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Displaying results 1 - 30 of 123 in total
Conference Session
Teaching and Learning Strategies I
Collection
2015 ASEE Annual Conference & Exposition
Authors
Alison B. Hoxie, University of Minnesota Duluth; Thomas Shepard, University of St. Thomas; Robert Feyen, University of Minnesota Duluth
Tagged Divisions
Educational Research and Methods
Paper ID #11445The Flipped Classroom: A Means to Reduce Cheating?Dr. Alison B. Hoxie, University of Minnesota Duluth Dr. Alison B. Hoxie is an Assistant Professor in the Mechanical and Industrial Engineering Department at the University of Minnesota Duluth. Her education includes a B.A. in Natural Science from the College of Saint Benedict (1999), a B.S.M.E (2001) and a Ph.D. (2007) from the University of Minnesota Twin Cities. She has held positions as a consulting engineering in power and energy sector, and as an Instructor at the University of Utah. Her current research focuses on cost effective methods for efficient
Conference Session
Teaching and Learning Strategies I
Collection
2015 ASEE Annual Conference & Exposition
Authors
Matthew Hagge, Iowa State University; Mostafa Amin-Naseri, Iowa State University; Stephen B Gilbert, Iowa State University; John Jackman, Iowa State University; Enruo Guo; Gloria Starns, Iowa State University; LeAnn E Faidley, Wartburg College
Tagged Divisions
Educational Research and Methods
through understanding rather than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students.Mr. Mostafa Amin-Naseri, Iowa State University Mostafa Amin-Naseri, is a masters student in industrial engineering in Iowa State University. He is interested in data mining and statistical analysis. He applies data analysis to educational data, building learner models and reporting tools for instructors, in order to evaluate and enhance educational systems and methods.Prof. Stephen B Gilbert, Iowa State University Stephen B. Gilbert
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
for educational proposals and projects, and working with faculty to publish educational research. Her research interests primarily involve creativity, innovation, and entrepreneurship education.Mr. Philip M. Reeves, Pennsylvania State University, University Park Mr. Reeves is a graduate student in the Educational Psychology program at Penn State.Irene B. Mena, University of Illinois, Urbana-Champaign Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D. in engineering education. Her research interests include first-year engineering and graduate student professional development.Dr. Thomas A. Litzinger, Pennsylvania State University, University Park Thomas A. Litzinger is Director of the Leonhard Center
Conference Session
Measurement and Instrumentation
Collection
2015 ASEE Annual Conference & Exposition
Authors
Brian J. Novoselich, Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
Paper ID #12468Sharing the Full Range of Leadership in Student Teams: Developing an In-strumentLt. Col. Brian J. Novoselich, Virginia Tech Brian Novoselich is an active duty Lieutenant Colonel in the United States Army and currently a Ph.D. Candidate in the Department of Engineering Education at Virginia Tech. His is a former assistant profes- sor at the United States Military Academy. His research interests include capstone design teaching and assessment, undergraduate engineering student leadership development, and social network analysis.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight
Conference Session
Beyond the Classroom
Collection
2015 ASEE Annual Conference & Exposition
Authors
Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
Paper ID #11339Measuring Engineering Students’ Ability to Thrive in Diverse and Global En-vironmentsDr. Joyce B. Main, Purdue University, West Lafayette Joyce B. Main is an Assistant Professor in the School of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Matilde L. Sanchez-Pena, Purdue University Matilde Sanchez-Pena is a first year PhD student in the Engineering Education program at Purdue Uni- versity. Her research interests are global
Conference Session
Faculty Development I
Collection
2015 ASEE Annual Conference & Exposition
Authors
Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University
Tagged Divisions
Educational Research and Methods
authors anddo not necessarily represent the views of the National Science Foundation.    References1. Laurillard, D. Teaching as a design science: Building pedagogical patterns for learning and technology. (Routledge, 2012).2. National Academy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. (The National Academies Press, 2004).3. Wulf, W. A. The urgency of engineering education reform. The Bridge 28, 4–8 (1998).4. Anderson, T. & Shattuck, J. Design-based research: A decade of progress in education research? Educ. Res. 41, 16–25 (2012).5. Kelly, A. E. in Cambridge handbook of engineering education research (eds. Johri, A. & Olds, B. M.) 497–418 (Cambridge
Conference Session
Student Approaches to Problem Solving: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus
Tagged Divisions
Educational Research and Methods
eighteen in thethermodynamics class. To have a basis for comparison, data was also collected from two otherengineering science classes (with the same instructor and at the same institution as the masterybased dynamics class). Each of these classes enrolled six students.Table 2: Overview of Research ParticipantsCourse HW Grading Campus Instructor Number of Consenting System ParticipantsThermodynamics Mastery Campus A Instructor A 16Dynamics Mastery Campus B Instructor B 5Thermodynamics Traditional Campus B Instructor B 6Strengths
Conference Session
Persistence and Retention
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jeffrey E. Froyd, Texas A&M University; Kristi J. Shryock, Texas A&M University; Manisha Tripathy, Texas A & M University; Arun R Srinivasa, Texas A&M University; Rebecca C Simon, Texas A&M University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
evaluating preparation in mathematics and physics, incor- porating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.Miss Manisha Tripathy, Texas A & M University Manisha Tripathy is a Masters student in Computer Science and Engineering Department at Texas A&M University.Currently she is working as a Student Worker with Engineering Academic and Student Affairs at Texas A&M University.She did her B Tech in Electronics and Telecommunication Engineering from KIIT University,India . Prior to joining as a master’s student,she worked as an Assistant System Analyst at Tata Consultancy Services Ltd.Her work primarily included java development and application manage
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
benefit 20% 0% a) Take more time to figure out 67% 73% the solution2. What is the challenges did you feel b) As freshmen, it is hard to work 20% 55% when the instructor used the on a problem from scratch problem-based learning (PBL) in c) No much challenge for me 20% 9% this course? d) Other 0% 0% a) Give more time to work on the 67% 27% problem if time is permitted3
Conference Session
Assessing Social Responsibility & Sustainability
Collection
2015 ASEE Annual Conference & Exposition
Authors
Mark H Minster, Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Corey M. Taylor, Rose-Hulman Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society
“knowledge is a gift bestowed by those who consider themselvesknowledgeable upon those whom they consider to know nothing” 34: Page 26.1696.3 a) the teacher teaches and the students are taught; b) the teacher knows everything and the students know nothing; c) the teacher thinks and the students are thought about; d) the teacher talks and the students listen—meekly; e) the teacher disciplines and the students are disciplined; f) the teacher chooses and enforces his choice, and the students comply; g) the teacher acts and the students have the illusion of acting through the action of the teacher; h) the teacher chooses
Conference Session
ERM Potpourri
Collection
2015 ASEE Annual Conference & Exposition
Authors
Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida
Tagged Divisions
Educational Research and Methods
them to think? New Dir. Teach. Learn. 1980, 11–31 (1980).14. Paul, R. W. Critical Thinking: Fundamental to Education for a Free Society. Educ. Leadersh. 42, 4 (1984).15. Walsh, D. & Paul, R. W. The Goal of Critical Thinking: from Educational Ideal to Educational Reality. (1986).16. Mason, M. Critical thinking and learning. Educ. Philos. Theory 39, 339–349 (2007).17. Ennis, R. H. A taxonomy of critical thinking dispositions and abilities. (1987).18. Watson, G. B. & Glaser, E. M. Watson-Glaser Critical Thinking Appraisal: Manual. (Psychological Corporation, 1980).19. Beyer, B. K. Practical strategies for the teaching of thinking. (Allyn and Bacon, 1987).20. Paul, R., Niewoehner, R. & Elder, L. The thinker’s guide
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
).2 Crotty, M. The Foundations of Social Research. (Sage Publications, 2003).3 Schwandt, T. A. Dictionary of Qualitative Inquiry, Second Edition. (Sage Publications, 2001).4 Hutchinson, S. A., Wilson, M. E. & Wilson, H. S. Benefits of participating in research interviews. Image: Journal of Nursing Scholarship 26, 161-164 (1994).5 Kvale, S. InterViews: an introduction to qualitative research interviewing. (Sage Publications, Inc., 1996).6 Harper, D. Talking about pictures: A case for photo elicitation. Visual Studies 17, 13-26 (2002).7 Clark-Ibanez, M. Framing the social world with photo-elicitation interviews. American Behavioral Scientist 47, 1507-1527 (2004).8 Harrison, B. Photographic
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
cultures using mixed methods: Construction of the child and youth resilience measure. Journal of Mixed Methods Research, 1558689811400607.6. Luyt, R. (2012). A framework for mixing methods in quantitative measurement development, validation, and revision a case study. Journal of Mixed Methods Research, 6(4), 294-316.7. Onwuegbuzie, A. J., Bustamante, R. M., & Nelson, J. A. (2010). Mixed research as a tool for developing quantitative instruments. Journal of Mixed Methods Research, 4(1), 56-78.8. Dellinger, A. B., & Leech, N. L. (2007). Toward a unified validation framework in mixed methods research. Journal of Mixed Methods Research, 1(4), 309-332.9. Borrego, M., Douglas, E. P., & Amelink, C. T
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
. Page 26.1589.32. Project Overview The Collaborative Process to Align Computing Education with Engineering Workforce Needs(CPACE) team developed a partnership among various stakeholders—Michigan State University(MSU) and Lansing Community College (LCC) and business and industry leaders—to redesignthe role of computing within engineering programs at MSU and LCC. The project comprised twophases: CPACE I: a) Based on employer interviews and employee surveys conducted across arepresentative sample of engineering businesses and industries we identified the computationalcompetencies needed in the engineering workplace; b) To translate our research findings intofundamental CS concepts that can be used in curricular implementation we evaluated
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
; and faculty members must bequalified and demonstrate abilities to instruct and assess curriculum [4]. Of these broadrecommendations, Criterion 3 (Figure 1) directly addresses student outcomes: what students areexpected to know and be able to do by graduation. Criterion 3c in particular addressesengineering design abilities.(a) an ability to apply knowledge of (b) an ability to design and conductmathematics, science, and engineering experiments, as well as to analyze and interpret data(c) an ability to design a system, (d) an ability to function on multidisciplinarycomponent, or process to meet desired needs teams
Conference Session
Qualitative Methodologies
Collection
2015 ASEE Annual Conference & Exposition
Authors
Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
Paper ID #12492Exploring Ethical Validation as a Key Consideration in Interpretive ResearchQualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in
Conference Session
Identity and Engineering: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Renata A Revelo, University of Illinois, Urbana-Champaign
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
. References  [1] Beam, T. K., Pierrakos, O., Constantz, J., Johri, A., & Anderson, R. (2009). Preliminary findings on freshmen engineering students' professional identity: Implications for recruitment and retention. Proceedings of the[2] Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: engineering persisters vs. engineering switchers. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571[3] Matusovich, H. M., Barry, B. E., Meyers, K., & Louis, R. (2011). A multi-institution comparison of students’ development of an identity as an engineer. Proceedings of the 118th ASEE Annual
Conference Session
Broadening Participation in Engineering
Collection
2015 ASEE Annual Conference & Exposition
Authors
Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
Paper ID #13862CASCaded Mentoring and Design Experiences (CASCADE)Dr. MARIE ANNE L MUNDY, Texas A&M Kingsville My education includes a Master of Science in Research & Evaluation and a Doctor of Philosophy in Education with an emphasis in Higher Education and cognates in Research & Evaluation, and Psychology from the University of Southern Mississippi. I have held positions as assessment and research coordinator at the university level. I served as an M&E (Measurement and Evaluation) consultant for a non-profit company that worked in hurricane disaster zones in Mississippi and Louisiana for 8 years. In
Conference Session
Examining Social Ties and Networks
Collection
2015 ASEE Annual Conference & Exposition
Authors
Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University; William C. Oakes, Purdue University, West Lafayette
Tagged Divisions
Educational Research and Methods
between teams and individuals in engineering design from a social constructionist and social network perspective.Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is Co-Director of the EPICS Program at Purdue University. 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. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and assistive technology.Prof. Patrice Marie Buzzanell, Purdue University, West
Conference Session
Student Experiences and Motivation: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html (2015/01/25). 3. Borrego, M.J., Prince, M.J., Shekhar, P., Waters, C. and Finelli, C. J. 2014. Student perceptions of instructional change in engineering courses: A pilot study. In 121st ASEE Annual Conference and Exposition: 360 Degrees of Engineering Education. Indianapolis, IN. June 15-18. http://www.asee.org/search/proceedings (2015/01/15). 4. Felder, R. M., Brent, R. and Prince, M. J. 2014. Engineering instructional development: Programs, best practices and recommendations. In Cambridge Handbook of Engineering Education Research, eds. A. Johri and B. M. Olds, 409-436. New York, NY
Conference Session
Discussions on Research Methodology: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
. Fairclough, N. (2010). Critical Discourse Analysis: The critical study of language. London: Routledge.19. Gee, J.P. (2001). An introduction to discourse analysis. London: Taylor & Francis. Page 26.880.1620. Meyer, J. C. (2000). Humor as a double edged sword: Four functions of humor in communication. Communication theory, 10(3), 310-331.21. Romero, E. J., & Cruthirds, K. W. (2006). The use of humor in the workplace. The Academy of Management Perspectives, 20(2), 58-69.22. Ng, M., Fleming, T., Robinson, M., Thomson, B., Graetz, N., Margono, C., . . . Abera, S. F. (2014). Global, regional, and national prevalence of
Conference Session
Concept Inventories and Assessment of Knowledge
Collection
2015 ASEE Annual Conference & Exposition
Authors
Dion Timmermann, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology
Tagged Divisions
Educational Research and Methods
otherwise unknown. Please select for each question the correct answer as well as the corresponding reason. Question 1 (2 points, if both items are correct) Item 1.1 vL(t) and v0(t) A are in phase, B are not in phase, C can have the same or a different phase, Item 1.2 because a the inductance and the source are connected in parallel. b the inductance and the source are connected in series. c at the inductance the voltage leads. d between source and inductance, there is a branch with R and C. e the phase relation depends on the
Conference Session
Student Experiences and Motivation: ERM Roundtable
Collection
2015 ASEE Annual Conference & Exposition
Authors
Olusola O Adesope, Washington State University-Pullman; Nathaniel Hunsu, Washington State University; Bernard J. Van Wie, Washington State University
Tagged Divisions
Educational Research and Methods
versions of industry-type equipment that can beused to illustrate engineering concepts in the classroom- fluid mechanics and heat transfer in thiscase. The module consists of a base unit with rechargeable batteries, fluid reservoirs, pumps andtubing, and receptacle ports to which different detachable equipment cartridges can be installed(e.g. venturi, orifice and packed/fluidized bed cartridges) depending on the instructional need.Also connected to the base units are digital displays to monitor readings (e.g. differentialpressure and stream temperatures) and a rotameter to control readings.Figure 1 below shows a typical DLM with heat exchanger cartridge installed. The moduleconsists of two reservoirs (Tanks A & B), and a pump, rotameter, gate
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
pressure in the system? Person B: Why is there pressure? Interviewer: Yeah. Person B: Because the water’s flowing through it, and [pause]. I don’t know how to think about this. [long pause] Person B: Because the rate that the water’s flowing through the pipes is going to provide a force on the [pauses, laughs]. So you have a pressure, you have a velocity, and you have an elevation head, but I don’t [pause]. Everything has to equal, so if you increase your velocity on one side, then that would have a lower pressure, but they’ll be [pause] I think it [pause] yeah, I honestly don’t know. I don’t know where the pressure comes from. I just think of it in terms of Bernoulli’s equation.Frank
Conference Session
Concepts and Conceptual Knowledge
Collection
2015 ASEE Annual Conference & Exposition
Authors
Lauren Suzanne Wallace; Floraliza Bornilla Bornasal, Oregon State University; Shane A. Brown P.E., Oregon State University
Tagged Divisions
Educational Research and Methods
Paper ID #12186Concepts in roundabout resources: A comparison between academic andpractical text using content analysisLauren Suzanne WallaceFloraliza Bornilla Bornasal, Oregon State University Floraliza B. Bornasal is a doctoral candidate in the School of Civil and Construction Engineering at Oregon State University. Her research explores engineering practice and learning in workplace contexts. She received her bachelor’s degree in civil engineering from Saint Martin’s University and her master’s degree in civil engineering - with a focus in transportation - at Oregon State University. Address: School of Civil and
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
presence.Teaching presence is available to the instructor and the students. It is created through the design,facilitation, and direction of cognitive and social processes such that personally meaningful andeducationally worthwhile learning outcomes are realized. See Appendix B for a chart of courseactivities.Ensuring educationally worthwhile outcomes in engineering education requires usingpedagogical methods that are instructional themselves. According to Yigit, Koyun, Yuksel, &Cankaya (2014) 16, “algorithmic thinking abilities of students who enrolled in the Algorithm andProgramming course in blended and traditional education are close” (p. 1). While not specific toengineering curriculum, these thinking abilities emerge in the learning environment and
Conference Session
Broadening Participation in Engineering
Collection
2015 ASEE Annual Conference & Exposition
Authors
Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, Freudenthal Institute, School of Education, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Jacquelyn F. Sullivan PhD, University of Colorado, Boulder; Tanya D Ennis, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
contesting identities of expertise in a heterogeneous learning context. In S. Wortham & B. Rymes (Eds.), Linguistic Anthropology of Education (Vol. 37, pp. 61–91). Westport, CT: Praeger.5. Bowker, G. C., & Star, S. L. (1999). Sorting things out: Classification and it consequences. Cambridge, MA: MIT Press.6. Star, S. L., & Bowker, G. C. (1997). Of lungs and lungers: The classified story of tuberculosis. Mind, Culture, and Activity, 4(1), 3-23.7. Greeno, J. G. & The Middle School Mathematics Through Applications Project Group (1997). Theories and practices of thinking and learning to think. American Journal of Education, 106, 85– 126.8. Johri, A., Olds, B.M., and O’Connor, K. (2014). Situative frameworks for
Conference Session
Student Motivation and Faculty Development
Collection
2015 ASEE Annual Conference & Exposition
Authors
Lisa Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau P.E., Duke University; David Schaad, Duke University; Michael M Barger, Duke University; Lisa Linnenbrink-Garcia, Michigan State University
Tagged Divisions
Educational Research and Methods
not provide information about the gender or race. Participants were asked tocomplete surveys in class at the beginning (Week 2) and end of the semester (Week 15) to assesstheir thoughts and feelings about engineering. The survey took approximately 15 minutes tocomplete.4.2 MeasuresIn addition to standard demographic variables, we also collected measures of (a) students’ self-assessed ability to achieve the outcomes listed in ABET Criterion 3, (b) situational interest inengineering that emerged as a function of the course, and (c) individual interest in engineering asa profession/discipline. These measures, described in detail below, were highly reliable, withCronbach’s alphas above 0.80.Student Outcomes (ABET Criterion 3). Students rated the
Conference Session
Survey and Assessment Development
Collection
2015 ASEE Annual Conference & Exposition
Authors
Chrystal A. S. Smith, University of South Florida; Hesborn Wao, University of South Florida; Julie P Martin, Clemson University; George T. MacDonald, University of South Florida; Reginald S Lee, University of South Florida; Gladis Kersaint, University of South Florida
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Diversity
Tagged Divisions
Educational Research and Methods
Methods, 17(4), 331–355.10. Daniulaityte, R. (2004). Making sense of diabetes: Cultural models, gender and individual adjustment to Type 2 diabetes in a Mexican community. Social Science & Medicine (1982), 59(9), 1899–1912.11. Smith, C. A. S. (2011). Living with sugar: Influence of cultural beliefs on type 2 diabetes self-management of English-speaking women. Journal of Immigrant and Minority Health, 14(4), 640-647.12. Ahorlu, C. K., Koram, K. A., & Weiss, M. G. (2007). Children, pregnant women and the culture of malaria in two rural communities of Ghana. Anthropology & Medicine, 14(2), 157-181.13. Lopez, T. M. T., Hoyos, R. C., Salas, J. H. B., & Paredes, J. J. R. (2006). Cultural conceptions about dengue
Conference Session
Faculty Development I
Collection
2015 ASEE Annual Conference & Exposition
Authors
Jim L Borgford-Parnell, University of Washington
Tagged Divisions
Educational Research and Methods
enact the five PLC conceptions shown in Table 1, we decided that ourservices should (a) help both faculty members and their students to develop an understanding ofhow learning happens, in order to enable alignment and promote the development of self-regulated learners; (b) help faculty members to collect and use appropriate information todevelop a better understanding of how their students were experiencing their courses; (c) helpfaculty members to utilize more contextualized understanding of their courses and students in thedevelopment of classroom activities that build alignment and promote better learning; (d)provide opportunities for students to experience the positive effects of their assessment feedbackon their own learning, and with