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Work in Progress: Veterinary Medicine as a Context for Student Reasoning in a Mechanical Engineering Capstone Design Course

Conference Session: Perspectives and Evaluation of Engineering Design Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University
Tagged Divisions: Educational Research and Methods

Paper ID #31072Work in Progress: Veterinary Medicine as a Context for Student Reasoningin a Mechanical Engineering Capstone Design CourseIsabella Stuopis, Tufts University PhD Candidate in Mechanical Engineering at Tufts University. Interests: undergraduate learning, learning outside of the classroom setting, collaboration in engineering, learning assistantsDr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of Mechanical Engineering and Adjunct Associate Professor of Education at Tufts University. Her research efforts at at the Center for Engineering Education and Out- reach focus on

Relevance Score: 0.7390597

Optimal Sequencing of Graduate Funding in a Chemical Engineering Department: Maximizing Completion and Persistence Rates

Conference Session: Graduate Education Expectations, Preparation, and Pathways
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

National Science Foun- dation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Ca- reer Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. 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 Polytechnic Institute and State University David B. Knight is an Associate Professor and

Relevance Score: 0.5974644

Work in Progress: Understanding Ambiguity in Engineering Problem Solving

Conference Session: Student Approaches to Problem Solving
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Marah B. Berry, University of Florida; Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida
Tagged Divisions: Educational Research and Methods

Paper ID #29564WIP: Understanding Ambiguity in Engineering Problem SolvingMarah B. Berry, University of Florida Marah Berry is a PhD student at the University of Florida studying Environmental Engineering. Her re- search focuses on engineering problem solving. Her interest for problem solving began while she obtained her M.E. in Systems Engineering at the Pennsylvania State University.Dr. Elliot P. Douglas, University of Florida Elliot P. Douglas is Professor of Environmental Engineering Sciences and Engineering Education, and Distinguished Teaching Scholar at the University of Florida. His research interests are in

Relevance Score: 0.5606667

Assessment and Analysis of Use of Self-regulated Learning in Laboratory-based Extracurricular Undergraduate/First-year Graduate Research Projects

Conference Session: Student Experiences with Undergraduate Research
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Wookwon Lee P.E., Gannon University; Nicholas B. Conklin, Gannon University
Tagged Divisions: Educational Research and Methods

various research and development projects in industry and academia for more than 15 years.Dr. Nicholas B. Conklin, Gannon University Nicholas B. Conklin received a B.S. in applied physics from Grove City College in 2001, and a Ph.D. in physics from Penn State University in 2009. He is currently an associate professor and chair of the Physics Department at Gannon University, Erie, PA. c American Society for Engineering Education, 2020 Assessment and Analysis of Use of Self-Regulated Learning in Laboratory-Based Extracurricular Undergraduate/First-year Graduate Research ProjectsAbstract This paper in the Research category examines student use of the self

Relevance Score: 0.5449149

Work in Progress: Survey Development of the Influence of Engineering Students’ Extracurricular Involvement on Career Aspirations and Professional Development

Conference Session: Degree Pathways and Cocurricular Experiences
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Beata Johnson, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

workforce.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main

Relevance Score: 0.433984

Making Improvements: Pedagogical Iterations of Designing a Class Project in a Maker Space

Conference Session: Faculty and Student Perspective on Instructional Strategies
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin
Tagged Divisions: Educational Research and Methods

. Retrieved from Washington, DC:Brubaker, E. R., Kohn, M., & Sheppard, S. (2019). Comparing outcomes of introductory makerspaces courses: The role of reflection and multi-age communities of practice. Paper presented at the International Symposium on Academic Makerspaces, New Haven, CT.Carbonell, R. M., & Andrews, M. E., & Boklage, A., & Borrego, M. J. (2019, June), Innovation, Design, and Self-Efficacy: The Impact of Makerspaces Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. https://peer.asee.org/32965Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Pine Forge Press.Fasso, W., & Knight, B. A. (2019

Relevance Score: 0.41117704

Individual Resilience as a Competency for Aviation Professionals: A Review of the Literature

Conference Session: Student Motivation, Identity, and Resilience
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University
Tagged Divisions: Educational Research and Methods

aerospace manufacturing sector, change wasidentified as an expectation, with one being “…ready to go to Plan B if Plan A is not available,and then move on to consider Plans C and D, and perhaps Plan E if circumstances dictate”[64]. In terms of Big Data and automation technologies in aircraft the need for the humans toadapt more fluidly are significant in the sense of changing and working through times of suddendisorder and uncertainty [65], [66]. Traditionally structured views of “the round peg goes intothe round hole… that there is only one answer to a question… these structures are moremalleable in modern operations. than we may want admit…ultimately the big data messinessconcept requires the human being to change in order to tap into and harness

Relevance Score: 0.40919393

Scaffolding a Team-based Active Learning Course to Engage Students: A Multidimensional Approach

Conference Session: Collaboration and Communication in Problem-based Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte
Tagged Divisions: Educational Research and Methods

Fall 2016 and Fall 2018 are presented below infigures 5a and 5b respectively. (a) Before Scaffolding (b) After Scaffolding Figure 4: Histogram of on-time submission ratios before and after scaffoldingWhen comparing the histograms in figure 5, the histogram shifts to the left, indicating a sharpdecrease in missing submissions after scaffolding. We also observe that over 70% of students hadmissed less than 10% of all submissions after scaffolding (Fall 2018).For in-depth analysis, we performed a test of the hypothesis (t-test) as well as Cohen’s effect size. (a) Before Scaffolding (b) After Scaffolding Figure 5: Histogram of missing submission

Relevance Score: 0.40739498

A Review of Agentic Frameworks in Engineering Education

Conference Session: Student Motivation, Identity, and Resilience
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

the identification and deconstruction ofmechanisms that hinder diverse pathways into engineering, promote a liberal approach toengineering education, and support individual diversity.References[1] J. B. Main, K. A. Smith, A. W. Fentiman, and K. L. Watson, “The next Morrill Act for the 21st century,” J. Eng. Educ., vol. 108, no. 2, pp. 152–155, 2019.[2] A. F. Mckenna, J. Froyd, and T. Litzinger, “The complexities of transforming engineering higher education: Preparing for next steps,” J. Eng. Educ., vol. 103, no. 2, pp. 188–192, 2014.[3] C. M. Campbell and K. A. O’Meara, “Faculty Agency: Departmental Contexts that Matter in Faculty Careers,” Res. High. Educ., vol. 55, no. 1, pp. 49–74, 2014.[4] S. Billett

Relevance Score: 0.40577197

Developing Contextual Social Awareness in Engineering: Placing Human Diversity and Social Justice at the Center of the Engineering Process

Conference Session: Perspectives and Evaluation of Engineering Design Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Greses Pérez, Stanford University; Patrick Marcel Danner, Technical University of Munich; Shannon Katherine Gilmartin, Stanford University; Carol B. Muller, Stanford University; Sheri Sheppard, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

University Fullerton, the Office of the Vice Provost for Graduate Education at Stanford University, the School of Medicine at Stanford University, and the School of Fisheries and Ocean Sciences at the University of Alaska, Fairbanks.Dr. Carol B. Muller, Stanford University Carol B. Muller is the Executive Director of WISE Ventures, an internal initiative at Stanford located in the Office of Faculty Development, designed to communicate, build networks, and help amplify existing and seed new and needed ventures across the Stanford campus to advance equity in science and engineer- ing. She also serves as executive director for Stanford’s Faculty Women’s Forum. A longtime university administrator, educator, and social

Relevance Score: 0.38930324

Solution Diversity in Engineering Computing Final Projects

Conference Session: Perspectives and Evaluation of Engineering Design Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

through college.Dr. Kristen B Wendell, Tufts University Kristen Wendell is Associate Professor of Mechanical Engineering and Adjunct Associate Professor of Education at Tufts University. Her research efforts at at the Center for Engineering Education and Out- reach focus on supporting discourse and design practices during K-12, teacher education, and college- level engineering learning experiences, and increasing access to engineering in the elementary school ex- perience, especially in under-resourced schools. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen- bethke-wendellProf. Chris Buergin

Relevance Score: 0.38804406

Work in Progress: Exploring an Engineering Faculty’s Intention Toward Inclusive Teaching

Conference Session: Care and Inclusive Teaching
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Paper ID #29752WIP: Exploring an Engineering Faculty’s Intention Toward InclusiveTeachingMemoria Matters, Purdue University at West Lafayette Memoria Matters is a PhD student in the School of Engineering Education at Purdue University. She is also pursuing a Master’s degree at the School of Electrical and Computer Engineering for computer engineering, in which she obtained her BSE from the University of Pennsylvania. Her research interest is in increasing the diversity of engineering by improving the inclusivity of engineering higher education through teaching methods, policies, and culture change.Dr. Carla B. Zoltowski

Relevance Score: 0.33152756

Development of A Holistic Cross-Disciplinary Project Course Experience as a Research Platform for the Professional Formation of Engineers

Conference Session: Collaboration and Communication in Problem-based Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

Roy, West Virginia University Abhik Roy is a professor educational psychology in the Department of Learning Sciences & Human Development (https://lshd.wvu.edu/) within the College of Education & Human Services at West Virginia University. Dr. Roy holds a Ph.D. in Program Evaluation with expertise in data science, visualization, and social network analysis and is an evaluator on multiple federal grants spanning both the National Science Foundation and the National Institutes of Health. He currently conducts research in (a) the use of machine learning to evaluate programs, (b) using predictive networks to assess change, and (c) deep learning architectures for text classification

Relevance Score: 0.32967994

Usability of Data Visualization Activity Worksheets in the Context of a Critical Data Visualization Workshop: Findings from a Usability Survey

Conference Session: Cognitive Skills Development
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Vetria Byrd Ph.D., Purdue University, West Lafayette; Kendall Roark, Purdue University, West Lafayette; Brent T. Ladd, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

impact might be captured longitudinally over the twelve-month period following theworkshop.References[1] J. A. Koenig, “Assessing 21st Century Skills: Summary of a Workshop,” 2015. [Online]. Available: https://www.learntechlib.org/p/159080/. [Accessed January 21, 2020].[2] V. Byrd, “Introducing Data Visualization: A Hands-on Approach for Undergraduates,” in Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Las Vegas, NV, USA, November 4-7, 2018, Association for the Advancement of Computing in Education (AACE), pp. 730-73, 2018.[3] B. T. Ladd, “The Information Frontiers Program: Expanding Student Capacity for Crossing Domain and Institutional Borders,” in

Relevance Score: 0.3296072

A Proposed Survey-based, Student-centered Framework for Evaluation of Undergraduate Research Awareness in Minority-serving Institutions

Conference Session: Student Experiences with Undergraduate Research
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mahmoud Khasawneh, Texas A&M International University; John C. Kilburn Jr., Texas A&M International University; Jared Romeo Dmello, Texas A&M International University; Daphne Elizabeth Sanchez, Texas A&M International University; Alicia Segovia, Texas A&M International University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

students in STEM. Journal of Research in Science Teaching, 54(2), 169–194. https://doi.org/10.1002/tea.21341[3] Collins, T. W., Grineski, S. E., Shenberger, J., Morales, X., Morera, O. F., & Echegoyen, L. E. (2017, May). Undergraduate Research Participation Is Associated With Improved Student Outcomes at a Hispanic-Serving Institution. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6309399/.[4] Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Gutiérrez, C. G.,… Zavala, M. E. (2016). Improving underrepresented minority student persistence in stem. CBE Life Sciences Education, 15(3), 1–10. https://doi.org/10.1187/cbe.16-01-0038[5] Estrada, M., Hernandez, P. R

Relevance Score: 0.31904116

An Exploration of Students’ Engineering Identity Development in a PBL Team Setting

Conference Session: Student Perceptions of Self-efficacy, Success, and Identity
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University
Tagged Divisions: Educational Research and Methods

’ engineering identity, suggestions will be proposed forengineering staff to optimize the design of PBL curriculum and incorporate effective learningactivities to improve students’ teamwork experience.Reference[1] D. P. Dannels, “Learning to be professional,” Journal of Business and Technical Communication, vol.14, no. 1, pp. 5-37, 2000.[2] B. Johnson and R. Ulseth, “Development of professional competency through professional identityformation in a PBL curriculum,” in Proceedings - Frontiers in Education Conference, FIE, November, 2016,pp. 1–9. Available: https://doi.org/10.1109/FIE.2016.7757387[3] F. Dehing, W. Jochems, and L. Baartman, “Development of an engineering identity in the engineeringcurriculum in Dutch higher education: An exploratory study

Relevance Score: 0.2984065

Work in Progress: Cultural Diversity and Teamwork Effectiveness: A Systematized Literature Review

Conference Session: Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Siqing Wei, Purdue University, West Lafayette; Wei Zakharov, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Lan Jin, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

University for reviewingthis paper and providing constructive feedback.References[1] W. Zhou and X. Shi, “Culture in groups and teams: A review of three decades of research,” Int. J. Cross Cult. Manag., vol. 11, no. 1, pp. 5–34, 2011.[2] A. S. Tsui, S. Nifadkar, and A. Y. Ou, “Cross-national, cross-cultural organizational behavior research: Advances, gaps, and recommendations,” J. Manage., vol. 33, no. 3, pp. 426–478, 2007.[3] S. Wei, D. M. Ferguson, M. W. Ohland, and B. Beigpourian, “Examining the cultural influence on peer ratings of teammates between international and domestic students,” in the American Society for Engineering Education Annual Conference & Exposition, 2019.[4] J. Wang, G. H.-L. Cheng, T

Relevance Score: 0.29583424

Redefining Retention in STEM Education: New Perspectives on a Student-centered Metric of Success

Conference Session: Educational Research and Methods Division (ERM) Best Paper Finalists
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Andrew Forney, Loyola Marymount University; Sunai Kim, Loyola Marymount University
Tagged Divisions: Educational Research and Methods

aims to provide national data and trends amongABET-accredited undergraduate engineering programs. (a) (b) Figure 2. (a) Summary of Retention Benchmarks (BM) 1 through 3, among student ethnicities and genders, legend is shown on the left and data points or fluctuations between the two years are not shown (b) Benchmark 4, showing interquartile ranges of BM1 through BM3. The bottom and top blue lines indicate lower and upper quartiles respectively, while the middle red lines indicate medianThe data from the first 3 benchmarks are summarized in Figure 2(a); it

Relevance Score: 0.29471213

Student-developed Learning Objectives: A Form of Assessment to Enable Professional Growth

Conference Session: Alternatives to Traditional Assessment
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University
Tagged Divisions: Educational Research and Methods

C. Ifstudents apply the knowledge to a project, they are at a B grade level. Finally, if students achievehigh external value with their project, they will receive the grade of an A.Choosing a Team and TopicAs students decide on learning objectives, most of the learning is based around an innovationproject that teams choose. At the beginning of the semester, students look atcardiovascular-related funding opportunity announcements from agencies like National ScienceFoundation and National Institute of Health to determine projects of interest. From there, studentspitch project ideas and form teams based around the projects [20]. Students are not evaluatedbased on their ability to solve the problem presented in the funding opportunity

Relevance Score: 0.29448006

Work in Progress: A Student-Instructor Survey on Student Use of Unsanctioned Online Resources

Conference Session: Faculty and Student Perspective on Instructional Strategies
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Philip P. Graybill, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park
Tagged Divisions: Educational Research and Methods

each behavior:1) student behavior without UORs, 2) instructors’ beliefs about students’ behavior without UORs,3) student behavior using UORs, and 4) instructors’ beliefs about students’ behavior using UORs(Fig 1a). Student and instructor responses for each item in List 2 were accrued (Fig 1b). (a) (b) (c)Fig. 1. Plots of survey results. (a) Histograms of student (left, red) and instructor (right, blue) responses for copying textbook homework solutions(List 1, question 7) without using UORs (top) and using UORs (bottom). The left and right vertical axes are normalized to the total number of validstudent and instructor surveys

Relevance Score: 0.29386598

A Student Engagement Evaluation Methodology Inspired from Usability Engineering for Extracting Course Design Requirements

Conference Session: Approaches to Encouraging Student Engagement
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Panagiotis Apostolellis, University of Virginia; Sitong Wang, University of Cincinnati
Tagged Divisions: Educational Research and Methods

expectedlearning outcomes mentioned above.To understand these tasks, let us describe a typical 2-day week: a) quiz on the reading of theweek followed by lecture with added examples on that topic (Tuesday); b) in-class activities(ICAs) where students practice the part of the UX process taught that week (Thursday); c)project group meetings with the facilitation of the TAs (in lieu of office hours). Lecture timeis augmented with complementary activities, such as ungraded polling questions (usingmentimeter.com [36]), real-world examples with some brief activity, and mini individualpresentations of good-bad-ugly UX examples (GBUX). In-class activities (ICAs) arecomplemented with sharing design artifacts to the whole class (using sharypic.com [37]) andmini

Relevance Score: 0.29386598

The Napkin Sketch Pilot Study: A Minute-paper Reflection in Pictorial Form

Conference Session: Approaches to Assessment and Student Reflection
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Jes Barron, U.S. Military Academy; Brad C. McCoy, U.S. Military Academy; Jakob C. Bruhl, U.S. Military Academy; John J. Case, U.S. Military Academy; John Andrew Kearby, U.S. Military Academy
Tagged Divisions: Educational Research and Methods

. Table 1: Treatment Group Test Matrix No. of No. of Group Activity Activity Grade Type of students sketches Course Instructor ID location frequency value students (n students) (n sketches) I-A Engineering Every Sophomore 16 91 A In class None Mechanics class - Senior II-B

Relevance Score: 0.29348856

A Data-science Approach to Flagging Non-retention in Engineering Enrollment Data

Conference Session: Data-informed Approaches to Understanding Student Experiences and Outcomes
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Mariem Boujelbene, University of Louisville; Khalil Damak, University of Louisville; Asuman Cagla Acun Sener, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Olfa Nasraoui , University of Louisville
Tagged Divisions: Educational Research and Methods

and even third year, these labelings have both false positives and falsenegatives. Our study which seeks to identify, using a data science approach, a consistent wayto label all students as either retained or not retained, enjoys the following advantages: a) It does not rely on the requirement of earning a degree in engineering, b) It is not based on enrollment at a fixed point in time, and c) It can be used as the data set continues to grow.Using a data science pipeline, we analyze student enrollment gaps to determine a reasonablelabeling of not-retained. In the following, we start by describing our methods, then presentour findings and finish with a discussion and conclusions.MethodsA Data-driven Pipeline for Retention

Relevance Score: 0.2931901

Four Complications in Designing a Validated Survey to Gather Information on Student Reactions to Reflection Activities

Conference Session: Approaches to Assessment and Student Reflection
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kenya Mejia, University of Washington; Jennifer A. Turns, University of Washington; Wendy Roldan, University of Washington
Tagged Divisions: Educational Research and Methods

situations wecreate, we may find additional paths forward.This paper is organized as follows. In the next section we offer three vignettes to concretize thework. We follow these vignettes with a traditional section devoted to related work. We thendescribe the activities that led to the findings section including (a) the context of the surveydevelopment efforts, (b) specific details of the survey development effort during a four monthperiod, and (c) the processes that led to the findings presented in this paper. Then, afterpresenting the findings, we turn to discussion and implications. MotivationAs part of our work on promoting reflection in engineering education, we have hadconversations with

Relevance Score: 0.29114276

Problem-based Learning: Perceptions and Impact on Student Learning in a Sustainable Infrastructure Course

Conference Session: Collaboration and Communication in Problem-based Learning
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Nicole Barclay, University of North Carolina at Charlotte
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods

learning objectives, instructional strategies, and assessments forsustainable infrastructure topics. Subsequent problem-based learning activities are being revisedand improved.AcknowledgmentsThis work was funded by the Scholarship of Teaching and Learning grant from the University ofNorth Carolina at Charlotte.References[1] A. Steinemann, "Implementing Sustainable Development through Problem-Based Learning:Pedagogy and Practice," Journal of Professional Issues in Engineering Education and Practice,vol. 129, no. 4, pp. 216-224, 2003, doi: 10.1061[2] S. A. Gallagher, B. T. Sher, W. J. Stepien, and D. Workman, "Implementing Problem-BasedLearning in Science Classrooms," School Science and Mathematics, vol. 95, no. 3, pp. 136-146,1995, doi: 10.1111/j