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Out-of-Class Impacts of Flexible Classroom Spaces

Conference Session: Student Division Technical Session 1
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Candace Rose Wiwel, University of Michigan; Jessica E. S. Swenson, University of Michigan; Magel P. Su, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Divisions: Student

Paper ID #26953Out-of-Class Impacts of Flexible Classroom SpacesMs. Candace Rose Wiwel, University of Michigan Candace Wiwel is a third year undergraduate student studying Naval Architecture and Marine Engineering at the University of Michigan.Dr. Jessica E. S. Swenson, University of Michigan Jessica Swenson is a post doctoral fellow at the University of Michigan. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively. Her current research involves examining different types of homework problems in undergraduate engineering science courses, flexible

Relevance Score: 0.31520182

Board 131: Methods for Assessing the Impact of Counterfactual Thinking on the Career Motivation of Practicing Women Engineers

Conference Session: Student Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Renee M. Desing, Ohio State University
Tagged Topics: Diversity
Tagged Divisions: Student

. Tversky, Eds. New York, NY: Cambridge University Press, 1982, pp. 201–208. their career when encountering with participants. coding and thematic coding. The quantitative 2 N. J. Roese, “Counterfactual Thinking,” Psychol. Bull., vol. 121, no. 1, pp. 133–148, 1997. 3 K. D. Markman, I. Gavanski, S. J. Sherman, and M. N. McMullen, “The Mental challenging situations, such

Relevance Score: 0.018291911

Board 134: Methods for Conducting a Scoping Literature Review on Engineering Graduate Student Mental Health (Work in Progress)

Conference Session: Student Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Sarah Jane Bork, University of Michigan; Anu Tuladhar, University of Michigan; Joi-lynn Mondisa, University of Michigan
Tagged Divisions: Student

which the research question(s) is narrow and specific, the objective in ascoping review is to summarize and synthesize the existing literature without using formal qualityassessment in the inclusion or exclusion criteria [5-8]. That is, the perceived quality of the literaturehas no weight on its appearance in a final scoping review although both types have inclusion andexclusion criteria. ScLRs assist to identify gaps in literature as well as direct researchers towardsspecific questions for a systematic literature review by rapidly mapping the key concepts, sources,and existing evidence [5-6]. Most ScLRs do not have formal appraisal mechanisms (ratings usedto assign merit to determine inclusion or exclusion) for the literature being reported in

Relevance Score: 0.01616792

Comprehensive Exam Variations and Experiences of Doctoral Candidates in Engineering

Conference Session: Student Division Technical Session 5
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Bahar Memarian, University of Toronto; Sasha Gollish, University of Toronto; Kimia Moozeh, University of Toronto ; Darlee Gerrard, University of Toronto; Deborah Tihanyi, University of Toronto; Stacy A. Costa, University of Toronto
Tagged Divisions: Student

autoethnographic study of the comprehensive exam process,” Int. J. Dr. Stud., vol. 9, pp. 347–360, 2014.[4] J. A. Schafer and M. J. Giblin, “Doctoral comprehensive exams: Standardization, customization, and everywhere in between,” J. Crim. Justice Educ., vol. 19, no. 2, pp. 275–289, 2008.[5] M. S. Anderson and J. P. Swazey, “Reflections on the graduate Student experience: An overview,” In M. S. Anderson (Ed), The experience of being in graduate school: An exploration. New Directions for Teaching and Learning, No. 101. Jossey-Bass, San Francisco, 1998.[6] H. Estrem and B. E. Lucas, “Embedded traditions, uneven reform: The place of the comprehensive exam in composition and rhetoric PhD programs,” Rhetor. Rev., vol

Relevance Score: 0.011432445

Do I Belong in a Makerspace?: Investigating Student Belonging and Non-verbal Cues in a University Makerspace

Conference Session: Student Division Technical Session 4
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Stefanie A. Hotchkiss, Undergraduate Research Assistant; Kimberly Grau Talley P.E., Texas State University; Michelle Londa, Texas State University; Austin Talley P.E., Texas State University
Tagged Topics: Diversity
Tagged Divisions: Student

Makerspaces, 1 being not at all and 7 being very much.ACKNOWLEDGEMENTS: This material is based upon work supported by the NationalScience Foundation under Grant No. EEC 1531375. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.REFERENCES:[1] D. N. Beede, T. A. Julian, D. Langdon, G. McKittrick, B. Khan and M. E. Doms, "Women in STEM: A Gender Gap to Innovation," Economics and Statistics Administration Issue Brief, vol. 04, no. 11, 2011.[2] R. M. Marra, K. A. Rodgers, D. Shen and B. Bogue, "Women Engineering Students and Self- Efficacy: A Multi-Year, Multi-Instituion Study of Women Engineering Student Self

Relevance Score: 0.011432445

The Impact of Socio-cultural Factors in Qatar on Females in Engineering

Conference Session: Student Division Technical Session 1
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Maha Sultan Alsheeb, Texas A&M University at Qatar; Amy Hodges, Texas A&M University at Qatar
Tagged Topics: Diversity
Tagged Divisions: Student

a female because she talks andinteracts and spends time with a male.” Therefore, when the female reputation gets affected bythe workplace, this also affect her chances of getting married in the future as Mohammed said“when it comes to marriage, when we ask about the girl, we don’t prefer to marry a girl that hasbeen studying or working in a mixed gender environment.” His response implies a fear of havinghis daughters or wife being judged in a bad way because of their learning or workingenvironment.A similar belief was observed by my interviewee Sara when applying for employment at a localcompany. As she stated, I applied to [a local company]’s scholarship program and was called for an interview. For my interview, I made

Relevance Score: 0.01056084

Board 132: Documenting Student Perspectives of Learning While on Co-op

Conference Session: Student Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Katherine M Ehlert, Clemson University; Marisa K. Orr, Clemson University
Tagged Divisions: Student

, S. D. Brown, and G. Hackett, J. Vocat. Behav., vol. 45, pp. 79–122, 1994. Experiential Education Division of ASEE.[5] J. H. Flavell, Am. Psychol., vol. 34, no. 20, pp. 906–911, 1979.

Relevance Score: 0.01056084

Cross-Cultural Training and Engineering: An Illustration Using Vietnamese Engineering Faculties’ Responses to Nature of Engineering Instrument (Work in Progress)

Conference Session: Student Division Technical Session 1
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Amanda Vazquez, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas
Tagged Topics: Diversity
Tagged Divisions: Student

). Epistemic practices of engineering for education. Science Education, 101(3), 486-505.[2] Deniz, H., Yesilyurt, E., Newman, J. S., & Kaya, E., (in press). Towards Defining Nature of Engineering in the Next Generation Science Standards Era. Critical Issues in STEM Education.[3] Hartman, B., & Bell, R. L. (2017, June), Teaching the Nature of Engineering in K-12 Science Education: A Delphi Study (Fundamental) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28927[4] Karataş, F. Ö., Bodner, G. M., & Unal, S. (2016). First-year engineering students' views of the nature of engineering: implications for engineering programmes. European Journal of

Relevance Score: 0.010331456

Novel STEM Research Programs Could Minimize Attrition in Undergraduate Engineering

Conference Session: Student Division Technical Session 5
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Garrett Thomas Burrows, University of Wyoming; Mike Borowczak, University of Wyoming
Tagged Divisions: Student

creations. In addition to everything else,this program allowed creative thinking and problem solving. Students that participated and thosewho attended the public polling session agreed that a program like the one described abovewould be largely beneficial. Most believed that the program would help positively influenceundergraduate engineers who are teetering on the edge of leaving the program. To take this ideafurther, one needs to implement a system that allows a larger group of participants withoutsacrificing any of the attributes which define it.References[1] M. Meyer and S Marx, “Engineering Dropouts: A Qualitative Examination of Why Undergraduates Leave Engineering,” Journal of Engineering Education, vol. 103, iss. 4, p

Relevance Score: 0.009334552

Board 133: "This Seems Reasonable": Using Epistemic Cognition and Metacognition to Justify the Reasonableness of Solutions in Senior Design

Conference Session: Student Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Lauren Jennings, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville; Kayla Arnsdorff, University of Tennessee; Rachel McCord Ellestad, University of Tennessee, Knoxville
Tagged Divisions: Student

beliefs about the nature of knowledge (simplicity and certainty of knowledge) andprocesses of knowing (sources of knowing and justification). Many studies using themultidimensional frameworks are quantitative in nature.More recently, situation and context-specific models of epistemic cognition have emerged. Thesemodels suggest that an individual’s epistemic cognition is dependent on situational factors, suchas interest and time. One example of a situation and context-specific model is Chinn et al.’s [4]AIR Model of epistemic cognition, which places an emphasis on an individual’s aim for a taskand the processes used to achieve this aim.Each type of model for epistemic cognition is marked by different underlying theoreticalassumptions and

Relevance Score: 0.009240735

Studying the Resource Networks of First-year Engineering Students: Establishing a Data Collection Method

Conference Session: Student Division Technical Session 1
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Alexis Rae Walsh, University of Tennessee, Knoxville; Emily Diehl, The University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville
Tagged Divisions: Student

. Throughthis analysis we will be able to identify trends in how students are using resources so that we can makebetter recommendations to future students. In addition, the concerns about barriers to resources, orresources that students would like to become available can be turned into practical solutions in theclassroom. In addition to the things that can be learned from the qualitative data contained in this survey,we hope to construct both peer networks and resource networks based on the data using concepts fromsocial network analysis.References:[1] B. J. Zimmerman and D. H. Schunk, Self-Regulated Learning and Academic Achievement : Theory, Research, and Practice. New York, NY: Springer New York, 1989.[2] R. Bodily and S. Wood, “ConfChem

Relevance Score: 0.009145956

How to Approach Learning: Engineering Students’ Perceptions of Project-based and Problem-based Learning at an International Branch Campus in the Middle East

Conference Session: Student Division Technical Session 2
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Alaa Abdalla, Texas A&M University at Qatar; Rinith Reghunath, Texas A&M University at Qatar; Midhat Javaid Zaidi, Texas A&M University at Qatar; Amy Hodges, Texas A&M University at Qatar
Tagged Topics: Diversity
Tagged Divisions: Student

conflicts.References[1] J. W. Thomas, “A Review of Research on Project-Based Learning,” The Autodesk Foundation, 2000.[2] Joseph S. Krajcik and Phyllis C. Blumenfeld, “Project-Based Learning,” in The Cambridge Handbook of the Learning Sciences, R. Keith Sawyer, Ed. Cambridge University Press, 2006, pp. 317–334.[3] J. S. A. A. van Barneveld, “When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms,” Interdisciplinary Journal of Problem-Based Learning, vol. 3, no. 1, 2009.[4] J. Heywood, The Assessment of Learning in Engineering Education: Practice and Policy. John Wiley & Sons, 2016.[5] K. J. Chua, “A comparative study on first-time and experienced project-based learning

Relevance Score: 0.008002711

Practical Application of Robotics Competition for STEM Education

Conference Session: Student Division Technical Session 2
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Sidra Gibeault, California State University, Los Angeles; Joseph D. Iorio, California State University, Los Angeles; Jorge Diego Santillan, California State University, Los Angeles AUV; He Shen, California State University, Los Angeles; Mark Tufenkjian P.E., California State University, Los Angeles
Tagged Divisions: Student

added value. Considerations and viability,” J. Eng. Des., vol. 27, no. 8, pp. 568–589, 2016.[12] C. W. S. Scott F. Kiefer, “Benefits of Mentoring Students in Design Competitions,” in 2011 ASEE Annual Conference & Exposition, 2011, pp. 22.278.1–22.278.9.[13] D. R. P. E, J. Blacklock, and J. M. Bach, “Letting Students Learn Through Making Mistakes: Teaching Hardware and Software Early in an Academic Career,” in 2015 ASEE Annual Conference & Exposition, 2015, pp. 26.1089.1–26.1089.8.[14] University of Colorado, Boulder, “Engineering Design Process,” Teach Engineering. [Online]. Available: https://www.teachengineering.org/k12engineering/designprocess. [Accessed: 27-Jan-2019].[15] Y. Haik, T. M. Shahin, and S

Relevance Score: 0.00792063

Catalyzing Engineering Student Identity Development through an Independent Design Project

Conference Session: Student Division Technical Session 4
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Kalen Kahn, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy
Tagged Divisions: Student

interest to engineeringeducators: technical competence, technical collaboration, and engineering design. The projectprovided the author maximum autonomy over the course of its execution. Working closely with afaculty advisor provided relatedness as well as the opportunity for identity development. Theseimprovements satisfied all of Kajfez’s requirements to progress towards an engineering future self.This experience thus paved the way towards an improved professional identity for the author. Thecritical factors that led to these improvements were the revision of an inflated self-concept, theidentification of gaps in engineering knowledge, and the development of a more refinedengineering identity.References [1] S. Lord and J. Chen, "Curriculum

Relevance Score: 0.0074676415

Becoming in Action: An Autoethnography of My Professional Identity Development as an Aspiring Engineering Education Faculty Member

Conference Session: Student Division Technical Session 4
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Kayla R. Maxey, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Divisions: Student

): Proceedings of 121st Conference & Exposition, Indianapolis, IN, USA, June15-18, 2014.[3] REEFE Consortium, “Rising Engineering Education Faculty Experience,” [February 1,2019].[4] M. B. Baxter Magolda and P. M. King, Learning partnerships: Theories and models ofpractice to educate for self-authorship. Sterling, VA: Stylus Publishing, 2004.[5] M. B. Baxter Magolda, “Self-authorship,” New Directions for Higher Education (SpecialIssue), vol. 166, pp. 25-33, 2014.[6] S. Hughes, J. L. Pennington, and S. Makris, “Translating autoethnography across the AERAstandards toward understanding autoethnographic scholarship as empirical research,”Educational Researcher, vol. 41, no. 6, pp. 209-219, 2012.[7] C. Ellis, T. E. Adams, and A. P. Bochner