Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rockwell Franklin Clancy III, Delft University of Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

findings, the following discussion is divided into two parts. The first considersthe relation between ethical reasoning and moral intuitions across cultures, and the seconddiscusses how these are affected by education.Ethical reasoning and moral intuitions across culturesNo evidence was found for the effects of gender, age, political orientation, or religious affiliationon ESIT or MFQ variables, indicating these instruments would be biased. This provides supportfor their use outside the Western cultural contexts in which they were developed, sincedifferences in ESIT and MFQ scores appear to genuinely reflect differences in ethical reasoningand moral foundations. The failure to identify differences in reasoning between participants withdifferent

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Malena Agyemang, Clemson University; Cameron J. Turner, Clemson University

Tagged Divisions

Design in Engineering Education

A lack of cultural fit in design solutions has prevented design adoption and diffusion inmany humanitarian engineering and global development efforts. Design requirements aredeveloped to reflect the target user’s needs and product specifications. A lack of cultural fit inthe design solutions suggests there may be a lack of details in the design requirements thatprevents the requirements from conveying cultural information crucial to design success. Usingan experimental case study approach, this study investigates the effects of the Cultural ElementRequirement Assessment (CERA) on design requirement detail. CERA is a formal method thatintroduces culture when developing design requirements. The method was designed to improvecultural

Conference Session

Career Advancement Through Engineering Leadership Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gregg Morris Warnick, Micron Technology Inc.; Blandon Prowse, Micron Technology Inc.; Wai-Leong Mook, Micron Technology Inc.; Arthur Beng Chuan Lam, Micron Semiconductor Asia

Tagged Divisions

Engineering Leadership Development

with delegation and Focus on wellbeing)Core incorporates the “Leader as Teacher” culture at Micron. Mid to senior level leaders areinvited to be a sponsor for each cohort training group. This includes participation in modules 1and 7 where they as sponsor share personal examples of how Micron’s core values andleadership attributes have made a difference in their life and helped them improve theirleadership capabilities. It also includes an open forum allowing participants to ask questions ofthese leaders.Amplifier (Empowering Leadership Practices)Amplifier is an immersive leadership development experience that merges theory and practicalskill development with personal reflection and a deep dive into the systems and processes thatdrive the

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pamela S. Lottero-Perdue, Towson University; Manuel Alejandro Figueroa, The College of New Jersey; Jamie Mikeska; Matthew Scott Taylor

Tagged Divisions

Pre-College Engineering Education

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kevin Buffardi, California State University, Chico; Kun Zhang P.E., California State University, Chico; Kathleen Meehan, California State University, Chico; Webster R. Johnson, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, programming the robot to find its way to find entrance and cross the bridge, and reachingthe trebuchet to load the payload.By comparing responses in pre- and post-bootcamp surveys, students indicated an increasedconfidence and ability to solve problems in Algebra, Geometry, Trigonometry, Pre-calculus andCalculus. Additionally, the students expressed an increase in realizing the importance of math inlearning CS and ENGR concepts. The paper will discuss the quantitative and qualitative resultsof the surveys. The authors will assess the students’ performance in the ALEKS, discipline-basedprojects, as well as the student success in the math courses during the Fall 2020 online semester.Faculty reflections on the online bootcamp and the differences with

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jocelyn L. Jackson, University of Michigan; Aileen Huang-Saad, Northeastern University; Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

to non-Hispanic White or Asian male genderedpopulations [43]. In the United States, among the students enrolled in undergraduate STEMprograms in 2018, only 18% represented racially minoritized populations [46]. Regardingentrepreneurship, the U.S. Small Business Administration (SBA) reported similar negative trendsin 2012 with racially minoritized business owners only making up 22% of all U.S. businessowners [34] despite reflecting 33% of the U.S. population [48]. These disparities look even morestark when examining the representation of racially minoritized or marginalized populations inSTEM entrepreneurship [4], [5], [24]. These inequalities formed by unequal systems of powercan be further examined through the lens of intersectionality [15

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Barbara A. Karanian, Stanford University; Ville M. Taajamaa, City of Espoo; Mona Eskandari, University of California, Riverside

Tagged Divisions

Entrepreneurship & Engineering Innovation

action; and 4) developing teaching methods with a storytelling focus in engineering and science educa- tion. Founder of the Design Entrepreneuring Studio: Barbara helps teams generate creative environments. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping and then to delivery.Dr. Ville M. Taajamaa, City of Espoo Ville M. Taajamaa

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia; Amy Clobes, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

cultivate an engineeringworkforce that represents our entire population [1-4]. Research has shown positive educationalbenefits when students interact with those who come from different perspectives and livedexperiences, contributing to improved complex thinking, intellectual self-confidence andengagement, improved motivation to understand the perspectives of others, greater feelings ofcitizenship, and a stronger motivation to achieve [5-11]. Measurable performance benefits havealso been observed in the workplace [12-16]. These reasons and others reflect the importance ofbuilding an engineering workforce with the breadth of knowledge, perseverance, andunderstanding of societal needs required to address today’s global challenges.STEM programs in

Conference Session

Engineering Management Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jena Shafai Asgarpoor, University of Nebraska - Lincoln; Yaoling Wang, University of Nebraska - Lincoln

Tagged Divisions

Engineering Management

sense of belonging to a community. Theysaid this is tough to do at a distance and they were not sure how it best can be done.It is worth noting that in reporting findings from the survey we focused on the responses of justthe few individuals who had selected Neutral or Dissatisfied in answering the survey questions.The overwhelming number of respondents were quite satisfied with all aspects of the program. Infact, majority of the written comments were provided by those who marked Satisfied or VerySatisfied and whose writing reflected appreciation for positive experiences across all surveyquestions. However, there is room for improvement in the MEM program based on the handfulof written remarks that indicated some level of critique and were

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

more complicated. In the case of engineering, it has been argued that the assumptionof the rigor and prestige involved in the pursuit of an engineering major imposes additionalpressures related to competition and achievement, which could reflect in poorer mental health.Furthermore, such pressures might be heightened for underrepresented groups that keep facingcumulative challenges while pursuing an engineering degree. While some recent work hasexplored stress and mental health indicators of engineering undergraduates, comparisons of suchindicators across disciplines are scarce. This study examines the differences in wellbeingindicators, perceptions of stress, competition, and achievement between undergraduates inengineering, non-engineering

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

from similar backgrounds (0.40) d. Completing my STEM degree will help combat stereotypes about people who share my social identities (0.58)Overall, several of our initial findings are consistent with Yosso’s CCW framework but suggestsome important ways in which the framework can be further developed to reflect the experienceof our survey participants. First, our findings suggest that aspirational capital consists of threesub-dimensions: external-aspirational capital is encouragement and motivation provided byfamily and other close connections, internal-aspirational capital is internal drive and motivationto persist, and resistant-aspirational capital is the drive to succeed in order to serve as a rolemodel for other

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sydney Nguyen, California Polytechnic State University, San Luis Obispo ; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Franz J. Kurfess, California Polytechnic State University, San Luis Obispo ; Elise St. John, California Polytechnic State University, San Luis Obispo ; Jingzhe Wu, The World Bank; Gudrun Socher, Hochschule München University of Applied Sciences; Anurag Uppuluri, California Polytechnic State University, San Luis Obispo ; Angie Paola Garcia Arevalo, The World Bank; Erin Sheets, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Architectural Engineering

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University

Tagged Divisions

Design in Engineering Education

, reasoningand reflecting (Davis, 2003; Driel, Verloop & Vos, 1998; Magnusson, Krajcik, & Borko, 1999; Veal,Tippins & Bell, 1998). The framework does not advocate for prescriptive ways for teaching for thetransmission of facts and principles (Fenstermacher, 1978; 1986); instead, effective teaching in thisframework provides grounds for students for choices and action (Green, 1971)—a fundamental aspect indesign education. The framework views pedagogy as a process of exchange of ideas: a teacher grasps thecontent knowledge; is aware of how he or she “commuted from the status of learner to that of teacher” 6(Shulman, 1987, p. 12

Conference Session

Pre-College Engineering Education Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Hynes, Purdue University at West Lafayette (COE); Kayla R. Maxey, Purdue University at West Lafayette (COE); Rong Su, University of Iowa

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

example diagram of this bi-factor CFA model is depicted in Figure 1.This general factor needs to be parsed out when evaluating the structural validity of the sixsubstantive scales because an acquiescence factor (response bias or general attitude) has beenwidely reported in psychological research with self-report measures (Paulhus & Vazire, 2007).Some respondents have a general tendency to endorse all the items highly across measurementscales, whereas others have a general tendency to provide lower ratings across the board. It iswell documented that self-ratings of many psychological constructs reflect this general factor,including personality (e.g., Messick & Jackson, 1961), interests (e.g., Tracey, 2012), and affectand perceptions at

Conference Session

Focus on ETAC Accreditation

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ilya Y. Grinberg, Buffalo State College, The State University of New York; Jill Singer, Buffalo State College, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

expand the number of students who can benefit from conducting research as the designprojects are embedded directly into the curriculum and are taken by all students in the program.Undergraduate research has been shown to help students take ownership of their own learningand helps them to see the real-world relevance of research as they learn problem-solving skills[1 – 3]. Inquiry-based projects are beneficial because they require a significant investment ofstudent time and effort over an extended period with frequent constructive feedback from facultyand regular opportunities for reflection [4, 5]. This paper addresses the process of developmentof performance indicators and presents the results of assessment and evaluation of both ETACABET and

Conference Session

'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Stroud Rossmann, Lafayette College; Mary A. Armstrong, Lafayette College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

which has long dominated discussions around STEMdiversity.The pipeline metaphor has been the object of critique because it focuses on restricting valves(like math requirements) and on the patching of leaks in order to maintain a “neatly linear marchthrough set academic gatekeepers” [5]. This image not only reduces the complexity of STEMexperiences but leaves the “pipeline” itself—that is, the cultures of STEM—unseen andunchallenged. Lacking sociocultural context, it is “an ill-suited frame to understand STEMidentity formation, particularly for women and underrepresented minorities” [5], and it does notacknowledge that traditional scientific culture reflects learning styles associated with white men[6],[7]. Since identity is generally understood

Conference Session

DISTINGUISHED LECTURE: 2020 Best PIC and Zone Papers

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Nathan E. Canney; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Topics

ASEE Board of Directors

and value, while others speak to the social aspects of learning in theinstructional setting (e.g., relatedness). In this way, the analysis attempted to understand thesocial interaction and environment.After the first examination of the transcripts in which the deductive codes were explored, thetranscripts and codebook were revisited to explore patterns across the coded segments and todevelop themes. These themes are presented in the Findings and Discussion.LimitationsThe focus groups were limited to the perspectives of those present. Since participation wasvoluntary, it cannot be assumed that the voices were reflective of the rest of the students in thecourses. Recruitment in qualitative research has been linked to interest in the subject

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mary K. Nyaema, The University of Illinois at Chicago; David G. Rethwisch, The University of Iowa; Mark Andrew McDermott

Tagged Divisions

Pre-College Engineering Education

. While it is important to cater to students’ individual differences inunderstanding, it is equally important to cover all the content outlined in the curriculum guide toensure that students acquire all the benefits associated with the content as outlined in thecurriculum. 3) Differences in level of understanding of math and science contentPete was a content expert in math and tended to rely on this background knowledge, usingexamples from this discipline to teach in his classroom. On the other hand, Allison and Grace werecontent experts in science and would emphasize their teaching based on their science contentknowledge. Since Eric was both an expert in physics and math, his implementation reflected abalance in math and science content. This

Conference Session

CoNECD Session : Day 4 Slot 1 Technical Session 3

Collection

2021 CoNECD

Authors

Danyelle Tauryce Ireland, University of Maryland, Baltimore County; Cindy Greenwood, University of Maryland, Baltimore County ; Erica L D'Eramo, University of Maryland, Baltimore County; Katherine Bell O'Keefe

Tagged Topics

CoNECD Paper Submissions, Diversity

number of chemical and mechanicalengineering faculty and industry folks, which is an ongoing challenge for us. We doalternate years, having a computing-focused keynote speaker one year and anengineering-focused speaker the next.Cyber Practicum Cyber Practicum Logistics • Zero-credit/pass fail Practicum each fall and spring semester • Required for Scholars & Associates for their first year in the program; open to other students (up to 30 total students) • Weekly speakers who work in the field of cybersecurity Evaluation • Students turn in a short reflection paper at end of semester • Consistently positive feedback; most common request is for more hands-on learning

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Jenna Wong P.E., San Francisco State University

Tagged Topics

Diversity

Methods to Online CourseThe following methods are discussed based on feedback available prior to the transition and at theconclusion of the course reflecting 76% of the student enrollment. The student feedbackquestionnaires were part of their participation grade and created to allow students to providequantitative and qualitative responses based on their concerns, curriculum design, stimulation ofinterest, and personal characteristics. The questionnaires were developed based on approachesrecommended by Rowley4, Richardson5, and Huxham6. Both questionnaires were offered onlineproviding students several days to a week to respond. The questionnaires were conducted by theinstructor and were not used as part of any University review of the

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Kenneth R. Leitch P.E., West Texas A&M University; Nathan Howell, College of Engineering, West Texas A&M University; Erick Benjamin Butler, West Texas A&M University; Vinu Unnikrishnan, West Texas A&M University

Tagged Topics

Diversity

© 2021, American Society for Engineering Education Session XXXXWe also had direct data from students experiences through weekly memoranda that students were requiredto write. The in-course purpose of the memoranda was for students to reflect on what they did each week,what they learned, and what goals they set for subsequent weeks. Examining these memoranda (Table 3)over the semester illuminates student experiences.Going through the timeline (weeks 1 through 15), themes do emerge. In weeks 1-3, the beginning of theproject period, students visited the temporary homeless camp. That camp could never become a permanentlocation due to poor road

Collection

2021 Fall ASEE Middle Atlantic Section Meeting

Authors

Beth (Ann Elizabeth) Wittig, City University of New York, City College; Alison Conway, City University of New York, City College; Naresh Devineni, The City College of New York

, research and internships.For its intended purpose to inform the initial development of the preparatory courses, it is notcritical that all current students participate in this survey as we expect that the courses will berefined over their first few offerings to reflect the needs of the greater student population. Ourminimum target response rate is 25%.Two primary research questions are to be investigated using the results of this survey. 1. How do the attitudes/behaviors of sophomores differ from those of juniors and seniors? o Perceived importance of prerequisites o Study habits (independent and help-seeking) o Understanding of curriculum o Perceived importance of participation in extracurricular activities 2

Conference Session

The Challenges that Two-year College Students Face when Transferring to a Four-year College for Engineering and Engineering Technology Program

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago; Ruzica Todorovic, Wilbur Wright College - One of the City Colleges of Chicago; Natacha Depaola, Illinois Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

fromtalent identification up to bachelor’s or master’s degree completion. This paper outlines thedevelopment, implementation, and evaluation of the Holistic Programmatic Approach for Transfer(HPAT) model. The model is built on a well-thought-out program design reflected in a transferarticulation agreement and a joint commitment to quality and student success. Integral to theapproach is the requirement that the rigor of the curriculum at the community college matches thatof the 4-year partner. In addition, faculty, administration, and staff work synchronously andcollaboratively to provide intentional student support at each institution, with financial assistanceup to the master's degree completion. Holistic student support implements the

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan Dr. David Reeping is a Postdoctoral Fellow with the Engineering Education Research Program at the University of Michigan. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering Education with a

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

Tagged Topics

NSF Grantees Poster Session

𝑊 = ∫ 𝑝𝑑𝑉 𝑉𝑖 The interview protocol was broken up into three separate stages (Figure 2) thatprogressively investigated students’ interpretations of the first law and the provided interviewprompts. To start, participants were asked open-ended questions about the first law ofthermodynamics to better understand how they conceptualized the first law prior to any furtherprompting. Afterwards, students proceeded to separately address one in-discipline and one out-of-discipline interview prompt. Interview questions during the second stage were modeled afterthe dynamic transfer framework [22] by first asking questions that primed students to identifyrelevant target tools and to reflect on their

Conference Session

Potpourri - A Mix of All Topics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenna Elizabeth Stolzman, Grand Valley State University; Sanjivan Manoharan, Grand Valley State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

school is right for them, and also promote professionaldevelopment of the faculty member. It is recommended that higher education institutes promoteindependent studies to improve their visibility while faculty, especially at teaching institutes, useit as a vehicle to continue to engage in fundamental research for professional development. Theparagraph below is the reflection written by the student at the culmination of this study.“Through this independent study, I gained invaluable experience with applying theory to a real-life scenario through modifying/improving the dimple(s) based on the flow structure studiedusing computational methods. Upon commencement of the study, I had limited experience usingCAD software and no experience in executing

Conference Session

Diversity and Two-year Colleges Part 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Elaine L. Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn, Arizona State University; Emery DeWitt, Mentor-Connect, Florence-Darlington Technical College ; Richard H. Roberts Jr, Florence-Darlington Technical College, SCATE Center

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

Kudo Cards to praise students for their achievements, critical reflection journalingand collaborative inquiry to improve teaching practice, and formation of a cross-institutionalaffinity group among EESTEM II participants to magnify equity-mindedness by developingequity agents. A total of 72 people attended the webinar out of the 128 registered. Seventeen oftwenty responses to the post-webinar survey indicated that the webinar exceeded or mostly mettheir expectations for learning how to build equitable learning environments in CTE and STEM.Fifteen agreed that their confidence level for implementing strategies to foster an equitableSTEM/CTE learning environment improved. All participants agreed that some or many of theirquestions were answered

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Crockett, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Electrical and Computer

capture students interest in and perceivedvalue in learning EE. The questions asked how likely students are to major in EE, if learning SSin interesting, and if students think learning the different SS topics will benefit their career.For both instructional variables, we use subjective student opinions rather than a measure of theteaching style or amount of homework assigned; our commentary is not meant to reflect on thequality of the given instructor. For the instructional quality variable, we use responses to aLikert style question that asked students to rate the overall quality of instruction in SS. Forinstructional quantity, we asked students to self-report the average numbers of hours they spenton homework each week and what percentage of

Conference Session

Faculty Development 3: Research, Practice, and Lessons Learned

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Li Tan, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division

nationally representative surveyon postsecondary faculty, and thus results from our study reflect data from more contemporarycohorts of faculty. In addition, the ECDS has comprehensive data, including demographic andindividual-level factors, PhD institution and program characteristics, and measures regardinghow well PhD programs prepare students for their faculty position in terms of skill sets. Theseaforementioned variables are aligned with our adapted theoretical framework (Fig. 1). We restricted our analytical sample to individuals with a science, engineering, or socialscience PhD, and to those who hold a teaching position within the U.S. Thus, our sampleincludes tenure-track faculty, lecturers and other non-tenure track teaching personnel

Conference Session

Computers in Education 4 - Online and Distributed Learning 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sherif Abdelhamid, Virginia Military Institute; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Divisions

Computers in Education

discussion wasutilized, leading to a 100% agreement at the end. Researchers shared the same intention oflooking for figurative language and other instructors’ stylistics. First, researchers read a randomsample of 10 video transcripts and developed initial categories that were used to code the rest ofthe videos. The first round of codebook analysis revealed three initial categories: figurativelanguage, technical figurative language, and teaching style. In the second round, researcherswent through all the excerpts coded as figurative language and developed further categories ofcodes reflecting the figurative language type. The codes created in the first and second roundsare shown in table 1. The following metaphors and figurative language were