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Work In Progress: Considering the Impact on Research Quality of a Team Approach to Phenomenography

Conference Session: ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Nicholas D. Fila, Iowa State University; Carla B. Zoltowski, Purdue University, West Lafayette ; Justin L. Hess, Indiana University Purdue University, Indianapolis; Dayoung Kim, Purdue University, West Lafayette; Alison J. Kerr, University of Tulsa; Andrew O. Brightman, Purdue University, West Lafayette; Michael C. Loui, Purdue University, West Lafayette
Tagged Divisions: Educational Research and Methods

. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski is an assistant professor of engineering practice in the Schools of Electrical and Com- puter Engineering and (by courtesy) Engineering Education and Director of the Vertically Integrated Projects (VIP) Program at Purdue University. She holds a B.S.E.E., M.S.E.E., and Ph.D. in Engineer- ing Education, all from Purdue. Prior to this she was Co-Director of the EPICS Program at Purdue where she was responsible for developing curriculum and assessment tools and overseeing the research efforts within EPICS. Her research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered

Relevance Score: 0.5453871

Factors Influencing Course Withdrawal in Fundamental Engineering Courses in a Research 1 University

Conference Session: ERM Technical Session 9: Persistence and Retention
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Johnny C. Woods, Jr., Virginia Tech; Tahsin Mahmud Chowdhury, Virginia Tech; Homero Murzi, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; David B. Knight, Virginia Tech; Jacob R. Grohs, Virginia Tech; Scott W. Case, Virginia Tech; Natasha Smith, Virginia Tech
Tagged Divisions: Educational Research and Methods

, where she worked on and managed systems maintenance and enhancement projects.Dr. David B. Knight, Virginia Tech David B. Knight is an Associate Professor and Assistant Department Head of Graduate Programs in the Department of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education, directs the Rising Sophomore Abroad Program, and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient, and inclusive, tends to be data-driven by leveraging large-scale institutional, state, or national data sets, and considers the inter

Relevance Score: 0.5453871

The Nordic Future Engineer.

Conference Session: ERM Technical Session 14: Thinking about the Engineering Curriculum
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Lena B. Gumaelius, KTH Royal Institute of Technology; Anette Kolmos, Aalborg University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #26865The Nordic Future Engineer.Dr. Lena B. Gumaelius, KTH Royal Institute of Technology Dr Lena Gumaelius has a background as a researcher in Biotechnology (Lena got her Master of Science in chemistry 1993 and her PhD in Environmental Microbiology in 2001.) In parallel with her research, she worked for several years with development of experiments for students at House of Science. In 2006 Lena became the director of House of Science, which she remained until 2012. House of Science is a university based Science centre with about 40 000 visitors were the goal is to stimulate high school students’ interest for

Relevance Score: 0.5427565

Board 53: Work in Progress: Learning Assistant “Noticing” in Undergraduate Engineering Science Courses

Conference Session: Educational Research and Methods Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Kristen B. Wendell, Tufts University; Douglas Matson, Tufts University; Hernan Gallegos, Tufts University; Luisa Chiesa, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #27268Board 53: WIP: Learning Assistant ”Noticing” in Undergraduate Engineer-ing Science CoursesDr. Kristen B Wendell, Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor of Ed- ucation at Tufts University. Her research efforts at at the Center for Engineering Education and Outreach focus on supporting discourse and design practices during K-12, teacher education, and college-level en- gineering learning experiences, and increasing access to engineering in the elementary school experience, especially in under-resourced schools. In 2016 she was a

Relevance Score: 0.4366705

A Preliminary Exploration of Student Attitudes about a Continuous Grade Point Average Scheme

Conference Session: ERM Technical Session 21: Student Grades and Feedback
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Wan Kyn Chan, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Divisions: Educational Research and Methods

), a weighted system familiar to many in higher education. The two primaryvariants are the `straight’ scale (i.e. A, B, C, D, F) and the somewhat more granular `plus/minus’scale (i.e. A+, A, A-, B+, etc.), both used widely. Despite research on cumulative GPAs, gradeinflation, and academic performance, there is a dearth of research correlating grading systemsdirectly to students’ passion, interest, or motivation toward their coursework.In this work, we consider another GPA system using a continuous scale in which students’numerical course grade (0-100%) would map directly to their course GPA (0-4). The approachallows the GPA to provide infinite grade differentiation among peers. No prior literature hasconsidered student attitudes about such a

Relevance Score: 0.4146334

Destigmatizing Confusion – A Path Toward Professional Practice

Conference Session: ERM Technical Session 3: Working in Teams
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ed LeRoy Michor, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University
Tagged Divisions: Educational Research and Methods

in order to make progress – just as we hopeprofessional engineers would.References[1] W. G. Vincenti, What Engineers Know and How They Know It: Analytical Studies from Aeronautical History, First Edition, Thus edition. Baltimore, Md.: Johns Hopkins University Press, 1993.[2] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2013, pp. 119–138.[3] M. Koretsky, D. Montfort, S. B. Nolen, M. Bothwell, S. Davis, and J. Sweeney, “Towards a Stronger Covalent Bond: Pedagogical Change for Inclusivity and Equity,” Chem. Eng. Educ., vol. 52, no. 2, pp. 117–127

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Negotiating Identity as a Response to Shame: A Study of Shame within an Experience as a Woman in Engineering

Conference Session: ERM Technical Session 2: The Study of Identity in Engineering Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

, “What am I doing here?” But I definitely didn’t want to let down my teammates . . . I think more thananything, me being a people-pleaser is the reason I stayed in engineering more than for [intercollegiate sportsteam]. But I did consider transferring and not playing [sports] and staying with engineering. (lines 397 – 413)They’re like, “It’s okay if you get a B.” I’m like, “No, it’s not.” But it is. It’s very much okay. (line 111-113)Theme 3: Reacting to dissonance through a shame experienceI felt bad for feeling bad because I know that there are people that have it so—They’re in so much worse situationswith their grades. They’re trying to get jobs, but they have too low of a GPA or they’re trying to pass a class. I’mover here upset about a B

Relevance Score: 0.40448415

Predictors of Engineering Doctoral Students' Future Career Sector

Conference Session: ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Maya Denton, University of Texas, Austin; Nathan Hyungsok Choe, University of Texas, Austin; Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; David B. Knight, Virginia Tech; Whitney Wall Bortz, Virginia Tech; Timothy Kinoshita, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Journal of Engineering Education. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.Dr. David B. Knight, Virginia Tech David B. Knight is an Associate Professor and Assistant Department Head of Graduate Programs in the Department of Engineering Education at Virginia Tech. He is also Director of International Engagement in Engineering Education, directs the Rising Sophomore Abroad Program, and is affiliate faculty with the Higher Education Program. His research tends to be at the macro-scale, focused on a systems-level perspective of how engineering education can become more effective, efficient

Relevance Score: 0.40047622

Work in Progress: Fostering Cognitive Engagement with Hands-on Learning Pedagogy

Conference Session: ERM Technical Session 17: Student Cognitive Development
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Olusola Olalekan Adesope, Washington State University; Negar Beheshti Pour, Washington State University; Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

that all but two of the participants agreed or strongly agreed thatthe use of LC-DLMs helped promote interactive forms of engagement such as discussion withpeers, asking and answering questions and clarifying understanding with peers through robustdiscussions. A key feature of the venturi LC-DLM is the changing diameters. We were interestedin how participants’ ability to see the changing diameters in the venturi LC-DLMs helped themunderstand key concepts about velocity changes, energy transformations and pressure changes.Appendix B shows the descriptive statistics of participant responses on three items about thechanging diameters. Results from Appendix B show that the changing diameters in the venturiLC-DLMs fostered robust understandings of

Relevance Score: 0.3831948

Micro-project: A Curricular Reform in Maharashtra State, India

Conference Session: ERM Technical Session 14: Thinking about the Engineering Curriculum
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Joshua Earnest, National Institute of Technical Teachers' Training and Research (NITTTR), Bhopal, India; shashi kant Gupta, National Institute of Technical Teachers' Training and Research, Bhopal, India; Susan Sunny Mathew, National Institute of Technical Teachers' Training and Research, Bhopal, India; Sthuthi Rachel Joshua, Ramrao Adik Institute of Technology
Tagged Divisions: Educational Research and Methods

17engineering diploma programs since July 2017 [1] by the Maharashtra State Board ofTechnical Education (MSBTE), Mumbai and being offered in the 452 technical institutionsgeographically spread miles apart across the whole state of Maharashtra (see figure 1). University/Board of Technical Education (Certifying Body) Institution ‘a’ Institution ‘b’ Miles apart geographically separated institutes Institution ‘n’ Figure 1. Centrally Controlled University Affiliated College System of IndiaOf the several innovations, a major one that was incorporated in this new curriculum modelwas the seamless integration of the separately offered ‘laboratory course’ (seen in thecurricula of some universities), as part of the whole

Relevance Score: 0.35218626

Validating a Short Form Writing Attitudes Survey for Engineering Writers

Conference Session: ERM Technical Session 23: Courses and Research on Communication
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Joana M. M. Melo, Pennsylvania State University
Tagged Divisions: Educational Research and Methods

, “Factors affecting response rates of the web survey: A systematic review,” Computers in Human Behavior, vol. 26, no. 2, pp. 132–139, 2010.[25] C. G. P. Berdanier, “Learning the Language of Academic Engineering: Sociocognitive Writing in Graduate Students.” Purdue University, 2016.[26] E. Lavelle and K. Bushrow, “Writing Approaches of Graduate Students,” Educational Psychology, vol. 27, no. 6, pp. 807–822, 2007.[27] B. J. Zimmerman and A. Bandura, “Impact of self-regulatory influences on writing course attainment,” American Educational Research Journal, vol. 31, no. 4, pp. 845–862, 1994.[28] K. Lonka, A. Chow, J. Keskinen, N. Sandstrom, and K. Pyhalto, “How to measure PhD. students ’ conceptions of academic writing – and are

Relevance Score: 0.3488679

Development and Implementation of a Reflective Journaling Method for Qualitative Research

Conference Session: ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech
Tagged Divisions: Educational Research and Methods

otherpopulations and critical time periods. 12 ReferencesBabapour Chafi, M., Rahe, U., & Pedgley, O. (2012). The Influence of Self-reflective Diaries on Students’ Design Processes. In DesignEd Asia Conference 2012.Bauer, T. N., & Erdogan, B. (2012). Organizational socialization outcomes: Now and into the future. The Oxford Handbook of Organizational Socialization, 97–112.Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001(90), 9–18.Brunhaver, S., Gilmartin, S. K., Grau, M. M., Sheppard, S., & Chen, H. L. (2013). Not all the same: A look at early career engineers

Relevance Score: 0.34826955

A Kinesthetic Approach to Reviewing Content in the Engineering Classroom

Conference Session: ERM Technical Session 13: Student Learning and Contexts
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Eleanor Leung, York College of Pennsylvania
Tagged Divisions: Educational Research and Methods

brain learns”, Corwin, 2006.[18] U. Boser, ”Learn Better”, Rodale, 2017.[19] P. Brown, H. Roediger, and M. McDaniel, ”Make It Stick : the Science of Successful Learning”, Harvard University Press, 2014.[20] B. Carey, ”How We Learn: The Surprising Truth About When, Where, and Why It Happens”, Random House Trade Paperbacks, 2015.[21] E. Leung and E. Pluskwik, ”Effectiveness of Gamification Activities in a Project-Based Learning Classroom”, in Proceedings of ASEE Annual Conference and Expo, 2018.[22] D. Guest, ”The hunt is on for the Renaissance Man of computing,” The Independent, Sept. 17 1991.

Relevance Score: 0.3470678

Clustering from Grouping: A Key to Enhance Students' Classroom Active Engagement

Conference Session: ERM Technical Session 3: Working in Teams
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

-ace.ca [4]. R. J. Marzano, J. S. Marzano, and D. Pickering, “Classroom management that works: Research-based strategies for every teacher ASCD” 2003. [5]. W. L. Sanders, S.P. Wright, and S.P. Horn, “Teacher and classroom context effects on student achievement: Implications for teacher evaluation,” Journal of personnel evaluation in education, 11(1), 57-67, 1997. [6]. O. Mango, “Ipad use and student engagement in the classroom,” Turkish Online Journal of Educational Technology-TOJET, 14(1), 53-57, 2015. [7]. B. O'Sullivan-Donnell, “Students' personal mobile devices in the classroom: A case study of a BYOT district” Doctoral dissertation, College of Professional Studies, Northeastern University

Relevance Score: 0.34634396

A Connected Course Approach for Introduction to Engineering Problem Solving

Conference Session: ERM Technical Session 18: Student Learning and Problem Solving
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Anthony Ferrar, Temple University; Pete Watkins, Temple University
Tagged Divisions: Educational Research and Methods

Paper ID #25714A Connected Course Approach for Introduction to Engineering Problem Solv-ingDr. Anthony Ferrar, Temple University Tony Ferrar is obsessed with student success. He focuses on preparing students for rewarding careers through pedagogical innovation and incorporating professional development into educational experiences. Anthony received his BS, MS, and PhD in mechanical engineering from Virginia Tech, where his research revolved around air-breathing propulsion. As a graduate student he contributed to Virginia Tech’s Gradu- ate Education Development Institute, Faculty Development Institute, and Networked Learning

Relevance Score: 0.34609556

Conceptual Representations in the Workplace and Classroom Settings: A Comparative Ethnography

Conference Session: ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Matthew Stephen Barner, Oregon State University; Shane A. Brown P.E., Oregon State University; Sean Lyle Gestson, Oregon State University
Tagged Divisions: Educational Research and Methods

of Engineering Education, 100(1), 151-185.[2] Trevelyan, J. (2010). Reconstructing engineering from practice. Engineering Studies, 2(3), 175-195.[3] Trevelyan, James. (2007). Technical coordination in engineering practice. Journal of Engineering Education, 96(3), 191-204.[4] Jonassen, D., Strobel, J., & Lee, C.B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of engineering education, 95(2), 139-151.[5] Newstetter, Wendy C, & Svinicki, Marilla D. (2014). Learning theories for engineering education practice. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 29-46). New York: Cambridge University Press.[6

Relevance Score: 0.34558374

Board 52: Cultivating the Maker Culture through Evidence-Based Pedagogies

Conference Session: Educational Research and Methods Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Wei Zhan P.E., Texas A&M University; Bugrahan Yalvac, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

the project team to design the new teaching modules that are student-centered and informed by the HPL framework [11]. Meanwhile students will learn how to usethe tools and gain confidence to become “makers” in the engineering community.How People Learn (HPL) Framework: Research has shown that an ideal learning environmentis characterized as (a) knowledge-centered, (b) learner-centered, (c) assessment-centered, and (d)community-centered [11]. Evidence-based pedagogies are often the ones that are student-centered, and learner-oriented.Maker Movement: As explained at techopedia.com, the maker movement is “primarily the namegiven to the increasing number of people employing do-it-yourself (DIY) and do-it-with-others(DIWO) techniques and processes

Relevance Score: 0.344405

A Case Study of Writing to Learn to Program: Codebook Implementation and Analysis

Conference Session: ERM Technical Session 23: Courses and Research on Communication
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Mahnas Jean Mohammadi-Aragh, Mississippi State University; Phyllis Beck, Mississippi State University; Amy K. Barton, Mississippi State University; Bryan A. Jones, Mississippi State University
Tagged Divisions: Educational Research and Methods

info, test cases, and discussion questions have been removed from the WTL labs inorder to focus solely on the source code.To analyze and demonstrate the application of our codebook, we examine three cases, Case A:Block-level, Case B: Unitization, and Case C: Every-line. We used the visual organizationclassification to distinguish between each case because, currently, each lab submission can onlybe assigned a single class within this category. We have chosen not to include Insufficient orNone, as those visual organization classifications are determined by the absence of writing andare self-evident in terms of analysis.We classify every lab submission in two phases. In the first phase we determine VisualOrganization strategy. First, we identify

Relevance Score: 0.29794922

Understanding Epistemological Change Due to a Course in Anthro-design: New insights for Engineering Epistemologies

Conference Session: ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Constanza Miranda, Pontificia Universidad Catholica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile
Tagged Divisions: Educational Research and Methods

engaging future engineers. Journal of Engineering Education, 100(1), 48-88.Bendixen, L. D., Schraw, G., and Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. J. Psychol. 132(2): 187–200.Campbell, C. M., Cabrera, A. F., Michel, J. O., & Patel, S. (2017). From comprehensive to singular: A latent class analysis of college teaching practices. Research in Higher Education, 58(6), 581-604.Creswell, J.W,, and V,L. Piano Clark. 2007. Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications.Davis, B., & Sumara, D. (2014). Complexity and education: Inquiries into learning, teaching, and research. New York: Routledge.Faber, C., &

Relevance Score: 0.29728475

Design-based Evaluation: A Novel Evaluation Approach to Examine Designed Programs in Engineering Education

Conference Session: ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Anastasia P. Samaras, George Mason University; Jill K. Nelson, George Mason University
Tagged Divisions: Educational Research and Methods

evaluation results, in order to determine a project’s merit. An evaluation approachacts as a guide for a given evaluation [2]. Evaluation is considered to be a transdisciplinary field[3]. However, evaluation approaches have developed distinct differences based on: (a)philosophical or ideological differences, such as those derived from a positivist versus aconstructivist paradigm; (b) methodology, such as experimental, case-based, or policy-driven;and (c) disciplinary boundaries, such as education or social services [4]. Thus, the evaluationapproach should align with the nature of the program, the purposes for the evaluation, thesensibilities of the program stakeholders and decision-makers, and the utility of the evaluationdata. We developed an

Relevance Score: 0.295639

Engineering Education and Quantified Self: Utilizing a Student-Centered Learning Analytics Tool to Improve Student Success

Conference Session: ERM Technical Session 6: Technology-enhanced Instruction and Assessment
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

. c American Society for Engineering Education, 2019 Engineering Education and Quantified Self: Utilizing a Student-Centered Learning Analytics Tool to Improve Student SuccessAbstractThis evidence-based practice paper assessed the implementation of a quantified-self learninganalytics tool, called Pattern, and how it impacted study behaviors across multiple sections ofengineering courses at Purdue University. The goals of the implementation of Pattern andsubsequent research was to explore: (a) student study activities that correlated with success, (b)student study behavior change from exam-to-exam, and (c) whether the use of Pattern impactedstudy habits. Results indicated that simply studying longer does not correlate with

Relevance Score: 0.29513454

Work in Progress - An Equity Bifocals Framework for University Makerspaces

Conference Session: ERM Technical Session 7: Learning and Research in Makerspaces
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

betweensociocultural theories on equity and the practices we were observing in the makerspace. Aswe wrote this memo, we used Nasir’s work as a guide toward crafting the kinds of questionsthat called attention to the things that felt significant in our observations. We notice that theliterature guiding our understanding of equity in makerspaces is usually situated in thecontext of K-12 education and not oriented toward the design of university makerspaces.Thus, this paper offers an in-progress, practice-facing equity bifocals framework to help us:(a) make sense of the questions we come to when conceptualizing equity in universitymakerspaces and (b) name the design tensions present in university makerspaces.The motivation for this work is based on the rapidly

Relevance Score: 0.29372156

The Development of a Coding Scheme Analyzing Formative Assessment in Undergraduate Engineering Science Courses

Conference Session: ERM Technical Session 5: Assessment
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Divisions: Educational Research and Methods

Facilitation—each with anumber of sub-category codes. When coding question-initiated dialogue within a transcript, asingle code is applied to each utterance from an instructor or student. If a single utterance coversmultiple codes, it may be divided into a set of utterances, each with its own code. When codingquestion-initiated dialogue, a researcher also indicates whether the speaker of each utterance isthe instructor or a student. Furthermore, a researcher can indicate when a new student is speakingby numbering the students within each set of question-initiated dialogue. Two examples ofdialogue from a small section of a 200-level chemical engineering course are presented inAppendix B. Table I. Final TENOR Protocol Categories and Sub

Relevance Score: 0.29368687

Assessing the Reliability of a Chemical Engineering Problem-solving Rubric when Using Multiple Raters

Conference Session: ERM Technical Session 5: Assessment
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Timothy Ryan Duckett, Acumen Research and Evaluation, LLC; Matthew W. Liberatore, University of Toledo; Uchenna Asogwa, University of Toledo; Gale A. Mentzer, Acumen Research and Evaluation; Amanda Portis Malefyt, Trine University
Tagged Divisions: Educational Research and Methods

the ratings on student B. This provides furtherexplanation for the variation in the 95% CI of the ICC coefficient.Figure 7. Plot of the student problem-solving ability level used for the ICC coefficientDiscussionThis study estimated the reliability of scores from a rubric designed to measure chemicalengineering problem-solving ability. The analyses mark an important step in the validation of thePROCESS itself which has only been validated previously using traditional correlationaltechniques. The many-facet Rasch model (MFRM) was used to explore a set of rater-mediateddata. This evaluative approach and choice of measurement models was designed to meet theincreasing demands of accountability in engineering, and in this case specifically

Relevance Score: 0.29368687

Developing an Engineering Identity through Immersive Design Challenges in Academic Makerspaces: A Qualitative Case Study

Conference Session: ERM Technical Session 7: Learning and Research in Makerspaces
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Juan Torralba, University of Miami; Rob Rouse, Southern Methodist University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

and influencing makers, we position (a)accountable disciplinary knowledge as the changes in what counts as engineeringknowledge throughout the IDC, as determined by experienced members of the space, (b)identification as the process of students identifying themselves, as well as beingidentified by others, as engineers, and (c) navigation as the ways in which studentsbecome experienced users of the space. To better understand the specifics of theframework and their theoretical underpinnings, a brief overview of each componentfollows. Figure 1. Adapted framework positioning makerspaces as communities of practice [19] where, students' development of an engineering identity [13] can be analyzed.Situated

Relevance Score: 0.29267827

Work in Progress - The Development of Agency in a High School Maker Class: Evidence from Interviews

Conference Session: ERM Technical Session 7: Learning and Research in Makerspaces
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Lee Michael Martin, University of California, Davis
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

interviews withstudents. Interview questions varied, but always asked students a) what they worked on that dayand b) if they encountered any sticking points in their work. These interviews constitute the datafor this paper. Data collection spanned two and a half school years.Participants in the full study were 40 students who enrolled for at least some portion of theschool year. This group was racially diverse: 2.5% were Asian, 25% were Black, 17.5% wereLatino/a, 35% were White, and 20% were two or more races; 47.5% were girls, 47.5% wereboys, and 5% were gender non-conforming. Across this full group, our data corpus consists ofapproximately 600 short interviews. For this paper, we analyze a subset of this data corpus,namely the data for 9 students

Relevance Score: 0.29223916

Using Topological Data Analysis in Social Science Research: Unpacking Decisions and Opportunities for a New Method

Conference Session: ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

,” Scientific Reports, vol. 3, no. 1, 2013. [17] C. M. Ganley and S. A. Hart, “Shape of Educational Data: Interdisciplinary Perspectives,” Journal of Learning Analytics, vol. 4, no. 2, pp. 6-11, 2017. [18] Kirn, A., Godwin, A., Benson, L., Potvin, G., Doyle, J., Boone, H., & Verdin, D. (2016). “Intersectionality of Non-normative Identities in the Cultures of Engineering,” in American Society for Engineering Education (ASEE) Annual Conference and Exposition, New Orleans, LA, 2016.[19] A. Godwin, D. Verdín, B. S. Benedict, R. A. Baker, T. J. Milton, and J. T. Yeggy, “Board 51: CAREER: Actualizing Latent Diversity: Building Innovation through Engineering Students' Identity Development,” in American Society for Engineering

Relevance Score: 0.29186773

Board 39: Designing Intelligent Review Forms for Peer Assessment: A Data-driven Approach

Conference Session: Educational Research and Methods Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Zachariah J. Beasley, University of South Florida; Les A. Piegl, University of South Florida; Paul Rosen, University of South Florida
Tagged Divisions: Educational Research and Methods

(worst), 3.01 (average:a ‘B’), and 4.3 (excellent: an ‘A+’).The process has resulted in two different review forms to date. The seed form was designed basedon teaching style, the students and their preparation, and the courses. The second iteration removedtwo questions and added thirteen leveraging our process for capturing sentiment. Since these factorsvary widely, our particular form may not be appropriate for other courses. Although the questionsare not solely limited to the field of engineering, they do reflect feedback from students in ourdiscipline. We do not believe there is a one-size-fits-all review form — it is a mistake to use onetuned to a specific course/discipline without going through the process of iteratively mining