Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Educational Research and Methods

to respond. An example Challenge Question is: "As an American engineer/scientist, you have been invited by an NGO to help design an 'appropriate, sustainable, and socially responsible' water system for a village in northern Tanzania. The design team includes engineers and scientists from the U.S., the Netherlands, Kenya, and Tanzania because the NGO is based and operates in those countries. How prepared are you to enter this work situation? What knowledge and capabilities do you have and what do you lack?"Student responses are scored on a scale of 0 to 3 (0=inadequate, 1=needs improvement,2=adequate, 3=excellent).3.4 Rapid Self-EvaluationAs alluded to above, experience has shown that international

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Trevor Harding, California Polytechnic State University; Lynne Slivovsky, California Polytechnic State University; Nina Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

AC 2010-878: SPECIAL SESSION: ASSESSING MORALITY, IDENTITY, ANDMOTIVATION IN A FIRST-YEAR MATERIALS ENGINEERING SERVICELEARNING COURSETrevor Harding, California Polytechnic State University Trevor Harding, Ph.D., is Professor and Chair of Materials Engineering at California Polytechnic State University, where he teaches courses in engineering design from a materials perspective. His research is focused on the educational outcomes associated with service learning and project-based learning with a particular focus on ethics education. He is also PI on several projects investigating the degradation of biomedical materials in physiological environments. Dr. Harding serves as Associate Editor of the

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

differences in the trends emerging from the twogroups. Our analysis thus far suggests that trends tend to be common to both groups.Specifically, most of the trends emerging from Table 2 are replicated in Table 3 and vice versa.Table 2. Papers Presented in Divisions Other Than LEES Table&2.&PAPERS&PRESENTED&IN&DIVISIONS&OUTSIDE(OF(LEES& Division Number and Title of Session No. & Paper Title(s) & ID Numbers Non-LEES Sessions Position of Papers 1. Chemical Engineering W105 Communication in the 4 (entire • “Improving Student Technical

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

; and (3) aconcluding discussion among all participants. APS researchers will lead the guided activities andanswer audience questions about the study as needed.Part 1 (20 minutes): Overview of results and local inquiry questions.APS researchers will introduce a selection of local inquiry questions and present key researchresults that form the foundation for these questions. For more detailed, comprehensive coverageof APS, attendees will be referred to the CAEE final report, as published on the CAEE web site.Part 2 (40 minutes): Considering priorities and formulating answers.The session attendees will break into four groups based on each of the APS findings presented bythe team. In small-group discussions and guided activities, participants will

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Brian Self, California Polytechnic State University; Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; John Christ; Eric Hamilton, Pepperdine University; Barbara Olds, Colorado School of Mines; Heidi Diefes-Dux

Tagged Divisions

Educational Research and Methods

environments, and complex reasoning.Barbara Olds, Colorado School of Mines Barbara M. Olds is Associate Provost for Educational Innovation and Professor of Liberal Arts and International Studies at the Colorado School of Mines. She returned to CSM in 2006 after spending three years at the U. S. National Science Foundation where she served as the Division Director for the Division of Research, Evaluation and Communication (REC) in the Education and Human Resources Directorate. She remains a consultant to the EHR Directorate. During the 2006-2007 academic year Barbara was a visiting professor in Purdue University’s Engineering Education Department. Her research interests are primarily in understanding and

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

University of Wisconsin-Madison to teach in the College of Engineering’s Technical Communica- tion program, the MEPP program, and the MEES program. She instructs a variety of topics, including technical communication (graduate and undergraduate), technical presentations (graduate and undergrad- uate), technical editing, writing user manuals, and other courses. She is active in the Society for Technical Communication (STC) as Senior Member, where she is the Manager for International Technical Commu- nication Special Interest Group, she is a member of the Committee on Global Strategies, and she judges at the international level for the STC Publications contests for scholarly journals, scholarly articles, and information

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

higher than in the other schools, and in both of theseuniversities, there are partnerships between engineering faculty and communications specialistswho collaborate on curricular design and who co-teach these skills.References [1] ABET Engineering Accreditation Commission. (2005). Criteria for accrediting engineering programs. Baltimore, MD: ABET, Inc. [2] National Academy of Engineering. (2004-2005). The engineer of 2020: Visions of engineering in the new century. Washington, DC: The National Academies Press. [3] Sageev, P. & Romanowski, C. (2001). A message from recent graduates in the workplace: Results of a survey on technical communication skills. Journal of Engineering Education, 90(4), 685-693

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

across a team [3-5].While previous research has examined the different aspects of engineering culture and the social-technical divide on teaming performance, limited work has explored how inevitable life eventsthat trigger trauma in students, adversely impact academic and social integration in engineeringteams. Specifically, this work in progress (WIP) aims to explore how dealing with death in collegecan impact student learning alongside the emergence of team roles and belongingness in a first-year engineering course.BackgroundResearch has found that 22% to 30% of college undergraduates have or will experience a traumaticloss (i.e., death of a loved one) within a current year, while 35% to 48% are within the first 2 yearsof the grieving (or

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Gwendalyn Camacho, University of Washington ; Crystal Farh, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. ​International Journal ofResearch,​ 7.[12] Meadows, L. A., & Sekaquaptewa, D. (2013). The influence of gender stereotypes on roleadoption in student teams. In ​Proc. 120th ASEE Annual Conf. Exposition​ (pp. 1-16).Washington, DC: American Society for Engineering Education.[13] Linder, B., Somerville, M., Eris, Ö., & Tatar, N. (2010, October). Work inprogress—Taking one for the team: Goal orientation and gender-correlated task division. InFrontiers in Education Conference (FIE), 2010 IEEE​ (pp. F4H-1). IEEE.[14] Fowler, R., & Su, M. P. (2018). Gendered risks of team-based learning: A model ofinequitable task allocation in project-based learning. ​IEEE Transactions on Education, 61(​ 4),312-318. DOI:​ ​10.1109/TE.2018.2816010​.[15] VandeWalle

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

division,upper division, masters, doctoral, and postdoctoral. Hoke and Gentile [14] discussed the financialsupport and strategies taken by University of Richmond, a private liberal arts college, to engageundergraduate students in research in their freshmen and sophomore levels, the challenges facedin the process, and the success measures. It was reported that early engagement ofundergraduates in research in the STEM field is possible and has several advantages includingincreased retention rate. It was also reported that the success of early involvement ofundergraduates requires funding, close faculty mentoring, and programmatic features to addresseach student’s level of coursework. It was also mentioned that the internal grants fromuniversities

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #25263Comparative Analysis of Two Teaching Methods for Large ClassesDr. Lauge Peter Westergaard Clausen, Technical University of Denmark As a PhD-fellow at the Technical University of Denmark (DTU), I focused on modelling uptake of pol- lutants to plants and how plants can be utilized to remediate contaminated soil- and groundwater. As our engineering classes at DTU have continuously increased in size, I recently moved into educational research as a postdoc.Prof. Jason Bazylak, University of Toronto Professor Bazylak brings his engineering, education, and design experience to his role at the University of

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, reconfigurable computing, computer interfacing, parallel processing, for- mal methods, software engineering, and engineering education.Dr. Ashley Ater Kranov, Washington State University Dr. Ashley Ater Kranov is an adjunct associate professor in the School of Electrical Engineering and Computer Science at Washington State University. Page 26.46.1 c American Society for Engineering Education, 2015 A Framework for Measuring the Sustainability of Academic Programs in the Technical Fields: Initial Validity Study FindingsAbstractThe term sustainability aims to describe the capacity of

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

facilitated faculty development initiatives, communi- ties and events in online course design, formative assessment, narrative techniques and 3-D technologies in undergraduate education. Since Fall 2016, in partnership with the College of Engineering and the LIFE team, Gemma designed and supported faculty development workshops in active learning pedago- gies, provided regular consultations and also joined the UM team at Olin College’s 2017 Collaboratory Summer Institute. Gemma is a recent graduate from the MSc Digital Education program at the University of Edinburgh.Dr. Meagan R. Kendall, University of Texas, El Paso An Assistant Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is helping develop

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Lawrence Anderson P.E., United States Air Force Academy; Karen Elaine Anderson, Destination Imagination Inc.; Daniel D. Jensen, Singapore University of Technology and Design/MIT International Design Center

Tagged Divisions

Educational Research and Methods

group.For treatment 1 (innovative engineering design content), as stated above in Section 3, the contentdelivered to each team was chosen such that each team would have the optimal curriculum fortheir given project. This division of content would have occurred with or without the study, sothe students should not have felt that they were, in any way, short-changed.Individual student effort applied to the pre- and post-treatment TTCT is also a concern. In anystandardized testing we must rely on the students’ integrity to provide their best effort, whetherthey are part of a treatment or not. In a review of the reliability of the TTCT, Kim points out: “According to the TTCT manuals of 1966 and 1974, the test–retest reliability coefficients

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

., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third- grade classroom. Review of Science, Mathematics, and ICT Education, 6(1), 51-72. [3] Robertson, A. D., Scherr, R., & Hammer, D., Eds. (2015). Responsive Teaching in Science and Mathematics. Routledge: New York, NY. [4] Empson, S. B., & Jacobs, V. R. (2008). Learning to listen to children’s mathematics. In D. Tirosh & T. Wood (Eds.), The International Handbook of Mathematics Teacher Education, Volume 2: Tools and Processes in Mathematics Teacher Education (257- 281). The Netherlands: Sense Publishers. [5] Pierson, J. L. (2008). The relationship between patterns of classroom discourse and

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

within the Division of Teaching and Learning at the University of Central Florida. She has a B.S. from the University of Florida in Zoology and Ph.D. from the University of South Carolina in Biological Sciences. Her research interests are in marine ecology, science education, and high-impact learning practices.Prof. William R. Kwochka, Western Carolina UniversityDr. Evelyn Marques Frazier, Florida Atlantic UniversityMr. Jordan Merritt, Florida Atlantic UniversityMr. Michael Aldarondo-Jeffries, University of Central FloridaDr. Alison I. Morrison-Shetlar, Western Carolina University c American Society for Engineering Education, 2019 Work in Progress: A Transferable Model to Improve Retention

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

reflect the context of studentsentering the College of Engineering and validated them for internal consistency, removingindividual survey items due to poor factor loading when necessary. Sample items for bothscales are shown in Tables 2 and 3. All items measuring students’ experiences withinstitutional tactics and proactive behaviors were measured using a seven-point Likert scale,with 0 = Strongly Disagree and 6 = Strongly Agree.Table 2. Summary of institutional tactics including Cronbach’s alpha (α) for each scaleTable 3. Summary of proactive behaviors including Cronbach’s alpha (α) for each scaleInstitutional TacticsIn order to measure students’ experiences with institutional tactics, we adapted scalespublished by Jones (1986) for a university

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

freshmen at the institution, with lessaccess to student supports such as housing, orientation, retention efforts, or scholarships, as theytransition to the four-year institution [1]. Transfer students also have fewer opportunities toparticipate in high-impact learning experiences such as undergraduate research and internshipsthan first-time freshmen [2]. STEM transfer students can have challenges as they adjust tocampus life [3], [4], including course credit loss [5], which can delay graduation or lead toattrition, perception of lack of advisor support or misinformation [6], or perception of “stigma”as a transfer student [3]. Providing resources, supports, and access to select activities in the earlytransfer period thus is a critical time to

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

Tagged Divisions

Educational Research and Methods

exploring engineering design thinking. His areas of research include engineering design thinking, adult learning cognition, engineering education professional development and technical training. He has extensive international experience working on technical training and engineering educaton projects funded by the Asian Development Bank, World Bank, and U.S. Department of Labor, USAID. Countries where he has worked include Armenia, Bangladesh, Bulgaria, China, Macedonia, Poland, Romania, and Thailand. In addition, he teaches undergraduate and graduate courses for the Department of Engineering Education at Utah State University.Idalis Villanueva, Utah State University Dr. Villanueva is an Assistant Professor in the

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

, E. R., Philip, J., Geoffrey, E., & Herman, L. (2010). Identifying student misconceptions of programming. In In Proceedings of the 41st ACM technical symposium on Computer science education (pp. 107–111).3.   Shinners-Kennedy, D., & Fincher, S. A. (2013). Identifying threshold concepts: from dead end to a new direction (pp. 9–18). Presented at the Proceedings of the ninth annual international ACM conference on International computing education research, ACM.4.   Loo, C. W., & Choy, J. L. F. (2013). Sources of Self-Efficacy Influencing Academic Performance of Engineering Students. American Journal of Educational Research, 1(3), 86– 92. https://doi.org/10.12691/education-1-3-45.   Purzer, Şe. (2011

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

iteration ofthe review form analytic questions were placed into: Overall score, Technical score, and Personal-ization score. Table 1 displays the way our review form and scoring algorithm were updated aftereach iteration. Review Form Questions Grading Algorithm Iteration Total Overall Technical Personalization Description 1 11 1 4 6 Sum within section, weighted by minimum std1 2 11 1 4 6 Sum within section, weighted by intuition 3 22 1 16 5 Sum within section, weighted by intuition 4 22 1 16 5 Average within section

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

William E. Genereux, Kansas State University Polytechnic Campus

Tagged Divisions

Educational Research and Methods

: 1) Ideas, Content &Purpose, 2) Organization & Structure, 3) Voice & Creativity, 4) Delivery, Visuals andAesthetics, and 5) Technical Requirements. Individual raters on the assessment team assignedscores for each category on a Likert scale ranging from 1 (beginning) to 4 (exceptional). With 4points possible in each of the five video assessment categories, the maximum possible rubricscore was 20. The three raters individually calculated a score using the rubric for each of the 29video projects. These three scores were then averaged to determine a final score for each video.These final video assessment scores ranged from a low of 9.83 (49%) to a high of 19.50 (95%).The mean score for all 29 videos was 16.36 (82% of the maximum 20

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

Tagged Divisions

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

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Paper ID #25919Board 50: WIP: Evidence-based analysis of the design of collaborative problem-solving engineering tasksMiss Taylor Tucker, University of Illinois at Urbana-Champaign Taylor Tucker graduated from the University of Illinois at Urbana-Champaign with a Bachelor’s degree in engineering mechanics. She is now pursuing a master’s degree at UIUC and will begin in the Digital En- vironments for Learning, Teaching, and Agency program in the department of Curriculum and Instruction in the fall of 2019. She is interested in design thinking as it applies to engineering settings and lends her technical background to her

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

to participate in ‘teachingsquares’. In these ‘teaching squares’, the faculty members participated infacilitated discussions on class session planning, observed each other andcollected learning assessment data as evidence of attainment of studentlearning outcomes. In this paper, results from these interventions on theattainment of specific workshop outcomes among faculty includingimplementation of some best practices in teaching will be reported. Specificattitudes and misconceptions related to teaching among higher educationpractitioners in India will be discussed.BackgroundAll India Council for Technical Education (AICTE) dashboard [1] shows 3124approved engineering education institutions in India with a total faculty countof 338,193

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Sergio Celis, Universidad de Chile; Mar Pérez-Sanagustín, Université Paul Sabatier Toulouse III; Jorge Baier, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

approach tounderstanding teaching staff’s engagement with a continuous improvement process whichwas implemented in the context of ABET accreditation. This process was implementedbetween 2015 and 2017, alongside important curriculum changes to reinforce technical andprofessional skills [3], [5] in the engineering school in Pontificia Universidad Católica deChile (UC-Engineering). To understand how teaching staff engage with continuousimprovement, we are developing a case study in which we triangulate three sources ofevidence (97 assessment plans, 27 meeting minutes, and 11 semi-structured interviews).We plan to address the following research question: How does engineering teaching staffengage or disengage with continuous improvement processes

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

relationship with perceived difficulty using demographics as moderators as shown inFig. 5. Particularly, we tested degree type (PhD or Masters), gender identity, race/ethnicitycategory, and international status as moderators of salient researcher identity on perceiveddifficulty. Across these models, the only significant interaction occurred between thedemographic degree type and salient researcher identity to predict perceived difficulty (β =0.171, t = 2.971, p < 0.05). This result indicated that the effect of salient researcher identity ismoderated by what degree the participant was pursuing in predicting the task difficulty. Asummary of the regression results is shown in Table 3. Further, post hoc analysis showed thatthose in PhD programs had

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alejandro Gutierrez, University of California, Merced; Christopher A. Butler, University of California, Merced; Abbas Ghassemi, University of California, Merced

Tagged Divisions

Educational Research and Methods

194. Transfer students will enter the PDT at this stage. Engineering Service Learning (junior year): This is an upper division Engineering ServiceLearning course (ENGR 197) which can be seen as Cornerstone Design II. This is a lab-only coursethat cross-convenes with ENGR 097, since both groups of students (freshman and junior) work onthe same projects. This course currently serves approximately 150 students every year and isoptional for engineering students. However, the authors intend to make it a technical elective andto highly encourage all students to enroll. In the PDT, the learning outcomes for ENGR 097 andENGR 197 will be distinct: ENGR 197 will not only build on the foundations learned in ENGR097 but will take them to next

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Frenkel, New York University; Jack Bringardner, New York University; Sheila Borges Rajguru, New York University

Tagged Divisions

Educational Research and Methods

Paper ID #26796Work in Progress: Student to Scholar: A Learning Community Model forProfessional Skills DevelopmentDr. Matthew Frenkel, New York University Matthew Frenkel is the engineering librarian at NYU’s Bern Dibner Library, and an adjunct faculty in Mechanical Engineering at NYU Tandon. He is a member of the ASEE Engineering librarian division (ELD). Matthew’s background is in the experimental study of optical whispering gallery sensors, but his current research interests are in how undergraduate and graduate engineering students develop their professional skills.Dr. Jack Bringardner, New York University Jack

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

Engineering Education from Virginia Tech. In 2013, Dr. Mohammadi-Aragh was honored as a promising new engineering education researcher when she was selected as an ASEE Educational Research and Methods Division Apprentice Faculty.Ms. Phyllis Beck, Mississippi State UniversityMs. Amy K. Barton, Mississippi State University Amy Barton is Technical Writing Instructor in the Shackouls Technical Communication Program at Mis- sissippi State University. In 2013, she was inducted into the Academy of Distinguished Teachers for the Bagley College of Engineering. She is an active member of the Southeastern Section of ASEE. Her research focuses on incorporating writing to learn strategies into courses across the curriculum.Dr. Bryan A