Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Karen Sweeney Gerow, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the environmental engineering program at the University of Georgia. Page 26.1184.1 c American Society for Engineering Education, 2015 Narrative Inquiry in Engineering Education Research: Exploring Ways of Constructing Narratives to have Resonance with the Reader and Critical Research

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christian Anderson Arbogast, Oregon State University; Devlin Montfort, Oregon State University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

earlier, an expert may have avoided this pitfall. For a novice to avoid thestoppage, they would have to recognize the stoppage and where it fits into the adaptation ofGick’s 6 problem solving strategy. There student may have known that there must be someanswer to the self-posed question: “Why is there pressure?”. If the solution seeker was able to Page 26.703.10recognize their own stoppage it might have forced a moment of self-reflective metacognition.That self-reflection could lead to the realization that there must be some well-defined schemathat could have been used by an expert to reach the solution, thereby implying that their ownschema is

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

Rogers identified provide a methodfor understanding how individuals in a system may adopt innovations.This study takes place in the context of a set of long-term faculty development groups. Thegroups follow the SIMPLE model for faculty development: Sustainable, focus on Incrementalchange, include Mentoring, be People-driven, and emphasize interactive LearningEnvironments5–7. Through these groups, engineering faculty meet regularly over the course of anacademic year to learn about evidence-based instructional practices, identify innovations thatserve a need in their classes, implement these innovations, and reflect on their effects. Theinnovations selected by the participating faculty and their reflections on choosing and using theseinnovations

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Agent award, the 2006 Hewlett-Packard Harriett B. Rigas Award, and the 2007 University of Washington David B. Thorud Leadership Award. She is a Fellow of the IEEE.Dr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

resistance to activelearning methods and the ways faculty respond to this challenge. Since trained observers who arenot involved parties in the classroom (i.e., neither students nor instructors) are conducting ourobservations, we have had to continually reflect on the precise detection, perception, recognition,and judgment of certain events to ensure our observations are accurately capturing what isoccurring in the classroom. This experience is much different than training observers to obtaininter-rater agreement, used often by researchers to ensure that observations are reliable acrossmany different observers. Instead, we have examined ways in which we can confirm the eventswe are recording are a valid depiction of classroom behaviors.In this paper

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Catherine D. McGough, Clemson University; Adam Kirn, Univeristy of Nevada, Reno; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

. A description of how strategies areidentified using student’s written work and audio reflections will be included to promote futurework in problem solving research.Theoretical FrameworksProblem Solving StrategiesAlthough there are many frameworks in place for problem solving strategies, for the context ofsophomore and junior level engineering students we selected Nickerson’s framework as the mostapplicable7. Previous research indicates that Nickerson’s framework of problem solvingstrategies are applicable to undergraduate engineering students’ problem solving approaches8.Nickerson divides problem solving strategies into nine types: subgoaling, working backwards,hill climbing, means-end analysis, forward chaining, considering analogous

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Justin L Hess, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of three versions of a survey, each in adifferent language, with three different cultural groups.6 Thematic analysis was used to identifyconceptual, contextual, and semantic issues with the survey implementation with samples fromthe three distinct cultural groups. These findings were evaluated holistically with quantitativefactor analysis and item analysis to evaluate and improve specific survey items.Another approach was identified by Onwuegbuzie, Bustamante, and Nelson.7 In their ten-stepInstrument Development and Construct Validation framework, they discussed a number ofapproaches to writing survey items (e.g. literature review, Delphi study, personal reflection).These authors utilized both quantitative and qualitative data to validate

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kari L. Jordan, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Sarah Anne Blackowski; Heidi M Steinhauer, Embry-Riddle Aeronautical Univ., Daytona Beach; Timothy A Wilson, Embry-Riddle Aeronautical Univ., Daytona Beach; Douglas Holton, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Educational Research and Methods

specificcontent area, and micro-communities of practice as those reflecting collaboration of smallercohorts of STEM faculty, in-person and virtually.This study addresses the following research questions: 1) How do engineering faculty involvedin a community of practice engage in knowledge transfer? 2) How does knowledge transfer ofspecific evidence-based instructional practices occur in an engineering faculty community ofpractice?Conducted within a large research project aimed at exploring stages of pedagogical change, thiswork utilizes a qualitative methodology. Nine faculty in a first-year engineering departmentparticipated in hour-long semi-structured interviews exploring use of EBIPs and collaboration.Interviews were analyzed using thematic coding to

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ellen L Usher, University of Kentucky; Natasha Aniceto Mamaril, University of Illinois ; Caihong Li, University of Kentucky; David Ross Economy, Clemson University Department of Materials Science and Engineering; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

been found in related work.Background and Theoretical FrameworkIn his social cognitive theory, psychologist Albert Bandura put forth a framework of humanfunctioning that accorded a central role to individuals as determinants of the course of their ownlives. This perspective countered dominant behavioristic theories, which viewed human behavioras the product of external stimuli and reinforcements. According to Bandura, the capacity to planahead, to reflect, and to self-regulate enables humans to exercise a large degree of control overtheir environments and behavior. People originate thoughts, ideas, and actions, all of which makethem agents in their own lives. Central to human agency is a belief that one can bring about theoutcomes one is

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scores of each of the five constructs (e.g., CONTENT, QUES,etc.) each reside near the midpoint of the scale, to avoid construct measures that are not overlyskewed. The second parameter, validity, takes many forms, but they each indicate, in differentways, the degree to which the instrument accurately measured the intended underlying construct.Content validity for this survey is exhibited by showing that this instrument reflects all of thedimensions of interest described by the FPMID, including: independent content engagement(CONTENT), independent questioning (QUES), positive feelings (FEEL), use of feedback(FEED), and perseverance (PERSEVERE). As a way to establish construct validity, we examinethe degree to which all items on the FIDES

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Dia Sekayi, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

participants to educational theory and mentored teaching practice.The intermediate level certificate is achieved upon completion of a course on fundamentaleducation theory (PSPFC 1001) and a mentored teaching practicum (PSPFC 1002): • PSPFC 1001 introduces graduate students to principles of learner-centered teaching and provides opportunities for students to design lesson plans, practice implementing those lesson plans through micro-teaching sessions, self-reflect on those experiences, and give Page 26.741.4 and receive peer feedback. The course size commonly ranges from 16 to 20 students. • For PSPFC 1002, students

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University; James A. Kaupp, Queen's University; Natalie Simper, Queen's University; Jill Scott, Queen's University, Kingston (Canada)

Tagged Divisions

Educational Research and Methods

completed their undergraduateexperience. While the performance criteria and levels represent a consensus of experts and canbe used in their original form, the rubrics are purposely designed for modification to fosteralignment between course, program or institutional outcomes and to reflect the specific context inwhich they are used.In this project the original VALUE rubrics pertaining to critical thinking, problem solving andwritten communication were modified on a case-by-case preserve alignment between course,program and standardized measures of each specific outcome as well as reflect the disciplinaryexpectations in which they are applied. Initially, significant work was put forth in using theVALUE rubrics to describe general indicators for each

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

educationalpractice that we have come to call left-of-center (LOC) grading: exams with class means below50 percent. Curious about this trend, we modified our interview protocol to systematically askstudents to comment on the pros and cons of this practice. Over 60% of the women and 15% ofthe men we interviewed emphatically saw the negatives as outweighing the positives. This trendwas particularly common among minority women, over three-quarters of whom described the Page 26.1190.2practice as highly discouraging. The quotations below reflect some of their viewpoints. We'll have like a 30 percent average [on exams]….When you take the exam, it makes

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

appraisalantecedents (e.g., subjective control) will be dually reflected in the bio-manifestations ofstudents’ salivary profiles, represented by saliva cortisol in the current study. In particular,academic positive emotions should be related to a lower manifestation of the stress.Research hypotheses We suspected that students’ beliefs about the value of a course for their future asengineers have an impact on students’ academic emotions. We also proposed that thesebeliefs and emotions would be jointly reflected in the bio-manifestations of students’ salivaryprofiles, represented by saliva cortisol. 39 We hypothesized that student’s class-related positive emotions would negativelycorrelated with students’ cortisol levels; we also hypothesized that

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

figure out the best way to make it do what it needed to do.”Charles Finding 1) Closely 1) Didn’t have the actual “Uh It seemed like it fit the(MSE) corrosion at connected the assignment but stories description of like making home assignment with the observations and like (individual) ‘logical’ process of 2) Only reflected work in collecting data and then CT school (mentions a drawing conclusions and like

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

ofthe course, gender, and the instructor’s personal encouragement of the students to engage insocial activism. Philosophy and religion courses were the most commonly cited types of HSScourses mentioned by students, with religion courses being almost entirely from students at thefive religiously affiliated schools.Other course types that were seen in student responses included senior design (10% of seniors)and first-year introductory and engineering projects courses (10% of total, 22% of first-years).Very few students referenced math or natural science courses as having been influential to theirviews of social responsibility (2%). A small percentage of students also responded that all oftheir courses had been influential (2%).Reflecting on the

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Martha Cleveland-Innes, Athabasca University; Stefan Stenbom, KTH Royal Institute of Technology; Stefan Hrastinski, KTH Royal Institute of Technology

Tagged Divisions

Educational Research and Methods

and the orientation todesign and delivery in this course are based on the online Community of Inquiry model(Garrison, Anderson & Archer, 20013; Vaughan, Cleveland-Innes, & Garrison, 201314). Thismodel is based on Dewey’s (1910)15 views on experiential learning and is constructivist innature. The role of instructor and student are transformed by three overlapping presences:cognitive, social, and teaching presence. Social presence is defined as the extent to whichlearners are socially and emotionally connected with others in an online environment; cognitivepresence describes the degree to which learners are able to construct and confirm meaningthrough sustained reflection and discourse. The central organizing element is teaching

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

creativity between males andfemales.12 For instance, Felder, Felder, Mauney, Hamrin, & Dietz13 found that female studentsdesired and expected more creative work at the start of engineering courses than males, but ratedtheir own creative problem solving ability significantly lower than males at the end of the course.However, the self-ratings may not have accurately reflected performance on these tasks. Inanother study, Charyton & Merrill11 found that female engineering students actually scoredhigher on post-test creative design tasks than males even though there were no genderdifferences in creativity at the beginning of the activity. The results from these studies indicatethat engineering courses and programs may influence the perception of

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Michael Cavanaugh, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Daina Briedis, Michigan State University; Thomas David Dionise, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Jon Sticklen, Michigan Technological University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

science [16, 17] but found that they focus on principles and conceptsthat reflect the deep understanding of expert computer scientists [9]. The need remains to bettercharacterize the computational competencies as applied in the context of the engineering practice. A major effort during CPACE II —and the subject of this paper—is to determine students’computational skills and capabilities while solving engineering problems. The guiding researchquestion is: what are the features that broadly characterize the knowledge, skills and behaviorsassociated with computational competencies for undergraduate engineering students? A major challenge emerged during our initial analyses of student artifacts using the CPACEcomputational competencies framework

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

forassistance.This type of analysis is also a subjective process, because it relies on human linguistic exchange,beginning with the writers of the question and ending with the participants’ responses to thequestion. Because the survey in this case is an anonymous, linear instrument, no dialogiccommunication occurred between writers and participants. Although it does not reflect on thevalidity of the survey or the research outcomes, it warrants a note because of the subjectivityinherent in such a mono-logic transfer of information. Therefore, any responses that wereincoherent or missing were coded as not readable (NR) because no effort could be made tocontact participants for linguistic clarity.Researchers administered the survey as primarily a quantitative

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

context of the performance criteria. objectives and the sustainability outcomes as curriculum. university’s core themes related to improvability and Outcomes are (i.e., strategic and learning endurance are not The program may be contextualized in the goals). necessarily considered. developing performance curriculum and reflect the

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Xiang (Susie) Zhao, Alabama A&M University; Fayequa Majid, Alabama A&M University; V. Trent Montgomery, Alabama A&M University; Chance M Glenn Sr., Alabama A&M University; Juarine Stewart, Alabama A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instructor reflection students Entry Data Implementation & Assessment Cycle Redesign Faculty the Course participants Collect Student Midterm Assessment Faculty,staff, and Midterm and instructor reflection

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

Tagged Divisions

Educational Research and Methods

example, we have developed a first-year course in which students role- Page 26.679.5play as engineering interns and participate in two 8-week-long virtual internship programs [14].In one virtual internship, Nephrotex, students design a filtration membrane for a hemodialysismachine. In a second internship, RescuShell, students design an exoskeleton to assist rescueworkers. Throughout each internship, students interact with their team members and theirmentors via a chat program. Mentors guide them through the activities and occasionally ask themto reflect on their work in a digital engineering notebook. At the end of the course, studentspresent

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katharine Mary Eichelman; Renee M Clark, University of Pittsburgh; Cheryl A Bodnar, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

-gamecontexts in order to push students to the edge of their capabilities2,3,4. While many traditionalteaching methods entail a punitive aspect, often without providing the student with any feedbackin the form of corrections, game-based learning provides instantaneous feedback so that studentscan persist until they achieve the correct answer, learning and improving from each failure2.Since games allow students to repeatedly try without repercussions, they encourage reflection onwhat mistakes were made and how to avoid these issues in the next attempt at the problem14.This reflection allows the students to make their own connections between previous and currentclassroom content, and how to best apply it. When a player does finally overcome a

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Douglas Gane, University of Illinois at Chicago; Dana Denick, National Science Foundation; Natalie Jorion; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

reflect the modifications we made to the domainmodel and/or the items. Page 26.404.5Domain analysis & modelOne substantial portion of the redesign effort was revision of the domain model. This revisionoccurred as a result of continued, iterative domain analysis, using a Q-matrix to track alignmentbetween items and FKs, conducting think-aloud studies using individual TTCI items, andconducting larger-scale pilot studies using the full set of TTCI Heat items. Revisions to thedomain model occurred primarily in terms of the number and content of the FKs. This includedrevising the boundaries of the FK, creating new FKs, and condensing multiple FKs

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

. Contentious issuesincluded what students thought of the midterm and final exams in these courses, what studentsbelieved to constitute cheating on homework, how students used diverse resources to assist incompletion of homework and course assignments, what unofficial activities students did duringlecture periods, and general student opinions of and reflections on their mathematics experiences.Additional data collection in the third semester included gathering historical artifacts related tothe engineering mathematics curriculum and specifically Calc 3 and Diff Eq. Trips to multiplelibrary archives to collect historical course catalogs, building maps and floor plans, architecturaldrawings, and administrative documentation all helped to shed light on

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

changes with other members. Despite theimportance of conversation toward meaningful change, written expressions provided significantvalue to the community. Seeing the week’s discussion reflected back in text (in the form of aweekly email summary with references) was highly valued by community members, and allowed Page 26.1128.10absent members to retain ties to the community. Cohort/ Topic Duration/ Cohort Member projects/ Facilitator Incentives

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Diane Carlson Jones Ph.D, University of Washington; Rebecca A Bates, Minnesota State University, Mankato; Tamara Floyd Smith, Tuskegee University; Melani Plett, Seattle Pacific University; Nanette M Veilleux, Simmons College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

support in higher education is significant, studies of therelationship between faculty support and engagement are notably absent from the highereducation literature, particularly in engineering education research. This work seeks to addressthis gap, in part, by studying the relationship between faculty support (both formal and informal)and behavioral and emotional engagement, because the latter constructs reflect the motivationalstate of the student and motivation is an important predictor of present as well as future behavior.MethodsThis research is part of a larger five-year, multiple institution research study that examinesconnection, community, and engagement in STEM education. In this larger study (describedelsewhere14), patterns of

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Natalie Jorion, University of Illinois, Chicago; Brian Douglas Gane, University of Illinois at Chicago; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

per the exploratory factor analysis,a confirmatory factor analysis was run on the data. We first investigated the developer’shypothesized model using an independence model, in which none of the factors were correlated.We then tested a higher order model, which adds a single, higher order factor to theindependence model. The latter model fit the data better, with the performance indices within therecommended ranges. This result suggests that the concepts in CATS are differentiable but stillrelated in terms of reflecting a general conceptual understanding of the domain of statics, which Page 26.497.9supports the developer’s claims. These CFA

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

their professional career Page 26.1236.2objectives in a civil engineering-related field.”[4] Reflective of these mission statements, thereexists common desire for classes and material covered within the education plan of civilengineering students to prepare them for the profession after they graduate.Universities generally undergo ABET certification because, as noted in the ABET website,“accreditation is proof that a collegiate program has met certain standards necessary to producegraduates who are ready to enter their professions.”[5] For students, accreditation of a programmeans that the school “knows their profession's dynamic and emerging