ERM)

. Resultant themes central to the research questions are being developed usingqualitative data analysis techniques. By synthesizing the existing research, this review shedslight on how the student’s cognitive responses are influenced by different levels of taskcomplexity during problem−solving and how the task complexity enhances or hindersstudent’s engagement in STEM education.Keywords: Engagement, Goal Orientation, Need for Cognitive Closure, problem−solving,STEM, Task Complexity.IntroductionAccording to Krajcik [1], there is a shift in science education from simply teaching scienceideas to fostering students to figure out processes and problem solutions. STEM educationwas developed to deal with the challenges of the 21st century and train students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dave Mawer, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York; Lisa Retzlaff, North Carolina State University; Laine Schrewe, Otterbein University; Scott Ferguson, North Carolina State University

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Educational Research and Methods Division (ERM)

, includingthe knowledge, activities, and deliverables required to solve the problem. Further, how ill-structuredness and complexity are represented within a particular problem [1], and how they mightbe resolved are supported through reflection.A central goal of this work is to discuss and share these reflective activities recognizing theirpotential to provide instructional support for the PBL design process, including problemdevelopment and facilitation. Our research team sought to explore what it means for an instructorto develop and facilitate a problem in a PBL environment, and what a reflection on this facilitationmight look like. This aim is motivated, in part, by what Wiggins and McTighe refer to as the “twinsins” of learning design – “activity

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vincent Oluwaseto Fakiyesi , University of Georgia; Deborah Gbemisola Fabiyi, Washington State University; Isaac Damilare Dunmoye , University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

engineering education [1].Concept inventories have been used copiously in the extant research literature to assessknowledge misconception, conceptual understanding, and conceptual knowledge gain [2].Concept inventories (CIs) are assessment instruments for gauging students' comprehension offundamental engineering concepts and identifying misconceptions [2, 3]. Concept inventoriesfacilitate scientific literacy, support teaching improvements, and foster curricular reform [4]. Forexample, by using CI, engineering instructors can tailor their teaching to address specificstudents’ misconceptions that the CI identifies.Previous studies have acknowledged the effectiveness of CIs in evaluating students'understanding of concepts, highlighting their role in