Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

David B. Knight, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

AC 2011-1963: EDUCATING BROAD THINKERS: A QUANTITATIVE ANAL-YSIS OF CURRICULAR AND PEDAGOGICAL TECHNIQUES USED TOPROMOTE INTERDISCIPLINARY SKILLSDavid B. Knight, Pennsylvania State University, University Park David Knight is a PhD candidate in the Higher Education Program at Pennsylvania State University and is a graduate research assistant on two NSF-funded engineering education projects. His research interests include STEM education, interdisciplinary teaching and research, organizational issues in higher education, and leadership and administration in higher education. Email: dbk144@psu.edu Page 22.519.1

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Nadia Frye, Washington State University; Devlin B. Montfort, Washington State University; Paul M. Smith, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2011-1635: UNDERSTANDING FACULTY AND PRACTITIONER IN-VOLVEMENT IN A CAPSTONE INTERDISCIPLINARY DESIGN EXPE-RIENCEShane A. Brown, Washington State University Dr. Brown is an Assistant Professor in the Department of Civil and Environmental Engineering at Wash- ington State University. His research includes understanding how and why faculty adopt curricular inno- vations using Diffusions of Innovation Theory and the Concerns Based Adoption Model.Nadia Frye, Washington State University Nadia Frye is currently working on her PH.D. in Civil Engineering at Washington State University focus- ing on Engineering Education research.Devlin B. Montfort, Washington State UniversityPaul M. Smith, The Pennsylvania State University

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; William G. Graziano, Purdue University, West Lafayette; Diana Bairaktarova, Purdue University, West Lafayette; Sara E. Branch, Purdue University, West Lafayette; Anna Woodcock, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2011-1469: PERSON-THING ORIENTATION AS A PREDICTOR OFENGINEERING PERSISTENCE AND SUCCESSIda B Ngambeki, Purdue University, West Lafayette Ida Ngambeki is pursuing a doctorate at Purdue University in Engineering Education with a concentration in Ecological Sciences and Engineering. She received her B.S. in Engineering from Smith College. Her research interests include motivation, interest, career choice, engineering and public policy, and sustain- ability.Demetra Evangelou, Purdue University, West Lafayette Dr. Demetra Evangelou is Assistant Professor of Engineering Education in the School of Engineering Education at Purdue University. She has a PhD in Early Childhood Education from the University of Illinois

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Bluman, U.S. Military Academy; Kathryn Purchase, U.S. Military Academy; Christopher Thomas Duling, U.S. Military Academy, West Point, Department of Civil and Mechanical Engineering

Tagged Divisions

Educational Research and Methods

hinderthe development of teacher-student rapport. Additionally, many instructors in engineering disciplines find that their students can oftenmove through a problem satisfactorily, but are unable to articulate the conceptual understandingof material that is just as important as solving problems. The review quizzes described in thispaper are designed to treat this problem by emphasizing concepts through the quizzesthemselves, and then helping students reinforce their understanding of concepts throughconsistent quizzing. The two hypotheses that will be addressed are a) does frequent quizzingincrease student conceptual understanding of the material, and b) does frequent quizzing hurtclass morale and student motivation? The first research

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

the Institute for P-12 Engineering Research and Learning (INSPIRE). Her P-12 research interests center on the integration of engineering into elementary education.Irene B. Mena, Purdue University, West Lafayette Irene B. Mena has a B.S. and M.S. in Industrial Engineering, and a Ph.D. in Engineering Education. Her research interests include K-12 engineering education, first-year engineering, and graduate student professional development. Page 22.551.1 c American Society for Engineering Education, 2011 Elementary school teachers’ attempts at integrating engineering design

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

Machine Design course which most take at the same time as the new CAE course, and show a greater confidence in their own ability to solve engineering problems.References[1] Cook, K., Larson, R., Fisher, K., Mechanical Engineering Technology Curriculum Enhancement: AProcess Review of Program Level Change, Proceedings of the 2007 ASEE Annual Conference andExposition, Honolulu, Hawaii, 2007-2252.[2] Kirkley, Jamie, Principles for Teaching Problem Solving, Plato Learning Inc., Indiana University, 2003.[3] Duch, B., Gron, S., Allen, D., ed. The power of problem-based learning: a practical "how to" forteaching undergraduate courses in any discipline, 2001, Stylus Publishing, LLC.[4] Ton De Jong and Wouter R. Van Joolingen, Scientific Discovery

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron

Tagged Divisions

Chemical Engineering, Educational Research and Methods

about 20minutes), the instructor compiled all of the assessment sheets. After grading of the project reports,a final, detailed feedback form was provided to each team during finals week which summarizedthe assessment of their project. It also included the verbatim written assessments provided by thestudent peers and faculty.While the faculty and peer assessments (Groups 1 and 3) provided an evaluation on whether theproject demonstration met the objectives, the senior-class student assessment (Group 2) wasdifferent. This sheet is provided in Appendix B and had questions which focused on: • Whether those senior students would have learned the concept better if they had access to this DEMO when taking the course the previous year

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margaret Hobson, Texas A&M University; Jorja Kimball, Texas A&M University

Tagged Divisions

Educational Research and Methods

examination of indicators of engineering students' success and persistence. Journal of Engineering Education, 2005. 94(4): p. 419-425.13. McLoughlin, L.A., Spotlighting: Emergent gender bias in undergraduate engineering education. Journal of Engineering Education, 2005. 94(4): p. 373-381.14. Potts, G., B. Schultz, and J. Foust, The effect of freshmen cohort groups on academic performance and retention. Journal of College Student Retention: Research Theory, & Practice, 2004. 5(4): p. 385-395.15. Kimball, J., A study of engineering student attributes and time to completion of first-year required courses at Texas A&M University, in Educational Administration and Human Resource Development. 2006, Texas A&M

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2011-1244: PHENOMENOGRAPHIC STUDY OF HUMAN-CENTEREDDESIGN: EDUCATIONAL IMPLICATIONSCarla B. Zoltowski, Purdue University, West Lafayette CARLA B. ZOLTOWSKI, Ph.D., is Education Administrator of the EPICS Program at Purdue Univer- sity. She received her B.S. and M.S. in Electrical Engineering and Ph.D. in Engineering Education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering.William C. Oakes, Purdue University, West Lafayette William Oakes is the Director of the EPICS Program at Purdue University, one of the founding faculty members of the School of Engineering Education and a courtesy faculty member in Mechanical Engi- neering and Curriculum

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Cathy Bays

Tagged Divisions

Educational Research and Methods

AC 2011-941: UNDERGRADUATE ENGINEERING STUDENTS AND CRIT-ICAL THINKING: A PRELIMINARY ANALYSISJames E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Dr. Cathy Bays Page 22.1566.1 c American Society for Engineering Education, 2011 Undergraduate

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University; Christine A. Victorino, California Polytechnic State University, San Luis Obispo; Charles Birdsong, California Polytechnic State University, San Luis Obispo; Unny Menon, California Polytechnic State University, San Luis Obispo; Marilyn Tseng, California Polytechnic State University, San Luis Obispo; Tyler Scott Smith

Tagged Divisions

Educational Research and Methods

slightly from this, but only the common questions between thethree surveys (#1 through #12) and the open-ended comments were analyzed and compared. Page 22.109.6ME 422 SurveyFor the purpose of this survey, [online textbook] materials include Assignments, Quizzes, ReadingContent, Cases, Video Clips, Simulations, MP3 Files, Interactive Learning Resources, Flash Cards,and Crossword Puzzles. 1. I reviewed [online textbook] materials on a weekly basis, outside of the classroom. a. Strongly Disagree b. Disagree c. Neutral (neither agree nor disagree) d. Agree e. Strongly Agree 2. The [online

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Xingyu Chen, Purdue University

Tagged Divisions

Educational Research and Methods

outputs. The classificationthreshold for the three models was set to allow 25% of students be predicted as at risk. Predictionof retention was evaluated based on overall prediction accuracy, probability of detection (POD)for retained students, and probability of detection (POD) for non-retained students. Prediction ofGPA was evaluated based on sum of squared errors (SSE) 18. The following table and equationsdefine these terms: Predicted Retained Non-Retained Retained a b Actual Non-Retained

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

community do; • Knowledge: the understandings that people in the community share; • Identity: the way that members of the community see themselves; • Values: the beliefs that members of the community hold; • Epistemology: the warrants that justify actions or claims as legitimate within the community [...]The epistemic frame hypothesis claims that: (a) an epistemic frame binds together the skills, knowledge, values, identity, and epistemology that one takes on as a member of a community of practice; (b) such a frame is internalized through the training and induction processes by which an individual becomes a member of a community; and (c) once internalized, the epistemic frame of a community is used when an individual

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

and APPLES studies, the intrinsic psychological motivation variable is a modifiedversion of the intrinsic motivation subscale of the Situational Motivation Scale (SIMS)5 and iscomprised of three items (questions)ii: a) I feel good when I am doing engineering activities. b) Majoring in engineering is fun. c) I think engineering is interesting.Students were asked to rate the extent to which they agreed that each of the items was a reasonthat they were currently majoring in or considering majoring in engineering, and the options forthese items were “strongly disagree,” “moderately disagree,” “disagree,” “unsure,” “agree,”“moderately agree,” or “strongly agree.”The confidence in professional and interpersonal skills

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

question related to understanding of repetition structures may take the followingform: Question: When you are creating a program which requires that a set of actions be repeated, but you do not know how many times, which answer below best represents your response? a) I only know how to use one type of loop, so I will use that and make it work. b) I don’t know which loop I would use, so I would try to use one and, if that didn’t work, try the other. c) It sounds like a situation where I would use one of the two types of loops, so that is the one I would use. d) I can use either type of loop to develop a solution to the problem, so I would pick

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2011-1478: EXPLORING THE MOTIVATIONS FOR MIGRATION AMONGENGINEERING STUDENTSIda B Ngambeki, Purdue University, West Lafayette Ida Ngambeki is pursuing a doctorate in Engineering Education with a concentration in Ecological Sci- ences and Engineering at Purdue University. She has a B.S. in Engineering from Smith College. Her research interests include motivation, interest, career choice, engineering thinking, engineering and pub- lic policy and sustainability.Demetra Evangelou, Purdue University, West Lafayette Dr. Demetra Evangelou is Assistant Professor of Engineering Education in the School of Engineering Education at Purdue University. She has a PhD in Early Childhood Education from the University of

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, these must be justified. At a minimum, the mathematical model should include assumptions about the situation and the types of data to which the procedure can be applied. This would be accomplished by more thoroughly completing the following memo outline requirements: I. Introduction A. In your own words, restate the task that was assigned to your team (~1-2 sentences). This is your team’s consensus on who the client is and what solution the client needs. B. Describe what the procedure below is designed to do or find – be specific (~1- Page 22.1339.9 2 sentences

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University

Tagged Divisions

Educational Research and Methods

AC 2011-925: UTILIZATION OF A THINK-ALOUD PROTOCOL TO COG-NITIVELY VALIDATE A SURVEY INSTRUMENT IDENTIFYING SOCIALCAPITAL RESOURCES OF ENGINEERING UNDERGRADUATESJulie Martin Trenor, Clemson University Julie Martin Trenor, Ph.D. is an assistant professor of Engineering and Science Education with a joint appointment in the School of Materials Science and Engineering. Her research interests focus on social factors affecting the recruitment, retention, and career development of under-represented students in engi- neering. Dr. Trenor is a recent NSF CAREER award winner for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.”Matthew K. Miller, Clemson

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Educational Research and Methods

retentionmodel for engineering education have resulted in a few changes. First, the pre-collegecharacteristics have been altered as additional characteristics related to persistence in engineeringhave been identified including (a) quantitative skills, (b) attitude about studying engineering, (c)commitment to engineering, and (d) study habits.17 Second, Veenstra et al. proposed threeintermediary factors that affect a student’s decision to remain in engineering: (a) academicsuccess; (b) commitment to the college of engineering; and (c) commitment to learning thediscipline of engineering.18 Third qualitative research examining Tinto’s concepts of academicand social integration as it relates to disciplinary retention in engineering suggests a moreintegrated

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University Libraries, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

0.11 0.15 0.18 -0.05 0.18 0.08 0.14 -0.04Item Response Patterns & Open-ended Response QuestionsThe analysis of item responses and the examination of students‟ answers to the open-endedquestions provided information on how students answered each question. Table 2 shows thepercentage of students who selected a specific answer. Two questions in the assessment wereopen-response to a previous multiple choice question. These two questions are discussed indetail.Table 2. Item Response Patterns Option Q1 Q2 Q4 Q6 Q7 Q8 Q9 Q10 A 13.9% 13.4% 3.4% 10.9% 45.2% 6.1% 13.2% 1.7% B 3.8% 16.2% 4.0% 16.2

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xin (Cindy) Chen, Purdue University; Nikitha Sambamurthy, Purdue University; Corey M. Schimpf, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

W1 Conf1 Tag2 W2 Conf2 ... Sum of Last Name Weights2005 A assessment 50 0.8 accountable 10 0.7 … 1002005 B knowledge 40 0.8 research 10 0.8 … 1002005 C skill 60 0.8 soft 5 0.5 … 1002005 D diversity 35 0.7 learning 20 0.6 … 1002005 E difference 30 0.5 characteristics 10 0.5 … 100… … … … … … … … … … Table1. An example showing the tag spread sheet of one

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

ABET Student Learning Recommended IDEA Learning Objectives that faculty courses Outcomes measured should mark as Important/Essential 118 a, b, c, o 1, 2, 3, 4 220 a, b, d 1, 2, 3, 6 (emphasize “designing” to students) 230 a, b 1, 2, 3, 4 230L a, h 4, 12 330 a, j 1, 2, 4, 10 472 h, f, p, j 3, 10, 12 320 b, h, m, c, d 2, 4, 6 (emphasize “designing” to students), 12 470 a, h, m, d, f, k, l, o, p, e

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

have implications that relate to a) the advancementof effective nanotechnology education in higher education and b) the use of PCK as atheoretical framework to investigate aspects of teaching in engineering education.IntroductionThe ability to explore the physical world at the nanoscale has opened up a wealth ofresearch opportunities. New marvels of design seem to appear each day and the potentialof nanoscale devices to improve human life is staggering. In the last twenty yearsnanotechnology has revolutionized technological devices and has impacted medicine,biotechnology, electronics, and has contributed to the creation of innovative tools andmaterials. The promise of nanotechnology is enormous, but producing enough trainedscientists

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

80% 500Word Count 400 60% 300 40% 200 20% 100 0 0% Team A Team B Team C Team D Team A Team B Team C Team DFigure 3. Comparison of Material Balance episodes: (left) word counts for episode components, (right) word count percentages for episode componentsTwo of the four teams, (Team C

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Micah S. Stohlmann, University of Minnesota; Tamara J. Moore, University of Minnesota, Twin Cities; Young Rae Kim, University of Minnesota, Twin Cities; Mi Sun Park, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota

Tagged Divisions

Educational Research and Methods

contest. Some flight characteristics that were tested were: (a) how far the planesflew, and (b) how long the planes stayed in the air. But, it was difficult to judge some of thesecharacteristics because the planes performance depended on which “pilots” tossed them. So, nextyear, the organizers of the paper airplane contest have decided that three “pilots” should fly eachplane, and that the same three pilots should fly all of the planes. The problem statement of thepaper airplane MEA asked students to write a letter to the judges of a paper airplane contest. Theletter needed to provide a procedure which would allow the judges to decide which airplane is:(a) the most accurate flier, and (b) the best floater. Teams of three to four students then

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Prashant Rajan, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea H. Choi, Purdue University; Ji Hyun Yu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

to 50,644 records. Thus the first step towards data cleaning is completed.Validating the keyword search strategy It was decided to validate the keyword-based search using a post-hoc analysis in whichrecords of a single source i.e., Frontiers in Education (FIE) were taken for analysis. These FIErecords were taken from the complete article list and not just the cleaned version and hence acode was run on the 142,981 records to parse out FIE records. As a result 1869 records werefiltered out. Validation analysis is split in two parts as provided here: (a) Source/venue count , (b)Validation.(a) Source/venue counts To begin the source count analysis keyword phrases were extracted from the 1869 FIErecords. It was found that only 804 of

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Hoffmann, Purdue University, West Lafayette; Alice L. Pawley, Purdue University; Ranjani L. Rao, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2011-2178: DEFINING ”SUSTAINABLE ENGINEERING”: A COM-PARATIVE ANALYSIS OF PUBLISHED SUSTAINABILITY PRINCIPLESAND EXISTING COURSESStephen R Hoffmann, Purdue University, West Lafayette Stephen R. Hoffmann is the Assistant Head of the Division of Environmental and Ecological Engineering at Purdue University. He brings to this position a background in chemistry, and a PhD in Environmen- tal Chemistry and Technology from the University of Wisconsin-Madison. Current research involves sustainability in the curriculum: definitions, material development, and mechanisms and assessment of integration of sustainability ideals into all Engineering curricula.Alice L. Pawley, Purdue University Dr. Alice L. Pawley is an

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2011-290: A MULTI-INSTITUTION COMPARISON OF STUDENTS’DEVELOPMENT OF AN IDENTITY AS AN ENGINEERHolly M Matusovich, Virginia Tech Holly Matusovich is an Assistant Professor in the Department of Engineering Education. Dr. Matusovich has a PhD in Engineering Education from Purdue University. She also has a B.S. in Chemical Engineering and an M.S. in Materials Science with a concentration in Metallurgy. Additionally Dr. Matusovich has four years of experience as a consulting engineer and seven years of industrial experience in a variety of technical roles related to metallurgy and quality systems for an aerospace supplier. Dr. Matusovich’s research interests include the role of motivation in learning engineering as

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

reflective questionnaires, and focus groups.The focus of this paper is on the experience of the participants during the initial workshop asrevealed through the focus group data. As such, the findings presented address evaluationquestions 2 and 3 as listed above. Future publications will add to these findings and specificallyaddress the first evaluation question.MethodFour institutional teams of varying sizes and composition attended the workshop (see Table 1).School A is a large public institution brought a six-person team of five engineering faculty and adepartment chair. The team from school B was from a small public four-year special STEMinterest institution and consisted of three engineering faculty and a humanities professor who isalso the

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

AC 2011-1562: SHORT TERM IMPACT OF AN ENGINEERING EDUCA-TION RESEARCH WORKSHOP ON PARTICIPANT’S RESEARCH IN-TERESTS AND CAPABILITIESJunaid A. Siddiqui, Purdue University, West Lafayette Junaid Siddiqui is a doctoral student at the School of Engineering Education, Purdue University. Before joining the doctoral program he worked for nine years at the faculty development office of King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. In this role he was involved in several faculty development activities, particularly working with the faculty members for exploring the use of web-based technologies in the support of classroom teaching. He received his MS in Civil Engineering from KFUPM while he has also