Displaying results 1 - 30 of 224 in total
- Conference Session
- Student Assessments and Tests
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Alex Phan, University of California, San Diego; Minju Kim, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego
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- Diversity
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- Educational Research and Methods Division (ERM)
. With Engaged Teaching Hub, Minju has designed TA training materials for oral exams and have conducted quantitative analysis on the value of oral exams as early diagnostic tool (Kim et al., ASEE 2022). Minju is interested in designing assessments that can capture and motivate students’ deep conceptual learning, such as oral exams and the usage of visual representations (e.g., diagrams and manual gestures).Marko V. Lubarda, University of California, San Diego Marko V. Lubarda is an Assistant Teaching Professor in the Department of Mechanical and Aerospace Engineering at the University of California, San Diego. He teaches mechanics, materials science, design, computational analysis, and engineering mathematics courses
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 17
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Oluwafemi J. Ajeigbe, Texas A&M University; Talodabiolorun Anne Oni, Washington State University; Oluwafemi J. Sunday, Washington State University ; Olusola Adesope, Washington State University; Olufunso Oje, Washington State University; Bernard J. Van Wie, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University
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Paper ID #43566Work-In-Progress: Enhancing Engineering Education: A Comparative Analysisof Low-Cost Desktop Learning Module Impact on Student Engagement andOutcomesOluwafemi J. Ajeigbe, Texas A&M University Oluwafemi Ajeigbe is a PhD student in Electrical Engineering at Texas A&M University, where his research interests include cybersecurity in industrial control systems, as well as the cognitive and pedagogical underpinnings of active learning strategies in STEM classrooms. Oluwafemi received his Master’s degree in Electrical Engineering (2021) from Washington State University and a Bachelor of Engineering (BEng
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 21
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- 2024 ASEE Annual Conference & Exposition
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- Kaden Holt, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Diversity
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- Educational Research and Methods Division (ERM)
impact of interpersonal interactions on studentengagement, we would like to explain how students defined engagement in the first place.Engagement is letting students have course experiences that help them learn the course contentwithout difficulty, having peers to share knowledge and learn from by communicating with eachother, and having instructors reachable to get their questions answered.Firstly, student-to-content interactions and engagement showed varying results from participantinterviews. Three students mentioned that the course content positively affected their engagementin the online course. On the other hand, one student believed the course content did not affect theirengagement, but it was a crucial part of the course. These results
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 3
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- 2024 ASEE Annual Conference & Exposition
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- Umer Farooq, Texas A&M University; Saira Anwar, Texas A and M University
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- Diversity
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- Educational Research and Methods Division (ERM)
) Understanding the impact of theseperceptions on students' engagement and performance. Drawing from the ICAP (Interactive,Constructive, Active, and Passive) framework, this work-in-progress study provides the researchdesign to comprehend how students' perspective affects their learning and engagement. Wepropose an investigation using two research questions: 1) how do real-time accounts of theinstructional practices in the classroom relate to students' perceptions? And 2) How do studentperceptions of instructional practices affect their engagement and performance? This work-in-progress study explains the design using a cross-sectional quantitative approach. Morespecifically, we suggest the methodologies for data collection and analysis. We also describe
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 9
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- 2024 ASEE Annual Conference & Exposition
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- Educational Research and Methods Division (ERM)
related to their ability to access or engage withthe course.Discussion & Continued WorkBased on our analysis so far, students do not seem to be having trouble accessing the tools typicalof Oregon State’s Ecampus programs or engaging with the course material. For example,respondents appear to have good internet connections and computer access, despite ouruniversity’s high cross-section of students from rural communities. Survey results indicate thatstudents are having success interacting with course material, but also that very little or nointeraction with their peers or instructor are happening in their Ecampus work. This idea returnsas the main disadvantage that participants noted for Ecampus courses; almost all respondentsexperienced lower
- Conference Session
- Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions
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- 2023 ASEE Annual Conference & Exposition
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- Cassandra Sue Ellen Jamison, Rowan University; Justin Charles Major, Rowan University ; Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University
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Paper ID #37437Work in Progress: Impacts of Engineering-Adjacent Participation OnIdentity and Motivation in EngineeringDr. Cassandra Sue Ellen Jamison, Rowan University Cassandra (Cassie) Jamison is an Assistant Professor in the Experiential Engineering Education Depart- ment at Rowan University (Glassboro, NJ). Her research interests focus on understanding and improving the learning that occurs in experiential, out-of-class activities for engineering students. Cassie previously received a B.A. in Engineering Sciences at Wartburg College (Waverly, IA) and her M.S. and Ph.D. de- grees in BME from the University of
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 10
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
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- Diversity
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- Educational Research and Methods Division (ERM)
Technical Communication lecturer and a Engineering Education researcher at the University of Michigan. Her teaching is primarily in team-based engineering courses, and her research focuses on equity in communication and collaboration as well as in group design decision making (judgment) under uncertainty. She is especially interested in how power relationships and rhetorical strategies affect group judgment in engineering design; one goal of this work is to to understand factors that inhibit full participation of students who identify with historically marginalized groups and investigate evidence-based strategies for mitigating these inequities. In addition, she is interested in technology and how specific affordances
- Conference Session
- Computer Science Education and AI research
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Lily R. Liang, University of the District of Columbia; Briana Lowe Wellman, University of the District of Columbia; Rui Kang, Georgia College & State University
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- Diversity
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- Educational Research and Methods Division (ERM)
event and the robotics workshop) impact your integration into the department community? • How did use (or not use) the Discord server (where the ACM, ACM-W, and CSI channels) impact your integration into the department community? • Did you use the C03A Lab? Why or why not? If you used the C03A Lab, did you find it helpful or not? If helpful, in what ways? If not, please explain why.We created both the adapted CSOC Survey and the reflection survey on Qualtrics andadministered them virtually to CS I students. The adapted SCOC survey was administered at thebeginning of the semester before implementing our approach and then again at the end of thesemester after implementation. The reflection survey was
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 6
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- 2024 ASEE Annual Conference & Exposition
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- Qin Liu, University of Toronto; Greg Evans P.Eng., University of Toronto; Oliver Pan, University of Toronto
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- Educational Research and Methods Division (ERM)
student typology, and studenttypology as a constructed type.Key words: student engagement, learning outcomes, constructive typology 1. IntroductionStudent engagement is an important concept in research on postsecondary student experience.Student engagement means “the quality of effort students themselves devote to educationallypurposeful activities that contribute directly to desired outcomes” [1] (p. 555). Within theengineering education communities, student engagement is a presumably desired goal to achievein engineering courses and other academic activities. This is evident in the papers published inthe proceedings of the American Society for Engineering Education annual conferences. Oursearch in the PEER repository in January 2024 showed
- Conference Session
- Self-Regulation and Learning
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- 2023 ASEE Annual Conference & Exposition
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- Md Abu Shohag, University of North Alabama
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- Educational Research and Methods Division (ERM)
studies showthat the implementation of gamification results in student engagement and motivation [3, 9-11].The implementation of gamification is a crucial factor in determining its effectiveness, as variousaspects of gamification have varying effects on motivational outcomes [12]. The impact of gamedesign elements is contingent on the quality and aesthetics of their implementation [12].However, further research is necessary to ascertain whether the benefits of gamification areonly temporary or if it will have a lasting impact on student learning.Kahoot! is an online gaming platform designed to pose multiple choice questions in aninteractive setting. The software employs vivid colors and captivating sounds to generate anenjoyable atmosphere in the
- Conference Session
- Pedagogy and Instructional Practices
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Nicolás Amado-Moranchel, Tecnologico de Monterrey (ITESM); Gibrán Sayeg-Sánchez, Tecnologico de Monterrey (ITESM)
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- Educational Research and Methods Division (ERM)
, literature also show that incorporating video basedlearning significantly increase engagement of students [16] and contribute to increase evaluationscores in academic courses [17].Aligned with current educational challenges, and with Tecnologico de Monterrey student –centered educational model requirements, this study looks for contributing literature byincorporating flipped classroom into an engineering course and assessing the impact in students’competences and skills, looking for significant changes in which students prepare for the future.MethodologyOur educational model is focused on the development of skills in students, hence, for theTecnologico de Monterrey it is of vital importance that students develop these skills throughoutall of their
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Arianna Gabriella Tobias, University of Oklahoma; Javeed Kittur, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Tahrima Rouf, University of Oklahoma; Arif Mohaimin Sadri, University of Oklahoma
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- Educational Research and Methods Division (ERM)
of the impact of social media on active learning and engagement. Thesearticles emphasize how the integration of social media into educational contexts not only improvesstudent involvement but also contributes positively to academic performance and promotesstronger interpersonal connections among peers. These studies [9-14], emphasize the role socialmedia platforms play in enhancing educational communication, offering insights into the reasonsbehind positive academic outcomes among university students. The studies suggest a correlationbetween academic success and the strategic, purposeful use of social media for communication ineducational settings. Such usage goes beyond casual or social interactions, tapping into theplatforms' capabilities
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 20
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- 2024 ASEE Annual Conference & Exposition
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- Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Cindy Wheaton, University of Michigan; Aaron W. Johnson, University of Michigan
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Paper ID #41622Work in Progress: Project Teams’ Structure Impacting Students’ ProfessionalSkill DevelopmentEmily Buten, University of Michigan Emily (she/her) is a Ph.D. student in the Engineering Education Research program at the University of Michigan and received her B.S. in Mechanical Engineering from University of Dayton. Her research focuses on individuals’ development from students to professional engineers. She is particularly interested in studying co-op/internship programs, professional skills development, and diverse student experiences in experiential learning settings.Jack Boomer Perry, University of Michigan
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Serena Mao, Harvey Mudd College; David Chen, Harvey Mudd College; Magdalena Jones, Harvey Mudd College; Aye Mon Htut-Rosales, Harvey Mudd College; Laura Palucki Blake; Leah Mendelson, Harvey Mudd College; Steven Santana, Harvey Mudd College
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- Diversity
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- Educational Research and Methods Division (ERM)
Phase 1, we collect pre- and post-term survey data regarding self-assessment of SLOs and engineering identity. Phase 2 includesthe addition of a Design Diary activity. Phase 3 adds individual and team reflection activities.We seek to understand the impact of these activities on student learning and identitydevelopment.Each reflection activity is discussed in detail in our prior work (2). Briefly, the 30-minuteindividual reflection activity, completed on a biweekly basis, engages students in forming writtenresponses regarding their past experiences in class, using the Design Timeline visualizations asreference material. Reflection prompts center on engagement with engineering design, designprocess phases and activities, and team dynamics
- Conference Session
- Student Experiences and Development – Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Madeline Roth, Bucknell University; Elif Miskioglu, Bucknell University; Adam R. Carberry, Arizona State University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott
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- Diversity
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- Educational Research and Methods Division (ERM)
research interests in engineering education in- clude developing classroom interventions that improve student learning, designing experiences to further the development of students from novices to experts, and creating engaging classroom experiences. ©American Society for Engineering Education, 2023 Characterizing Perceptions of Engineering Intuition Based on Experience and GenderAbstractThis full paper explores perceptions of intuition among engineering practitioners. Intuition is acharacteristic of an expert that plays a role in many professional fields, including engineering.Interviews were conducted with 27 engineering practitioners with up to 26+ years of experienceto
Unpacking Critical Socializers Impacting STEM Students’ Motivation at a Minority Serving Institution
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Jeffrey Stransky, Rowan University; Prateek Shekhar, New Jersey Institute of Technology
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- Diversity
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- Educational Research and Methods Division (ERM)
betweenengineering and STEM education. These categories include: family-, peer-, university-, work-,and community-related socializers. Family-related socializers include parents, grandparents,aunts and uncles, and family-friends. Prior to entering college, students can be influenced byfamily related socializers. For example, family may influence students to take on a familybusiness or trade [14]. Peer-related socializers include classmates, friends of friends, recentgraduates, siblings, and cousins. Those who are similar in age to the students share manyexperiences, which can influence students’ job search. When students engage with peer-relatedsocializers, they may gain insights on job and internship postings or company and industryculture. This insight
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 22
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- 2024 ASEE Annual Conference & Exposition
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- Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Educational Research and Methods Division (ERM)
like a human and maybe even pass the turing test. It’s odd because its impact is entirely dependent on how the academic community handles it! Those who embrace it will see universally higher scores as well as higher levels of understanding, however that is only if the said students use ChatGPT to learn and create solving strategies. Not to cheat.”The user outlines the current functionality of ChatGPT as a language model and anticipates itsfuture development towards AGI. The theme draws attention to the pivotal role of the academiccommunity in determining the impact of ChatGPT on education. It underscores the potential forimproved learning outcomes and understanding if students use ChatGPT as a tool for learning anddeveloping
- Conference Session
- Exploration of Written and Team Communication
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Tugba Karabiyik, Purdue University at West Lafayette (COE); Lan Jin; Kris Acheson-Clair, Purdue University Programs
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- Diversity
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- Educational Research and Methods Division (ERM)
18:56:09, 2022, doi: 10.1186/s40594-022-00347-x.[13] S. Swartz, B. Barbosa, and I. Crawford, “Building intercultural competence through virtual team collaboration across global classrooms,” Bus. Prof. Commun. Q., vol. 83, no. 1, pp. 57–79, 2020.[14] P.-S. D. Chen, A. D. Lambert, and K. R. Guidry, “Engaging online learners: The impact of Web-based learning technology on college student engagement,” Comput. Educ., vol. 54, no. 4, pp. 1222–1232, 2010.[15] C. C. Robinson and H. Hullinger, “New benchmarks in higher education: Student engagement in online learning,” J. Educ. Bus., vol. 84, no. 2, pp. 101–109, 2008.[16] X. Du and A. Kolmos, “Increasing the diversity of engineering education–a gender analysis in a PBL
- Conference Session
- Design Thinking and Student Design Teams
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Nourhan E. Elatky, Rowan University; Juan M. Cruz, Rowan University; Smitesh Bakrania, Rowan University
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- Educational Research and Methods Division (ERM)
students' opinions in class, and students' empowerment. In other words, we wanted to understand how showing respect to students and respecting their input and ideas in class affects their empowerment. Second, we questioned how effective and powerful is valuing students' opinions and how that affects their perception of how faculty cares about them. In response, we proposed a study that tests the causal relationship between how faculty's effective communication affects students' motivation in capstone design projects. Our results showed strong evidence of the faculty's effective communication's impact on student's motivation. Theory [13,14,15,16,17,18] suggests that when students are more motivated, it
- Conference Session
- Exploration of Written and Team Communication
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Randi Sims, Clemson University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca A. Bates, Minnesota State University, Mankato; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Michigan; Lisa Benson, Clemson University
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- Educational Research and Methods Division (ERM)
Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering edu- cation research at the University of Michigan. Her research interests include student mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research.Dr. Lisa Benson, Clemson University Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the past editor of the Journal of Engineering Education. Her research focuses on the interactions between student motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 23
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Talha Naqash, Utah State University, Logan ; Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University; Angela Minichiello, Utah State University
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- Educational Research and Methods Division (ERM)
military veteran, licensed mechanical engineer, and associate professor in the Department of Engineering Education at Utah State University. Her research examines issues of access, equity, and identity in the formation of engineers and a diverse, transdisciplinary 21st century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering. ©American Society for Engineering Education, 2024 Unmasking Cognitive Engagement: A Systematized Literature Review of the Relationships Between Students' Facial Expressions and Learning OutcomesAbstractCognitive engagement, a complex concept in the field of education, has a great impact on
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 15
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Yanyao Deng, University of Exeter; Ibrahim H. Yeter, Nanyang Technological University
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- Educational Research and Methods Division (ERM)
been collectedfrom them.FindingsA semi-structured focused group interview was conducted with 13 engineeringstudents engaged to discuss their lab use experience and preferences. After datacollection, the thematic analysis identified five main themes: (1) expectations andacademic growth; (2) communication skills; (3) challenges in hands-on learning; (4)virtual learning experience; (5) personal growth and workplace readiness. Thesethemes are explained individually based on the evidence identified in the analysis.The answers to four research questions (RQs) are structured based on the analysis.RQ 1. What are the attitudes of undergraduate engineering students towarddifferent laboratory formats, including hands-on, remote, and virtual laboratories
- Conference Session
- Virtual Training, Online and Open Education; Instructional Technology
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- 2023 ASEE Annual Conference & Exposition
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- David Pabst; Lee A. Dosse, University of Pittsburgh; Samantha E Wismer, University of Maryland; Matthew M. Barry, University of Pittsburgh
- Tagged Divisions
- Educational Research and Methods Division (ERM)
−Neutral (18) and Did Not Use−Neutral (16). Though a significantnumber of students appeared to not have used the traditional textbook or believed it did not havemuch impact on their learning, the students that did enjoy it did so for the extra practice problemsit provided. The three most used codes for Q2B were Did Not Use−Neutral (22), Same−Neutral(15), and Less−Negative (11). The majority of the students that did use the textbook felt that thetraditional textbook was equally or less engaging that other engineering textbooks. 28 Q1B Q2B Legend: 24
- Conference Session
- Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Marisa K. Orr, Clemson University; Lauren Fogg, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Katie Evans, Houston Baptist University; Mitzi Desselles, Louisiana Tech University
- Tagged Topics
- Diversity
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- Educational Research and Methods Division (ERM)
representatives instead of visiting the sites in person. The program wascompletely online during Summer 2020 due to the COVID-19 pandemic. Fast-Forward studentstake Calculus III, Statics, and a professional development course that includes a spatialvisualization curriculum.The Professional Planning with Spatial Visualization course involves resume writing, mockinterviews, team-building, professional communication, and spatial visualization. The spatialvisualization component of the course closely followed the Developing Spatial Thinkingprogram [2] [3] [4] [5] [6] [7]. Developing Spatial Thinking is supported by ENGAGE; a projectfunded by the National Science Foundation that creates resources for Engineering Faculty to usein order to help their students
- Conference Session
- Instrument Design and Development
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Wei Zhang, Zhejiang University; Liang Wang, School of Public Affairs, Zhejiang University; 帅 王, the School of Public Affairs, Zhejiang University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
between authentic engineering learning and student engagement [35],professional identity or learning interest [36] , student-perceived learning outcomes [37], reasonableassumptions and problem-solving abilities [32], engineering learning self-efficacy [38] and so on.RESEARCH PURPOSEThe current study was situated in the engineering learning in communities of practice. Communities ofpractice were seen as an effectively collaborative learning situations with a group of learners sharingprofessional knowledge and common career enthusiasm. In our previous study, we found community ofpractice is an important engineering learning context and engineering learning happening in communitiesof practice usually focused on solving the authentic engineering
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Anjing Dai, Arizona State University; Xingchen Xu, Arizona State University; Li Tan, Arizona State University, Polytechnic Campus
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- Diversity
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- Educational Research and Methods Division (ERM)
Disengagement by Minoritized Students. 2021 ASEE Virtual Annual Conference Content Access. https://peer.asee.org/work- in-progress-perception-of-the-culture-of-disengagement-by-minoritized- students 6 Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2009). Racial microaggressions and the Asian American experience. https://psycnet.apa.org/journals/aap/S/1/88/ 7 Trytten, D. A., Lowe, A. W., & Walden, S. E. (2012). “Asians are good at math. What an awful stereotype” The model minority stereotype’s impact on Asian American engineering students. Journal of Engineering Education, 101(3), 439–468. 8 Trytten, D., Lowe, A. W., & Walden, S. (2009). Racial Inequality Exists
- Conference Session
- Student Teams and Teamwork
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Stephanie Claussen, San Francisco State University; Ana Karen Biviano
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- Diversity
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- Educational Research and Methods Division (ERM)
responsibility, community engagement in engineering, and the experiences of low-income and first- generation students in engineering. She has a B.S. in electrical engineering from MIT and an M.S. and Ph.D. in electrical engineering from Stanford University.Ana Karen Biviano ©American Society for Engineering Education, 2023Work in Progress: A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering IdentitiesAbstractThis Work-in-Progress paper explores how teamwork experience informs students’ engineeringidentity. Teamwork skills are highly valued by employers but are lacking in many engineeringgraduates. While little is known about the linkage between teamwork
- Conference Session
- Educational Research and Methods Division (ERM) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Tyler Milburn, Virginia Polytechnic Institute and State University
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- Diversity
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- Educational Research and Methods Division (ERM)
after submitting an assessment. Everyone likely hastheir own story they can recall of strong feelings – good or bad – being attached to receivinggrades, and it has also been established in literature that grades elicit a wide range of emotionsand feelings amongst students (e.g., [4], [5], [6], [7], [8]). While the body of research on gradesand grading practices is growing as education researchers continue to explore assessmentstrategies and outcomes, not much is known about the impact of grades on students beyond theirlearning outcomes and learning achievements.Grades & Grading PracticesGrades are well-established as a global tool in the high school and higher education communitiesto summarize and communicate a student's achievement of
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Asif Mohaisin Sadri, International Islamic University, Malaysia; Arif Mohaimin Sadri, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma
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- Diversity
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- Educational Research and Methods Division (ERM)
percent of students failed to graduate with a STEM degree in four years of college[31]. A recent study showed that one of the most significant challenges faced by Universitieswas to keep the attraction of students in a particular course and their persistence [32].Hence there is a need for an in-depth analysis that could accurately assess the degree ofbenefit or harm of SMPs based on communication patterns and assist educators in devisingplans to utilize SMPs in a more advantageous manner. To make SMPs more valuable andaccessible for students, instructors should learn more about how they impact students'learning and engagement to strategize the implementation of SMPs as a instructionalinstrument to merge them into classes [10]. Traditional
- Conference Session
- Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Rachel Figard, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University
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- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
disability impact disabled student experiencesin the engineering classroom?Conceptual Framework Critical Disability Theory [CDT] (Hall, 2019) and the Design Justice framework(Costanza-Chock, 2020) were used as lenses to guide our research. CDT is a framework used forthe analysis of disability through the centering of disability and challenging of ableistassumptions surrounding disability. CDT describes disability as the complex relationshipbetween the medical contributions of disability and the barriers imposed on the concept ofdisability by the social environment (Hosking, 2008). The Design Justice Framework analyzeshow design works to benefit and burden different groups of people by elucidating how designreproduces and/or challenges the