Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

James M Widmann, California Polytechnic State University; Brian P. Self, California Polytechnic State University; Peter Schuster, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

through writing, speech and engineering drawings. • Create a Community: Allow students to make connections with the Cal Poly Mechanical Engineering community and develop support systems that will help them succeed during their time as students. This includes getting to know the faculty, understanding department procedures, finding extra-curricular opportunities and gaining exposure to other academic opportunities such as study abroad.New Freshmen YearTo address these goals, several structural changes were made. First, all Mechanical Engineeringfreshmen were put in a lockstep program so that they took the same four core ME courses duringthe same quarter with block scheduling. This ensured that all ME freshmen would

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; David Reeping, Ohio Northern University

Tagged Divisions

First-Year Programs

, first-year engineering instruction, and the pedagogical aspects of writing computer games. John has held a variety of leadership positions, including currently serving as an ABET Commissioner and as Vice President of The Pledge of the Computing Professional; within ASEE, he previously served as Chair of the Computers in Education Division and was one of the principal authors of the Best Paper Rubric used for determining the Best Overall Conference Paper and Best Professional Interest Council (PIC) Papers for the ASEE Annual Conference. He is a past recipient of Best Paper awards from the Computers in Education, First-Year Programs, and Design in Engineering Education Divisions, and has also been recognized for his

Conference Session

Design Throughout the Mechanical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoman; Lucas Balmer, University of Oklahoma; Warren F. Smith, UNSW, Canberra, Australia

Tagged Divisions

Mechanical Engineering

Paper ID #11341Development of Student Competencies Overtime in an Authentic ImmersiveDesign ExperienceProf. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his

Conference Session

Engineering Management Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kate D. Abel, Stevens Institute of Technology (SES)

Tagged Divisions

Engineering Management

your peers as well as investors/clients and customers of the value of your proposals).9. – Teamwork d You can explain the importance of teamwork and Organizational team management, and experienced it, in the creation Chart of a simulated new venture (negotiating with your team members, understanding the different roles and functions played by different team members).10. – Communication g You are able to successfully communicate and Lean Canvas present a business idea to

Conference Session

Multidisciplinary Course Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jodi Reeves, National University; Brian Arnold, National University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

12 2 9 12 OS 12 0 10 16 OL 3 13 11 9 OS 9 0 12 16 OL 5 11 Total 156 89 67This paper will investigate student engagement with their instructor and with their peers, asassessed by end-of-course evaluations, in these 12 offerings of EGR 320L to see if there is anyvariability in student responses in online vs. onsite courses or between engineering vs. computerscience students. Before analyzing the student

Conference Session

Research & Evaluation on K-12 Teachers and Teaching.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, Tufts Center for Engineering Education and Outreach; Leonardo Andres Madariaga, Tufts University Center for Engineering Education and Outreach / Federico Santa Maria Technical University; Marya H. Schnedeker, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

that detracts from our primary focus. The full integration of STEM is an interesting model, but I am not convinced that it's going to serve all kids well. Maybe the current science curriculum is not either, but I feel more effective teaching science than teaching engineering.”The theme of interdisciplinary integration was echoed by several teachers. From a middle schoolmath teacher in Suburban Washington: “Teaching engineering is the closest I've come to interdisciplinary study. Generally students study a social issue, like the world water crisis. They learn about it from the social studies viewpoint (poverty, economies, governments) and they write a paper for Language Arts and Science addressing the

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Richey, The Boeing Company; Timothy Kieran O'Mahony, University of Washington; Michael J. Prince, Bucknell University; Fabian Zender, The Boeing Company; Barry McPherson, Boeing

Tagged Divisions

Continuing Professional Development

) writing and using instructional objectives, (b)adopting active learning strategies, and (c) effective use of diagnostic, formative, and summativeassessments. Pre and post assessment of participants’ conception of teaching was captured by a20 question multiple-choice instrument that included demographic material (pre) and courseevaluation (post) as appropriate. Item categories on the instrument were drawn from Bransford’sHow People Learn (HPL) framework 1, a framework that is acknowledged as a practical way oforganizing what we know about teaching and learning today. Participant responses wereaggregated into four categories that derive from this framework (learner, knowledge, assessment,and community) and investigate how teaching methods

Conference Session

New Engineering Educators Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron; Dirk Schaefer, University of Bath

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

scholarly publications in journals, books, and conferences, 60 presentations at national and international events, and $4M in external funding for research, development and technology transfer. In addition, he has supervised ap- proximately 60 research students on Ph.D., M.S, B.S., and other research and development projects. Dr. Schaefer is a registered Professional Engineer in Europe (Eur Ing), a Chartered Engineering (CEng), a Chartered IT Professional (CITP), and a Fellow of the Higher Education Academy (FHEA) in the UK, as well as registered International Engineering Educator (Ing-Paed IGIP). From 2013 to 2014 he served as IGIP’s Founding President for the US region. Dr. Schaefer serves as a peer reviewer for approx

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Morrow Nissenson, California State Polytechnic University, Pomona; Angela C. Shih, California State Polytechnic University, Pomona

Tagged Divisions

Computers in Education

)estimate that there were only 45 MOOC-related peer-reviewed articles from 2008 (the year theterm “MOOC” was coined) to 2012, with most of the articles published in 2012.7 They note that“peer-reviewed research literature on [MOOCs] is growing but still limited.” More recently,Hollands and Tirthali (2014) interviewed 83 administrators, faculty members, researchers, andother people from 62 different institutions who are engaged in MOOCs or online learning.1 Theyreport the “actual impact on educational outcomes [on MOOC participants] has not beendocumented in any rigorous fashion” and it is difficult to isolate and measure the impact ofMOOCs on the university brand. Hollands and Tirthali estimate the total cost of developing anddelivering a typical

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Direnga, Hamburg University of Technology; Bradley Presentati, Hamburg University of Technology; Dion Timmermann, Hamburg University of Technology; Andrea Brose, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #13219Does it stick? - Investigating long-term retention of conceptual knowledge inmechanics instructionJulie Direnga, Hamburg University of Technology Julie Direnga studied General Engineering Science at Hamburg University of Technology in Hamburg, Germany from 2006 to 2010. Specializing in the field of mechatronics, she received a M.Sc. degree in 2014. Since March 2014, she is pursuing her Ph.D. in Engineering Education Research at the same institution.Mr. Bradley Presentati, Hamburg University of Technology Bradley Presentati completed a B.A. in English literature with an emphasis on creative writing in 2006 at

Conference Session

Computer Tutors, Simulation, and Videos

Collection

2015 ASEE Annual Conference & Exposition

Authors

Moe Tajvidi P.E., Utah State University; Ning Fang, Utah State University

Tagged Divisions

Mechanics

. Limited research studies involve rigorous assessments of the effects of CSA moduleson students’ learning and problem solving15, 16.It has become a widespread practice to use computer-based tools to enhance learning. However,using computers just for the sake of using computers or to appear “modern” can be adisadvantage to teaching engineering mechanics. In spite of significant progress in computer-assisted teaching, most students need to draw free-body diagrams and then write equilibriumequations, kinematic constraints, etc., to grasp different concepts of engineering mechanics. Forthis reason, the most successful methods, such as computer-aided instruction problems andinteractive computer tutorials, are an augmentation of the traditional context7

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

of this critical year in undergraduate engineeringeducation is warranted, and advocate for a new perspective in analyzing the social and culturalenvironments of gateway engineering mathematics courses of the sophomore year - specificallyCalculus 3 for Engineers and Differential Equations & Linear Algebra. Our study seeks toidentify how students connect to various resources, peers, and content and to what effect as theynavigate the curriculum of these high-stakes prerequisites for subsequent major-specificcoursework. We study ethnographically the experiences of undergraduate students, graduatestudent teaching assistants, and faculty instructional staff as they traverse these courses, in orderto map out the social and cultural terrain upon

Conference Session

Multidisciplinary First-year Experiences

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University; Kylie Hensley, SUSTAIN SLO; Rachel Pittman; Jada Golland, SUSTAIN SLO

Tagged Divisions

Multidisciplinary Engineering

how the student narratives spoke to these two questions: 1)How is SUSTAIN different than the traditional course experience? and 2) How did SUSTAINaffect you?In their interviews, students reported that SUSTAIN SLO was different than traditionalexperiences as it included 1) open assignments and structure, 2) a new look at education andlearning, 3) different relationship with faculty and peers, 4) a recognition of the importance ofspace to be yourself, and 5) significant collaboration and team building. As for the impact ofthese differences, students reported 1) increased capacity for personal reflection, 2) a new senseof ownership in education, 3) a discovery of internal motivation and the joy of learning, and 4)deepened friendships that led to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Jenefer Husman, Arizona State University

Tagged Topics

NSF Grantees Poster Session

grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman was a founding member and first President of the Southwest Consortium for Innovative Psychology in Education and has held both elected and appointed offices in the American Psychological Association (APA) and the Motivation Special Interest Group of the European Association for Research on Learning and Instruction. Page 26.50.1 c American Society for Engineering Education, 2015 A group

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

Coll Univ. 2013.5. Brownell JE, Swaner LE. High-Impact Practices: Applying the Learning Outcomes Literature to the Development of Successful Campus Programs. PEER Rev. 2009.6. Kuh GD. High-Impact Educational Practices: What they are, who has access to them, and why they matter. Assoc Am Coll Univ. 2008.7. Wenzel T. Definition of Undergraduate Research. Counc Undergrad Res Q. 1997;17.8. Laursen S, Hunter A, Seymour E, Thiry H, Melton G. What is Known About the Student Outcomes of Undergraduate Research? In: Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco, CA: John Wiley & Sons, Inc; 2010.9. Pajares F. Self-efficacy beliefs, motivation, and achievement in writing: A

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus; Amy Elizabeth Bumbaco, University of Florida

Tagged Divisions

Educational Research and Methods

Ph.D. in Me- chanical Engineering (Design Thinking) from Stanford University. Dr. Lande is the PI on the NSF-funded project ”Should Makers Be the Engineers of the Future” and a co-PI on the NSF-funded project ”Might Young Makers Be the Engineers of the Future?”Ms. Amy Elizabeth Bumbaco, University of Florida Amy Bumbaco is a PhD candidate in the Materials Science and Engineering Department at University of Florida, USA. She is working on engineering education research as her focus. Her current research interests include first year engineering education, critical thinking, qualitative methodologies, and peer review. She received her BS in Materials Science and Engineering at Virginia Tech. She founded an

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Paul Hummel, Louisiana Tech University; Miguel Gates

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

modeling and simula- tion, dynamic modeling of physical systems, and STEM education. She has published 20 peer-reviewed publications in these areas, and her research has been funded by the NSF, AFRL, and LA-BOR. She also serves as an Associate Editor for the American Control Conference and the Conference on Decision and Control, two premier conferences in the controls community. She is a member of the IEEE, SIAM, and ASEE.Dr. Paul Hummel, Louisiana Tech University Paul Hummel is a lecturer in the Electrical Engineering department at Louisiana Tech University. He has a BS in Engineering with a Computer concentration from LeTourneau University and a PhD in Engineering with an emphasis on Microelectronics from

Conference Session

Entrepreneurship & Engineering Innovation Division – Evaluating Student Behaviors and Attitudes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Magdalini Z Lagoudas, Texas A&M University; Rodney Boehm, Engineering Academic and Student Affairs; James L Wilson, Texas A&M University - College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Amelink et al. (5), innovative thinking skills include: a)critical thinking and effective generation of new ideas, b) application and integrationof science/engineering content knowledge, c) ability to organize newinformation/ideas/products articulately, d) ability to communicate ideas to peers andothers, effective use of technology/tool selection in design process, e) complex Page 26.261.2thinking process that transforms a creative idea into useful services/products,potential for prototyping/commercialization. The program discussed here has beendeveloped to promote innovation with focus on the following learning outcomes:Understanding of Design (a thru e

Conference Session

Engineering Economics New Frontiers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Kenneth Brannan, The Citadel; Ronald W. Welch, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

andmagnets to illustrate applications of different interest factors, One Minute paper, Muddiest Pointpaper, think-pair-share, individual and group problem solving, assigned reading, daily individualand team quizzes, daily assignment, daily presentations of homework by the peers, exams linkedto the learning objectives and a number of other techniques. Many of these ideas are derivedfrom best practices presented as part of a Mini-ExCEEd Teaching Workshop at our institutionconducted by our Dean for new faculty3,4. Page 26.377.3After the course learning objectives were articulated and assessment questions regarding thelearning objectives were devised5

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Janet McDonnell, Central Saint Martins, University of the Arts London; Ryan C. Campbell, University of Washington; Jim L Borgford-Parnell, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

males. The second offering, which occurred September to December of 2013, enrolled fivestudents, including three females and two males.Given the range of course experience and potentially non-academic design experience that waspossible in a course like this, the materials and activities were designed to be meaningful andrelevant to all students, and thus to be useful while navigating both college and professionalexperiences. Students who participated in the research groups developed a representation of theirown design process based on the activities described below, and had the opportunity to reflect onhow these activities could be integrated into a personal vision of design both individually and viainteractions with their peers in the research

Conference Session

Computers in Education Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amber Shanice Solomon, Clemson University; Sekou L Remy, Clemson University

Tagged Divisions

Computers in Education

like Brython, Koding.com, Cloud 9, and Python Anywhere. Theseapplications allow users to program and compile in the browser1. Using SaaS applications makesthem accessible from various devices.2.2. Overview of the expected impactThere are several advantages of Cloud Computing: powerful computing and storage capacity,high availability, high security, and virtualization. The major advantage is it provides easy accessto software and does not require specialized knowledge to use, making it a great benefit forteachers in classrooms.In the standard classroom, professors conduct lectures, train students in a skill, and provide workassignments and feedback on those assignments. The students generally work alone, occasionallyinteracting with peers and

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul S. Steif, Carnegie Mellon University; Anna Dollár, Miami University

Tagged Divisions

Mechanics

 should  be  learner-­‐centered.  In  addition,  it  is  well  established  that  assessment  should  be  integrated  into  the  learning  process1.  In-­‐class  assessments,  such  as  peer  teaching,  minute  papers,  muddiest-­‐point  exercises,  and  other  classroom-­‐based  assessments  2,  can  give  insights  into  student  progress.  Computer  technology  can  further  integrate  assessment  into  the  learning  process  by  offering  students  individualized,  timely  help  and  feedback,  which  is  known  to  be  beneficial  3-­‐5.  One  effort  to  embed  such  individualized  assessment  into  learning  materials  for  an  entire  engineering  subject  has  been  the  Open Learning Initiative Engineering Staticscourse.    The OLI

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

MD B. Sarder, University of Southern Mississippi

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

and modes of instruction (visual, auditory, kinesthetic, and read/write) can make the students to enhance effective learning. True assessment of students learning outcomes: Students are encouraged to take responsibility for their own learning, so that they are more likely to develop higher-order thinking skills such as analysis, synthesis, and evaluation. Supportive educational environment: Because of appropriate use of information and communication technologies that have been applied in the program increases the independent learning skills of the students. Students should relevant their studies to professional, disciplinary and/or personal contexts. Demonstrate a repertoire of differentiated instructional

Conference Session

Curricular and Non-curricular Models for Diverse Learners in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

. Page 26.105.7 These relations are: δ1 = y1 + y3 & δ2 = y2 – y3.] Scaffold # 2 Attempting to solve for three variables (y1, y2, and y3), students developed only two equations for the free-body diagrams for the two bars, and therefore a third equation was needed. Another soft scaffold was then given to reveal a hidden key concept for the problem: [Assuming smooth pulleys, the force in the left upper spring k1 is equal to the force in the right upper spring k2. This force equality is k1*(y1+y3) = k2*(y2-y3) and is the third needed equation.] Scaffold # 3 The instructor offered this final dose of scaffolding to help students write the

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Janet Callahan, Boise State University; Judith A. Garzolini, Boise State University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

cohort, andhear again about ALEKS™ in several differentways. This includes hearing about it during theopening greeting to STEM students given by aSTEM academic leader, usually a Dean, in aslide. It also includes having a poster presentin the room, e.g. see Figure 1; through thewearing of “Ask me about ALEKS™” buttonsworn by peer advisors during orientation andby having fliers available on a table duringpreregistration. Following summer orientation,approximately one week later, a second emailis sent reminding students of the opportunity;this email garners the most responses withmany students electing to receive licenses oneto two weeks following STEM summerorientation. In addition, advisors who interactwith students also receive fliers and

Conference Session

Dynamic Systems and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chan Ham, Kennesaw State University ; Mohsin Mohammad Taufiq, Southern Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

outcomes. 1. System Concept Review (SCR) & System Requirements Review (SRR) 10% Presentation, may be held together 2. Preliminary Design Review (PDR) Presentation & Written Report 10% 3. Critical Design Review (CDR) Presentation & Written Report / Final 20% Presentation and Written Report 4. Completion and Demo of a Prototype 30% 5. Logbook, Weekly Progress Report, and other Presentations/Exams. 20% 6. Performance Evaluation by Peer 10%The five students were graded on their teamwork based on the first four criteria. As a group theyreceived full percentage, if not extra points, in each of the outcomes. On criteria 5 and 6, theywere graded individually on

Conference Session

Make It!

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sven G. Bilen, Pennsylvania State University, University Park; Timothy F. Wheeler, Pennsylvania State University, University Park; Randall G Bock, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

of the White House Office of Science and TechnologyPolicy said in a 2010 speech at the New York Hall of Science [1]: “After all, we wouldn’t teachkids how to play football by lecturing to them about football for years and years before allowingthem to play. And if education is about the ‘lighting of a flame not the filling of a pail’—weshould be putting the tools of discovery, invention and fabrication at the fingertips of everychild—inside and outside of the classroom.”The maker culture typically emphasizes “informal, networked, peer-led, and shared learningmotivated by fun and self-fulfillment.” [2] It has grown up outside of formal learning structures,but many educational institutions are now actively seeking ways to adopt this culture

Conference Session

Aerospace Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathy Schmidt Jackson, Pennsylvania State University, University Park; Mark D. Maughmer, Pennsylvania State University, University Park; Benjamin T. Pipenberg, The Pennsylvania State University; Nicholas Jared Grasser, The Pennsylvania State University; Stephen Van Wert, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

aerospace topics. Thus the course ishorizontally integrated across the curriculum. Likewise, a unique aspect of the Sailplane Class isthat it is also vertically integrated, with students entering as freshman and remaining throughtheir senior years, allowing for students to interact across their experience levels. All are requiredto give presentations and reports to promote both peer and expert feedback of their efforts.While the class focus is on the fabrication of a sailplane (or, for the past several years, on ahuman-powered airplane), two years ago radio-controlled airplanes were introduced into theprogram to augment student experiences.Course StructureTypically, the course enrollment is approximately thirty-five students. The objectives for

Conference Session

New Engineering Educators Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

New Engineering Educators

, innovative and novel graduate education experiences, global learning, and preparation of engineering graduate students for future careers. Her dissertation research focuses on studying the writing and argumentation patterns of engineering graduate students.Dr. Monica Farmer Cox, Purdue University, West Lafayette Monica F. Cox, Ph.D., is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and is the Inaugural Director of the Engineering Leadership Minor. She obtained a B.S. in mathemat- ics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Corey T Schimpf, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

education research, interdisciplinarity, peer review, engineers’ epistemologies, and global engineering education.Mr. Corey T Schimpf, Purdue University, West Lafayette Page 26.1630.1 c American Society for Engineering Education, 2015   Undisciplined Epistemology: Conceptual Heterogeneity in a Field in the MakingIntroduction “…conceptualization and theorization may be complemented by technique, but the technique cannot be substituted for this intellectual labor.”1In 2006, a group of leading engineering education researchers produced a research agenda