Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees

. The last suggestion is to facilitate the implementation ofinnovative materials and practice by working with peers through workshops and colloquia. Thisneeds to be done to provide personal support and build self-efficacy for instructors who want toimplement innovative materials and practices in their classrooms. These concepts and ideasabout implementation were used to inform development of materials described in this paper.MethodsThroughout instruction on all topics, students were asked to frequently express their mentalmodels in multiple modes. This revealed student thoughts about and understandings of thecontent. Student expressions and explanations of thinking were expressed in different ways, orrepresentations, including written, verbal

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

AC 2011-2394: IMPLEMENTATION OF DIFFERENTIATED ACTIVE-CONSTRUCTIVEINTERACTIVE ACTIVITIES IN AN ENGINEERING CLASSROOMMuhsin Menekse, Arizona State University Muhsin Menekse is pursuing a doctoral degree (PhD) in the Science Education program at Arizona State University concurrently with a MA degree in Measurement, Statistics and Methodological Studies. He had research experiences in the areas of conceptual change of nave ideas about science, argumentation in computer supported learning environments, and video game design to support students’ understanding of Newtonian mechanics. Muhsin is currently working under the supervision of Dr. Michelene Chi to develop and implement a classroom-based methodology with

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Kwabena A. Narh, New Jersey Institute of Technology; Rajesh N. Davé, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

teachers indicated that they knew at least one of theirstudents was considering studying engineering in college. Teachers’ responses to the 27 items Page 22.1552.14on the survey that measure attitudes toward engineering averaged 4.2 before the summer beganwith a small increase to 4.4 by the end of the summer. Once school started all 13 teachers agreed“If a student excels in mathematics and\or science, I suggest engineering as a possible career.”Engineering Preparation Self-efficacy: Before their research experience began, most teacherswere not very well informed about how to help prepare their students to consider engineering asa possible career

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

to ensure validity focused onensuring that the instrument was designed to measure what it was supposed to measure: didthe students’ drawings of a scientist depict specific characteristics that are stereotypical of ascientist’s image? To increase the validity of the subject produced drawings, researchersdeveloped coding schemes that attempted to standardize the identification of stereotypicalcharacteristics in the drawings. Codification schemes allow for human ‘raters’ or ‘coders’ tobe trained, and the use of inter-rater reliability measures among raters allowed researchers toeither modify the coding scheme or retrain the raters. Humans as ‘raters’ are fallible;therefore, the use of a score or statistical measure of homogeneity among raters

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine E. Winters, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies, Student

. Pressure from the administration or from students decreased teachers‟ motivation.Using the same instrument as well as surveying the students, Roth et al. found that moreautonomy lead to greater feelings of personal accomplishment, less exhaustion, increased studentreports of autonomy supportive teaching, and increased student autonomy for learning 14. Againusing Pelletier‟s instrument, with others, Leroy et al. found that teachers with more self-efficacy,more experience in the classroom, and less external pressure provided more autonomy support totheir students 15. Deci and Ryan10 reported that teachers who perceived a lack of interest and lowlevels of self determination in their students responding by behaving in a more controllingmanner. The

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jack L. Beuth, Carnegie Mellon University; Rohit Kumar, Carnegie Mellon University; Carolyn Penstein Rose, Carnegie Mellon University

Tagged Topics

NSF Grantees

engineering problems18, 19, 20. However,engineering and science curricula are typically structured in such a way that the mathematicscurriculum is offered in a largely decontextualized way so that it can be offered in a uniform,cost effective manner, to students in a variety of disciplines18.Since the mid-80s, research in increasing success with university level mathematics andretention in engineering majors has drawn from the literature on collaborative learning,especially in connection with motivation and self-efficacy issues21. Collaborative learning,classroom discussion, and development of math explanation skills have also traditionally been afocus within the math reform movements in the field of education22. Research in problem-basedlearning at

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

students were initiallyconcerned about being seen as weak students in class and felt it was important to demonstratecompetence to others. However, these two goals were significantly lower by the end of thesemester, indicating that they decided that it was not so important if people thought they wereweak students. They may also have become more willing ask for help.For the spring 2010 students, significantly higher ratings were seen for the Academic Efficiencyand the Mastery Goal Orientation constructs. This suggests that these students gainedconfidence in their ability to master difficult work, to study more effectively and in theiracademic self-efficacy

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees

andEngineering] project are to measure if improvements in student learning outcomes, studentengagement, and successful course completion are possible if the structure in basic materialsengineering courses are transformed from primarily deductive practice to an InformationCommunication Technology (ICT) enabled inductive teaching and learning environment. Thespecific innovations that are proposed in the project are the development of MSE educationapplications for the iPod Touch that are designed to facilitate and support collaborative learningexercises which target specific student learning objectives which are known to be challenging formany students in MSE courses. It is hoped that the combination of specific learning objectivetargets, completed in

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Walter Curtis Lee, Virginia Tech ; John Andrew Janeski, Virginia Tech; Katherine E. Winters, Virginia Tech

Tagged Divisions

First-Year Programs

of these needs lead to greater psychological well-being. Asshown in Figure 1, we hypothesize that classroom instructors and environment factors contributeto students’ fulfillment of autonomy, competence and relatedness needs, which in turn contributeto greater motivation as measured through self-reported course engagement.Figure 1: Proposed relationship between classroom environment, SDT constructs and students’engagement in lecture and workshop activitiesResearch on Student Autonomy, Competence, and RelatednessAlthough much of the work exploring self-determination among students is quantitative andfocuses on primary and secondary school students, such research has shown promising tiesbetween need fulfillment and indicators of course

Conference Session

Outstanding Contributions: Mechanical Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Turns, Pennsylvania State University, University Park; Peggy Noel Van Meter, Pennsyvlania State University

Tagged Divisions

Mechanical Engineering

statics.21 The organization of knowledge is constructed at the time of learning and can beinfluenced by instruction8 and study behaviors.13 In fact, studies comparing the knowledgeorganization of successful and struggling students in postsecondary classrooms shows that moresuccessful students’ express an organizational structure that more closely resembles that ofexperts than do their less successful peers (e.g., Refs. 22, 23). These differences have beenassociated with performance on classroom assessments24 and problem solving measures.2 Taken together, this body of research suggests that one way in which an instructor couldimprove students’ problem solving is by helping students to develop a well-organized knowledgebase and showing

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

. Motivation for learning will depend upon alignment of individual goals with team,course, and stakeholder goals, and this motivation will affect the durability of learning 20, 25, 26.Students’ self-efficacies also influence their motivation, so feedback from peers and instructors Page 22.791.5will affect student confidence and motivation to learn 27. Table 2 summarizes conditions inwhich the team-based design experience occurs.Table 2. Summary of Team-Based Project Learning ContextLearning Environment Team Cultureo Each student is a member of a team developing o Each student brings unique experiences, a design

Conference Session

The CE Profession: Perspectives from the U.S. & Canada

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger, Florida Gulf Coast University; Steven J. Burian, University of Utah; Whitney A. Lutey, Montana State University; Audra N. Morse, Texas Tech University; Robert O'Neill, Florida Gulf Coast University; Kristen L. Sanford P.E., Lafayette College; Andrea L. Welker, Villanova University

Tagged Divisions

Civil Engineering

AC 2011-619: TWENTY-FIRST CENTURY CIVIL ENGINEERING: ANOVERVIEW OF WHO, WHAT, AND WHERETanya Kunberger, Florida Gulf Coast University Dr. TANYA KUNBERGER is an Assistant Professor in the Department of Environmental and Civil Engineering in the U.A. Whitaker School of Engineering at Florida Gulf Coast University. Dr. Kunberger received her B.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D. in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas of specialization are geotechnical and geo-environmental engineering. Educational areas of interest are self-efficacy and persistence in engineering and development of an interest in

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Natalie Fabert, Arizona State University; Marilyn Cabay, Ph.D., Argosy University, Phoenix; Melissa B Rivers, Arizona State University; Mary Lee Smith, Arizona State University; Bianca L. Bernstein, Arizona State University

Tagged Divisions

Women in Engineering

consequent actionstaken by the participants. We were particularly interested in the meanings women formed ofinteractions with their advisors and others within the program and discipline, as well as theinfluence of broader institutional and cultural elements related to gender (e.g. sexual harassmentgrievances procedures, family friendly policies) on their decisions to persist or not in STEMdoctoral studies.MethodologyThis analysis focuses on the qualitative component of a larger set of multi-method data lookingat self-efficacy, resilience, problem-based coping, satisfaction with program, and intention tocomplete the degree. The study was part of a larger research project designed to investigate theeffects of an online career intervention developed

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elaine R. Millam, University of Saint Thomas; Ronald J. Bennett, Univeristy of Saint Thomas

Tagged Divisions

Women in Engineering

science. 2  Of scientists and engineers managers employed in business and industry in 2003, men on average have 12 subordinates while women have 9 subordinates.  According to a survey of 42 chemical companies: o Only 9.2% of all 404 executive officer positions were filled by women; this has risen from 8.7% in 2006. o Women are only 12% of the 416 board directors. While this is an improvement since a 2006 survey where only 11.1% of its directors were women, it has not surpassed the 12.8% measured in a 2003 survey of board directors at chemical companies.Another Catalyst 2009 study3 was

Conference Session

FPD 3: Research on First-year Programs and Students, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Odis Hayden Griffin Jr. P.E., East Carolina University; Sandie J. Griffin

Tagged Divisions

First-Year Programs

Collection

2011 Pacific Southwest Section Meeting

Authors

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

of the Statistical Package for theSocial Sciences (SPSS) software (v.18). Twenty-nine associate deans for undergraduateeducation (or the equivalent) from the 31 participating institutions returned surveys.Using the data collected from each group, the research team constructed scales that measurevarious curricular emphases, classroom and program experiences, and attitudes about education.Factor analytic techniques identified the number of latent constructs underlying sets of items inorder to reduce the number of items necessary to adequately measure those constructs and toassess each factor‟s meaning. [18, 19] Principal axis factoring and direct oblimin oblique rotationwith Kaiser normalization were used to identify factors. Principle axis

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue, Towson University

Tagged Divisions

K-12 & Pre-College Engineering

no supervisory responsibilities or mentoring roles, and instead, wereasked to plan and teach collaboratively with the preservice teachers. The preservice teachers’involvement significantly increased the extent to which hands-on, inquiry-based instruction inscience occurred in the classroom, increasing measures of children’s learning of and enjoymentof science as compared to a non-co-taught control group. These positive student outcomes maybe attributed in part, suggested the authors, “to enhanced [classroom] teacher confidence ininvestigative science and technology teaching as a result of their work with the science specialiststudents.” 20Context & Participants The 36 teachers involved in the present study—including 15 3rd grade