Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College of Engineering; Lynn Andrea Stein, Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

apprenticeship framing presumethat expertise comes through scaffolded, reflective, and social performance leading towardcontextually adaptable mastery. These contrasting frames, supported by case studies, provide atheoretical basis for improved curricular culture change.Introduction: Pedagogical change is curricular culture changeEducational experiences are embedded in curricular cultures. By curricular cultures, we meanparticular sets of assumptions, practices, and skills regarding teaching and learning that areshared by a community, or, in more colloquial terms, “the way we do things around here” withrespect to the curriculum. An individual course typically includes a particular set of expectations,roles, activities, artifacts, and underlying

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Blanca Miller, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

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Diversity

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Educational Research and Methods

still emerging, although there have been some paperspublished using this approach15, 16. Tomkins and Eatough17 discuss strategies for use of IPA infocus group settings, highlighting the need for a sensitive approach that acknowledges thedifferences of group-based interactions. Themes from both individual and group interviews arereported in this paper.Positioning and methodological rigor – A key aspect of all qualitative research is the analyst’srole as researcher and research tool, as their understanding and interpretation are central to theproject’s success. To clarify those roles and enact boundaries, IPA calls for a reflective dialoguebetween analyst and participant13. Throughout the process of analysis, the researcher ‘brackets’their

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blanca Miller, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Heather Perkins, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

master’s, so we expect a lot. You can do many things on your own. We’re not going to teach you everything, you know a lot of it.’”Trisha’s advisor had discussions with her and made recommendations about her ideas, but leftthe decisions up to her. Edward experienced an advisor who did not provide structured orsupported autonomy, “​will not teach him everything.”​ Edward came away from his first meetingknowing that his advisor had high expectations, but would not provide support to meet thoseexpectations irrespective of Edward’s level of competence. Nonetheless, Edward did expresssome level of autonomy in his work and the precedence that Edward’s advisor set at thebeginning of his program is reflected in the structure of Edward’s

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Nicole P. Pitterson, Oregon State University; Shane A. Brown P.E., Oregon State University; Kathleen Quardokus Fisher, Florida International University; Sean Lyle Gestson, Oregon State University; Denise Rutledge Simmons P.E., Virginia Polytechnic Institute and State University; Olusola Adesope, Washington State University

Tagged Divisions

Educational Research and Methods

involvement for some time asan essential aspect of meaningful learning” [6]. On the heels of the critique of traditionalapproaches to teaching and learning came the movement towards student engagement and activelearning in engineering classrooms. Studies focused on approaches such as cooperative learning,problem and project based learning, learning communities and service learning sought to supportthe idea of increasing student engagement [5], [10]. In addition, engineering educatorsrecommended specific changes be made to the engineering curriculum to reflect the importanceof actively engaging students [11]. However, despite various studies on this issue “the engineeringcurriculum has been slow to respond” [12, p. 286]. Some scholars [13] attributed

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Diana Karen Chen, Arizona State University; Jorge Luis Roldan

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Educational Research and Methods

global, interdisciplinary, and entrepreneurship subject areas. Students are expected todocument and reflect on their work in their portfolios as they complete the experiences. Uponcompletion of GCSP, students must submit their completed portfolio before they graduate.Although several universities have active programs with GCSP graduates, there is no publishedwork focused on understanding the impact that the GCSP experience has on student developmentas engineers. Dancz et al. published a first attempt at developing a rubric to assess the outcomesfor the five GCSP components, but it was not applied to GCSP; its use was limited to theassessment of student outcomes in a specific sustainability course[3]. Our work aims tounderstand how participation

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez; Jairo Andres Agudelo, University of Puerto Rico, Mayaguez; Arturo Ponce P.E., University of Puerto Rico, Mayaguez

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

varioussituations such as: lack of awareness, general disinterest for their studies, struggle interpretinghomework or assignments, difficulties when expressing themselves both written and verbally,lack of reading habits, little or no discipline for studying, little retention of acquired knowledge,and low grade reflection, independence, and/or generalization. These situations, when added tothe fact that the course requires the use of mental processes that are generally complex andrequire creativity, ingenuity, and discipline, can cause a high desertion rate and a low retentionrate. This is, consequently, reflected in the low passing rate, which is currently about 35%.Second, the teaching method being implemented by many faculty has lost sight of the fact

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W. Ferguson, Western Carolina University; Sudhir Kaul, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

valuable in professional life (96%), improved their leadershipskills (92%), and had gained appreciation for the value of project planning (100%) and technicaldocumentation (96%). It is anticipated that lessons learned from the project sequence willprovide the framework for cross-disciplinary freshman and sophomore assignments in hostinstitution’s PBL curriculum in the future.Keywords: Project management, Rube Goldberg machines, Project Based Learning1. IntroductionAccreditation of engineering programs has long provided a means of quality control of graduatesin the United States.1 In recent years, this practice has come to reflect an emphasis on theoutcomes of student learning rather than on restrictive earlier notions centered on what is

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas A. Curtis, James Madison University; Robin Anderson, James Madison University; Olga Pierrakos, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assess identity (Stets &Burke, 2000). Identity role theory. Identity role theory (Stets & Burke, 2000; Stryker & Burke, 2000)is rooted in a sociological framework that defines group identity by the observable characteristicscommon across those occupying a group-specific role. Identifying with a role consists ofincorporating the meanings and beliefs associated with that role into one’s self-concept. Thetheory posits that individual behaviors reflect those role-specified meanings and beliefs. In thisvein, identity role theory is concerned with predicting role-related behaviors. While the sameperson can occupy different roles (i.e. be a member of different groups), those roles that mostinfluence behaviors are considered to have a

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Larson, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

theirunderstanding of the skills they perform. His definitions of the different dimensions of designthinking are below: 1. The active dimension, built on theories of intellectual development, characterizes the designer’s ability to think actively and independently 2. The abstractive dimension characterizes the ability of the designer to engage in reflective, complex and abstract thought 3. The adaptive dimension characterizes the designer’s ability, to strategically shift between the thinking skills and levels represented in the active and abstractive dimensions as a function of external stimuli and internal directionNeeley associates the abstractive dimension with innovation, and the active dimension

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Divisions

Educational Research and Methods

, have considerable power (Kezaret al., 2011) to shape a change process. No individual within or partnered with the departmentshould be seen as inconsequential.Institutional context drives how change leaders empower stakeholders to become change agents.Kezar and Eckel (2002) observed several strategies of stakeholder empowerment in threedifferent higher education institutions. Reflecting a high level of trust in senior administrators,one institution kept strategic planning informal, which communicated that the change processwas flexible and not heavy-handed. Another developed an institution-wide process for solicitinginput and investing stakeholders with power to affect plans and outcomes. The third operatedunder devolved authority, entrusting

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nathan Hyungsok Choe, The University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Anita Patrick, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

each retained factor. In addition, we calculated Pearson correlations to findassociations among measures of engineering identity and research identity, as well as the factorsassessing the independent variables.Table 1. Exploratory Factor Analysis Results for Survey Measures of Engineering and ResearchIdentities Factor Survey Items Factor Loading Engineering I consider myself an engineer 0.86 Identity I am proud to be an engineer 0.75 (α= 0.83) Being an engineer is an important reflection of who I am

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Wajid Hussain; William G. Spady, International Network for OBE

Tagged Topics

Diversity

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Educational Research and Methods

curricular assignments for outcomes assessment to achieve a high level of automation ofthe data collection process. The EvalTools® 6 FCAR module provides summative/formativeoptions and consists of the following components: course description, COs indirect assessment,grade distribution, course reflections, old action items and new action items; COs directassessment; PIs assessment ; student outcomes assessment; assignment list; and learning domainsand skills levels assessment distribution [35,49,50,51,63,64]. The FCAR uses the EAMU performancevector, conceptually based on a performance assessment scoring rubric, developed by Miller andOlds [59], to categorize aggregate student performance. Heuristic rules and indicator levels forEAMU performance

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Michelle H. Bardini, California Polytechnic State University, San Luis Obispo; Noah Robert Krigel, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, California Polytechnic State University, San Luis Obispo; Coleen Carrigan, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

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Educational Research and Methods

reflection exercises and interactivetheatre sketches on the importance of diversity19,20.MethodologyCritical ethnography and IntersectionalityEthnography, a primary tool of anthropologists, is a common method used to understand culturefrom the perspective of insiders of that culture. Ethnographic methods include participantobservation, field memos, interviews, and focus groups interviews21,22. Our research is rooted incritical ethnography, which “begins with an ethical responsibility to address processes ofunfairness or injustice within a particular lived domain” (p. 5)23. Critical ethnographers take anactive social justice position in making visible oppressive power relations within a culture andapplying their findings to have positive impacts on

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Tripp Shealy, Virginia Tech; Darren K. Maczka, Virginia Tech; Mo Hu, Virginia Tech; Robin Panneton, Virginia Tech; Xiao Yang, Virginia Tech, Deparment of Psychology

Tagged Divisions

Educational Research and Methods

and AcademicDiscipline on Design Prototype Variability” [12] discussed using EEG as part of the pilot butreported no results and instead focused on artifacts from the prototyping activity and the resultsof survey instruments to measure cognitive style. One paper, “Critical Thinking, ReflectivePractice, and Adaptive Expertise in Engineering”, had a small section discussing the need forfMRI studies to be conducted while participants “solve problems that are expected to promotecritical thinking, reflection, or transfer” but again is not an empirical study. The vast majority ofremaining hits for EEG or fMRI were discussing engineering instrumentation labs orcoursework, signal processing, or in briefly referring to how a finding in neuroscience

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

of the tools and approaches. Students could mimic thepatterns, but never saw the purpose.The Newstetter study further shows that adding “reflection” opportunities to the “doing”activities was not sufficient to promote learning in that case. The environment set up by theinstructor “valued and promoted knowledge building” through explicit opportunities forreflection. Among other things, the instructor asked students to reflect in the middle of class,wrote those reflections on the board to encourage others to reflect, and assigned “learning essays”that focused on “moving students from an analytic or 'bits and pieces' understanding of thedesign process to a synthetic or conceptual understanding of the phases of informed decision-making” [7

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Clemson University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

careerchoice34. In other words, these quantitative data suggest that cis-identifying students are morelikely to persist in engineering and attempt to change themselves or the world around themthrough the use of engineering. Meanwhile, lower Conscientious and higher Opennessmeasurements reflect a lower need to conform to social norms and a greater acceptance ofexperiences unlike their own. Cis-identifying students are confident within engineering but aremore likely to accept individuals who differ from themselves. Through an examination ofcisgender engineering students, we have elucidated a group of students who could positionthemselves as changemakers within engineering culture for the benefit of minority populations.When examining the experiences of

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Staffan Andersson, Uppsala University; Arnold Neville Pears, Uppsala University

Tagged Divisions

Educational Research and Methods

numbers and also as a percentage of the sample between 2009 and2012 (N2009=59, N2012=87).Overall the educational theory background of the respondents is quite high and has in-creased over the period 2009 to 2012. This reflects the emphasis on in-service training inSwedish higher education over the last ten years. It is now standard practice that academicappointments at the grade of lecturer and above require candidates to have ten weeks offormal course-work in educational theory and practice for higher education, or documentedequivalent professional experience.Study MethodWe developed a Swedish language version of the ATI directly from the version published byProsser and Trigwell [4, page 418-419]. The English version was translated into Swedish

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Amy Wilson-Lopez, Utah State University, Department of Teacher Education and Leadership; Andrea L. Robledo, Angelo State University; Renata A. Revelo, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

a desire to effect social change. As indicated by Keating, nepantleros and nepantleras usetheir views to “invent holistic, relational theories and tactics enabling them to reconceive or inother ways transform the various worlds in which they exist” (p. 9).4 Thus, we argue that Latinxadolescents not only solve engineering problems using their ways of knowing, but also becomeagents of change and inspire others to do the same.Researcher’s PositionalityQualitative research is impacted by the researcher’s worldview, background, identities,experiences, and assumptions. Thus, within ethnographic approaches to research, it is importantto reflect on one’s biases, values, and experiences and make those explicit through reflection.14Reflexivity

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

invested in particular activities was,in part, a measure of the student’s involvement. Further, Astin suggested that the learning anddevelopment associated with participation in a particular academic or social program is directlyrelated to students’ involvement in the program. Finally, involvement theory depicts time as avaluable resource to students, suggesting that activities wherein students must expend theresource of time reflect, to some degree, students’ priorities, interests, and long- and short-termgoals. Educators, Astin posited, are “competing with other forces in the student’s life for a shareof that finite time and energy,” which are directly related to “the extent to which students canachieve particular developmental goals” (e.g

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Arshia Khan, University of Minnesota, Duluth; Ona Egbue, University of Minnesota, Duluth; Stephen Phillips, University of Waterloo

Tagged Divisions

Educational Research and Methods

materials. Roughly 56% indicated the same for the associated quiz. When comparedwith other active learning activities in the class, 100% of the students indicated that the debatesbetween students on concepts covered in the classroom were either effective or very effective inlearning the concepts covered in the class. In addition, 89% of students indicated that the caseanalysis and discussion were effective or very effective. These responses are also reflected inFigure 2, where the aforementioned activities are ranked higher than the quiz with studentcreated questions which students indicated are as useful as the lecture. On closer examination,feedback from students indicated that they felt that more time was needed to complete thisactivity

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

court provided evidence based data tosupport their conclusions and a means to assess conceptual understanding in this PBL scenario.Student reflection and instructor feedback in addition to the three tiered framework rubricfacilitated assessment of the student cognitive learning process. Additionally, it was observedfor a seven contact hour a week course that students were engaged in the project between 10-12hours/week gaining more practical, hands-on experience in engineering materials and theirmethods of deterioration. As a result of this experiential learning, the students involved in PBLprojects (as compared to semesters in which students did not use PBL) produced better qualitywork as demonstrated through increased time on task, improved

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Educational Research and Methods

Learning. Motivation is a physical or psychological drive to obtain the means tosatisfy one's needs for existence, relatedness, and growth15. People's beliefs about their ability toexercise control over events that affect their lives are major factors in their motivation, affect,and action. People actively influence their motivations based on how they handle their goals andexpectations of achieving them4. Self-efficacy beliefs influence the level of goals they set, thestrength of their commitments to the goals, and their behaviors to achieve the goals. People'sself-efficacy beliefs determine their level of motivation, as reflected in how much effort theyexert in an endeavor and how long they persevere in the face of obstacles. People's beliefs

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Expectancy-value theory (EVT)suggests that achievement-related decisions reflect individuals’ expectations of success orcompetence beliefs related to a particular task, and the subjective task value they associate with agiven option17, 18, 19. These beliefs and values are shaped by individuals’ personal identities, pastexperiences, the social context in which they are embedded, and their interactions with a givenset of cultural norms18, 19. Eccles and colleagues identify four types of subjective task value:  Interest-enjoyment value: the extent to which an individual anticipates enjoying an activity. This type of value is likely to be integrated into an individuals’ self-concept.  Attainment-achievement value: how a choice aligns with

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

factors whendesigning programs for students. Additionally, researchers should reflect on these factors whenevaluating the effect of programs or institutions on student outcomes.Organizational Knowledge TransferManagement literature on organizational knowledge transfer emphasizes ways in whichknowledge is shared across organizational boundaries and between organizational units toenhance performance and innovation2. Organizational knowledge transfer is “the process throughwhich organizational actors—teams, units, or organizations—exchange, receive and areinfluenced by the experience and knowledge of others”2 (p. 832). Knowledge type, andorganizational and social characteristics affect how knowledge transfer works. Tacit, specific,and complex

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina Navoa Svarovsky, University of Notre Dame; Marjorie B. Bequette, Science Museum of Minnesota; Lauren Causey, Science Museum of Minnesota

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

community, and can often lead the establishment of new and shiftedcommunity boundaries. They can provide opportunities for shared discussion and reflection bydifferent communities, as well as an initial platform for exploring the development of new,shared understandings and practices by different communities. Therefore, based on the theoriesand prior work described above and building on established relationships with communitypartners, the Making Connections project began a process to better understand the types ofculturally-embedded making familiar to community partners, engage in extended dialog withcommunity partners and collaborators about specific making activities and practices, and thenweave the funds of knowledge shared by community

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, University of Queensland; Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

review and the iterative process ofdeveloping classification systems. For instance, in both cases we used an inter-raterevaluation process to increase the reliability of the final results. The second phase was morequalitative, so we followed the eight “Big-Tent” criteria for excellent qualitative research37.For instance, to meet the “credibility” criteria, we extensively used the “member reflections”approach by sharing the interview transcripts and our results with the participants of ourstudy. The use of RTR, especially, allowed us to enhance the opportunities and the quality ofthe “member reflections” as our participants were highly engaged in reviewing and revisingthe transcripts and providing feedback on the analysis. The combination of

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darren K. Maczka, Virginia Tech; Jacob R. Grohs, Virginia Tech

Tagged Divisions

Educational Research and Methods

be situatedin a world with social and material components, in which they interact. The sociomaterial worldshapes our students’ cognition (red arrows directed at subject), and then as part of their cognitiveprocess, they act in the world, reflecting their understanding back onto it (blue arrows).Figure 1: Situated cognition in a sociomaterial world. The subject, indicated by the head silhouette, issituated within and interacts with social and material agents within the world. The social and materialagents are intertwined such that they must be studied as a system, rather than individually. As one of thosesocial agents, the subject thinks, indicated by gears, about the world they are in, and the problem they wishto solve. This cognitive

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

; Huggard, M. (2005). Computer Anxiety, Self-Efficacy, Computer Experience: An investigation throughout a Computer Science degree (pp. S2H–3–S2H–7). IEEE. https://doi.org/10.1109/FIE.2005.161224621.  Turner, D. W. (2010). Qualitative Interview Design: A Practical Guide for Novice Investigators. The Qualitative Report, 15(3).22.  Walther, J., Sochacka, N. W., & Kellam, N. N. (2013). Quality in Interpretive Engineering Education Research: Reflections on an Example Study. Journal of Engineering Education, 102(4), 626–659. https://doi.org/10.1002/jee.2002923.  Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice (4 edition). Thousand Oaks, California: SAGE Publications, Inc.24

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Olusola Adesope, Washington State University; Nathaniel Hunsu, Washington State University; Bernard J. Van Wie, Washington State University; Bruce Austin, Washington State University; Robert F. Richards, Washington State University; Prashanta Dutta, Washington State University

Tagged Divisions

Educational Research and Methods

IntroductionAlthough there are many standardized questionnaires used to assess students’ self-regulatorybehavior and motivation to learn, the MSLQ is one of the more widely used in general educationresearch [1, 2, 3]. The MSLQ is a self-report instrument specifically designed to assess students'motivational orientations and their use of different learning strategies. . By focusing on the rolesof both motivation and cognition during learning, the MSLQ reflects the research on self-regulated learning, which emphasizes the interface between motivation and cognition [4, 5].Prior research using the MSLQ has found relationships between constructs on its motivationalsubscales such as: intrinsic goals, extrinsic goals, task value, control of learning beliefs, self

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Rachel K. Anderson, Clemson University; Maya Rucks, Clemson University

Tagged Divisions

Educational Research and Methods

by choosing a different path of study. Phase II of the project begins in Fall 2017with data collection on self-regulated decision making, major fit, and self-regulated learning inorder to map real-world behaviors (major changes) to self-regulated decision-making theory20.AcknowledgementThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1554491. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NSF.References1. Pascarella ET, Terenzini PT. Predicting voluntary freshman year persistence/withdrawal behavior in a residential university: A path analytic validation of Tinto’s model. J