Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Educational Research and Methods Division (ERM)

fundamental engineering course, students must use variouslearning strategies to persist in the program [22]. This study is part of an NSF grant that aims tosupport student engagement in undergraduate engineering education to be equitable andinclusive. Oftentimes, these engineering courses can provide roadblocks to students due to theirmotivation orientation, their beliefs in their ability to do well in the course, and the self-regulatedlearning (or lack thereof) utilized within the classroom. To address the external factors thatimpact SRL, the course instructor implemented multiple attempt testing (MAT). Multiple attempttesting allows for students to engage in metacognitive monitoring, reflect on their learning fromthe previous test, plan/practice

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #38410Illuminating Contexts that Influence Test Usage Beliefs and Behaviorsamong Instructors of Fundamental Engineering CoursesKai Jun Chew, Embry-Riddle Aeronautical UniversityDr. Holly M. Matusovich, Virginia Polytechnic Institute and State University Dr. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bostwick, Franklin W. Olin College of Engineering; Alex George, Franklin W. Olin College of Engineering; Trinity Lee, Franklin W. Olin College of Engineering; Zachary Del Rosario, Franklin W. Olin College of Engineering

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Educational Research and Methods Division (ERM)

) framework to actively promote research quality.Our reflection data illustrate how numerical reporting conventions, formative life experiences,and professional aspirations can all affect a young engineer's perception of the relevance ofvariability. We conclude with a discussion of implications for instructional practice.IntroductionVariability—the phenomenon of non-identical values—is core to modern science. The movebeyond calculating averages to the study of real variation is one of the most important scientificdevelopments of the 19th century [1]. Ernst Mayr [2] positions variability as fundamental tounderstanding evolution through “population thinking.” Statistics as a discipline exists in largepart to develop techniques to study variability

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marino Nader, University of Central Florida; Michelle Taub, University of Central Florida; Sierra Outerbridge, University of Central Florida; Harrison N. Oonge, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Educational Research and Methods Division (ERM)

Paper ID #41670The Success and Retention of Students Using Multiple-Attempt Testing inFundamental Engineering Courses: Dynamics and ThermodynamicsDr. Marino Nader, University of Central Florida Marino Nader is an Associate lecturer in the Mechanical and Aerospace Engineering Department at the University of Central Florida and has been working on digitizing courses and exams, creating different course modalities. Dr. Nader obtained his B.Eng., M.Eng. and Ph.D. from McGill University. His Ph.D. was done in conjunction with the Canadian Space Agency where he spent two years doing research and experiments. Upon completion of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dhruv Gambhir, Nanyang Technological University; Yifan Xie, University College London; Ibrahim H. Yeter, Nanyang Technological University; Junaid Qadir, Qatar University; Andy Khong, Nanyang Technological University

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Educational Research and Methods Division (ERM)

know the fundamentals, how it looks like, then you can use generative AI to merge some ideas and go to the next level’ (Clint)While all the interviewees acknowledged GenAI's capacity to summarize information, there wasa debate concerning the generation of novel insights. For instance, Hillary and Todd believeGenAI can facilitate self-learning by providing good ideas and serving as a starting point foracademic writing, while Serena and Ben argue that it only comes from in-depth individualresearch and brainstorming.Among all the outcomes, there is also an illustration of GenAI as a time saver, especially when itcomes to information research: ‘Along with this, academically, I think it just helps shorten down the time it takes to do a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Campbell R. Bego, University of Louisville; Tessa Withorn, University of Louisville; Judith Danovitch, University of Louisville; Angela Thompson P.E., University of Louisville; Elisabeth Thomas, University of Louisville; Gabriel Ethan Gatsos, University of Louisville; Alvin Tran, University of Louisville

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Educational Research and Methods Division (ERM)

in engineering [2].ChatGPT, developed by Open AI and launched in November 2022 [3], is one of the most popularand accessible LLM chatbots on the market today. ChatGPT in its current state is particularlygood at providing context-based answers to questions, writing, editing, and coding [4], [5].However, some of its limitations include potential bias in its training data, a lack of up-to-dateknowledge, and generating made-up or “hallucinated” information including source citations [6].Due to the accessibility and usefulness of GenAI products, engineering students need to acquireliteracy in AI technology, which includes (a) understanding basic functions of AI, (b) using andapplying AI in a variety of contexts, (c) evaluating and creating AI

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Davis Ray; Joshua T. Hewes P.E., Northern Arizona University; Benjamin Z. Dymond, University of Minnesota Duluth; Robin Tuchscherer, Northern Arizona University

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Educational Research and Methods Division (ERM)

three-span continuous steel girder bridge. A photograph,looking west at the east elevation, is shown. a) Determine all internal member forces [i.e., axial (N), shear (V), and moment (M)] at Section A-A and include the following steps:  Draw a free-body diagram (you choose what side of cut)  Write equations of equilibrium  Solve for unknownsShow all your work, including sides notes that explain your thought process at each step. b) Select the single most applicable Fundamental Engineering Principle from Table 1 above, for solving this problem. c) In 2-3 sentences and in your own words (i.e., do not re-iterate the definition), explain why you chose this principle.2) A photograph, elevation view, FBD, and cross

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

Examining Students’ Beliefs on the Use of ChatGPT in EngineeringAbstractAn Open Artificial Intelligence language model called Chat Generative Pre-Trained Transformer(ChatGPT) was developed by engineers. This kind of AI system produces text responses thatresemble those of a human being in response to a variety of prompts and inquiries. A few benefitsof ChatGPT are its round-the-clock assistance, prompt question answering, ability to locateresearch-related material, ability to write code, etc. Despite these benefits, ChatGPT may provideinaccurate or irrelevant results due to its limited contextual understanding of a given topic.Feedback that is unfair or erroneous may result from bias in the data that was used to train theprogram. Regrettably

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nourhan E. Elatky, Rowan University; Jenny Nguyen Hoang; Mason Elwell; Ronan Connor Harkins; Juan M. Cruz, Rowan University; Jie Li, Rowan University

Tagged Divisions

Educational Research and Methods Division (ERM)

Smart Grid WorkforceIntroductionThe electricity grid is one of the largest and most complex machines ever made. It sends energyworth $400 billion annually through seven million miles of transmission and distribution lines inthe U.S.[1]. Although the grid has been improved and upgraded over the last decades, blackoutsare becoming more frequent throughout the U.S. and worldwide. This extremely large-scalecomplex system continuously faces new challenges that demand fundamental revolution inphysical structure, management policy, and business operation [2]. To address these challenges,emerging electricity supply, delivery technologies, advanced monitoring, control, operationstrategies, and regulatory

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

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Diversity

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Educational Research and Methods Division (ERM)

applied to.Research QuestionsThe goal of this study is to determine if ENA will be an appropriate and effective method forevaluating practice-based learning experiences. For this method to be appropriate and effective,the five epistemic frame elements (Knowledge, Skills, Identity, Values, and Epistemology)should appear within the senior paper excerpts, these epistemic frame elements should co-occurwithin the writing (i.e. two or more elements should be mentioned together), and theseco-occurrences should inform us about the student learning. This led to the development of thethree research questions below: 1. How frequently do students discuss each of the five epistemic frame elements in their senior paper? 2. How frequently do these

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods Division (ERM)

and Systems (IDEEAS) Lab.Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach Kai Jun ”KJ” Chew is an assistant professor in the Engineering Fundamentals department at Embry-Riddle Aeronautical University. He is passionate about teaching and research, and he strives to produce knowledge that informs better teaching. His research intersects assessment and evaluation, motivation, and equity. His research goal is to promote engineering as a way to advance social justice causes.Dr. Holly M. Matusovich, Virginia Polytechnic Institute and State University Dr. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

those feelings and experiences, if you will. But and and J is right he’s right there.” J: “And I’m in the math.” B: “Well, because our careers aren't on the line in the same way. They're on the line every day with our, with our work product, but not in the same way where it's like you either deliver or you leave the program, and then you have to figure it out. So I mean, the stakes are, are different.” J: “We get to read and write for a living about things that matter to us with people we care about. I mean, you just can’t ask for a lot more than that.” B: “100%. It's a gift.”Doctoral research is a very recent experience for both participants. They both acknowledged thattheir researcher identity poem

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mackinley Love, University of Calgary; Philip Egberts, University of Calgary; Joanna Wong, University of Calgary; Miriam Nightingale, University of Calgary

Tagged Divisions

Educational Research and Methods Division (ERM)

considerwasted in a laboratory and therefore improve student perception of the laboratoryexperience.Three tools are helpful in developing clear learning objectives. First is the revised Bloom’staxonomy, which has already been detailed. Using verbs like “the student will apply the lectureconcepts” or “the student will create a project using the lecture concepts” clearly communicatesthe intended activity the student is expected to complete. Second, in a colloquy preceding thework of Feisel and Rosa, thirteen fundamental laboratory objectives were developed [24]. Someof these objectives align with what the surveyed students desired in their laboratories: creativity,communication, teamwork, and design. Several objectives align with the student desire

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)

expressions underlines their interconnected role inhuman communication and interaction, providing insights into the intricate relationship betweenmental involvement and emotional signaling in various contexts. This study aims to explore theintricate relationship between students' cognitive engagement and facial expressions, these two facetsof the learning experience, and delve deeper into the realm of non–verbal communication to unearthpotential indicators of heightened cognitive engagement. Within the domain of problem–solving, theresearch spotlight has increasingly illuminated the significance of facial expressions. This heightenedattention is underscored by its direct relevance to student learning outcomes, a fundamental facet ofthe ABET

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, The Ohio State University; Victoria Bill, New York University ; Julie P Martin, The Ohio State University; Tiantian Li, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

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Educational Research and Methods Division (ERM)

intention and meaning in one single email that was concise enough that people would read it, but expressed enough of what I needed from them that I got what I needed. So, it was like a balance of not too many words but also enough, where if it would help understand that this is important and I need you to explain. [Researcher]: How did you learn that skill of writing emails that are concise and good to get information across? Participant 1: So, whenever I would email someone for something, and they didn't give me what I needed, I would complain about it to my father. And he would just give me advice on like, “Well, you asked the question here, how can you do this?” instead of “How do we

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Texas A&M University; Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Pouneh Abbasian, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Educational Research and Methods Division (ERM)

andpresented. Additionally, there were 25 submissions from local faculty to highlight their researchin a special poster session. The 2023 FIE conference had 2 Keynotes & 1 Honorable Speaker. 5posters were presented by the awardees of the New Faculty Fellow Award. FIE 2023 had a totalof 637 registered attendees for the full (3-day) conference, 48 registered attendees for a single-daypass, and 80 registered attendees for workshops. The conference had three social events, and aposter session for TAMU faculty to highlight their research. Three fundamental research projectswere introduced in a presentation format by their PIs.It is important to release conference statistics to allow organizers to gather participants’ feedbackand data on demographics

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Natalie L. Shaheen; Wade H. Goodridge, Utah State University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

professionals, little has beendone to address spatial development in blind and low vision (BLV) individuals who havehistorically been underrepresented in STEM fields [13]. However, it should be recognized thatspatial thinking is fundamentally a cognitive process that does not just require sightedness. Whileliterature has a tendency to describe spatial ability and spatial thinking in terms that represent itas a visual input and manipulation process, it can also be a tactile input process that forms thefoundation that mental modeling is then conducted upon. While members of the BLVcommunity have led successful careers in STEM fields, there is great potential to attract manymore when tactile spatial interventions can be leveraged to help teach spatial

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yinqi (Anna) Zhang, Penn State University; Brian Belland, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

’ perspective, hence there isa moral obligation concerning how they write. Reporting is the process where the authors hope tobring people together. Following Kvale's [39] guidelines, when the authors reported the analysisresult in the next section, they contextualized and interpreted the quotes while making themrelevant to the general writing. The authors rendered the conversations into a readable, writtentext format, and the maximum length of the interview quotes is no more than half a page. Onlythe most essential quotes are presented. ‘How to dialogically engage in reading and writing andmake the piece reader-ly?’ was a concern while they were writing up the piece. The goal is neverto generalize the stories. Everything we look at here is not

Conference Session

Pedagogy and Instructional Practices

Collection

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)

evaluations.AcknowledgementThe authors would like to acknowledge the financial support of Writing Lab, Institute for theFuture of Education, Tecnologico de Monterrey, Mexico, in the production of this work.References[1] J. Planas-Coll, “El contrasentido de la enseñanza basada en competencias,” Revista Iberoamericana de Educación Superior, vol. IV, no. 10, pp. 75–92, 2013.[2] A. Wilson-Lopez et al., “Argumentation in K-12 Engineering Education: A Review of the Literature (Fundamental).”[3] C. Rapanta and K. Iordanou, “Argumentation and critical thinking,” in International Encyclopedia of Education(Fourth Edition), Elsevier, 2023, pp. 575–587. doi: 10.1016/B978-0-12-818630- 5.14073-4.[4] T. Låg and R. G. Sæle, “Does the Flipped Classroom

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

event that the lab is closed due to COVID. Mechanical Engineering [301 B]: Smart Product Design Applications Lecture/lab. Second in team design project series on programmable electromechanical systems design. Topics: More microcontroller hardware subsystems: timer systems, PWM, interrupts; analog circuits, operational amplifiers, comparators, signal conditioning, interfacing to sensors, actuator characteristics and interfacing, noise, and power supplies. Lab fee. Limited enrollment. Prerequisite: [301 A] or passing the smart product design fundamentals proficiency examination. Mechanical Engineering [301 C]: Smart Product Design Practice Lecture/lab. Third in the series on programmable electromechanical systems design. Topics: inter-processor

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Amy Bilton, University of Toronto; Lisa Romkey, University of Toronto

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Diversity

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Educational Research and Methods Division (ERM)

encounter after leaving formal education” [1](p.292). This recognizes the informal and largely self-directed nature of lifelong learning. Asdiscussed in previous papers documenting this work ([2], [3]), it is important that undergraduateengineering programs develop effective lifelong learners given their need to take ownership oftheir increasingly unpredictable careers and serve the public good in a landscape of volatility,uncertainty, complexity, and ambiguity (VUCA). We focus on the concept of a lifelong learningorientation, or positive disposition towards lifelong learning in terms of motivations (intentionsbehind learning) and approaches (high-level learning techniques).This study takes place at a large Canadian research institution. Our aim is

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caitlyn Berryhill, California Polytechnic State University, San Luis Obispo; Amanda Clara Emberley, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods Division (ERM)

to a response that has any mention of problem and solutions Ideation/creativity Engineering design is creating and developing ideas. The focus of the response is on these ideas, but they can be related to criteria and other concepts. Engineering Design Process The response to these questions outlines the steps of the engineering design process. It does not have to specifically write “engineering design process.” Meeting need of client / criteria Designing for a user or based on given criteria and constraints. Engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

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Diversity

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Educational Research and Methods Division (ERM)

articles helpedstudents' experimental planning and scientific writing.Laboratory skills: Students learned various lab skills throughout the semester, and at the beginningof the semester, they had a few small assignments related to their projects, such as basic codingskills in Python, MATLAB, EEG acquisition, etc. The instructor evaluations also included pointsfor lab skills and safety procedures.Written communication: Part of the Scientific Method is communicating findings, so students kepta detailed notebook each week. These notebooks were checked periodically and graded accordingto the rubric on Canvas. Students learned how to write the different research sections by submittingsmall chunks of a report throughout the course. First, students

Conference Session

Work-in-Progress Session: Exploring Learning and Development in Engineering Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Isabel A. Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville

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Educational Research and Methods Division (ERM)

Paper ID #38936Work in Progress: Making Engineering Education Teams more Effective: AnExploration of a Nearly Epistemic NegotiationDr. Courtney June Faber, University of Tennessee, Knoxville Courtney Faber, Ph.D., is a Research Associate Professor and Senior Lecturer in Engineering Fundamen- tals at the University of Tennessee, Knoxville. She is also the Director of the Fundamentals of Engineering and Computing Teaching in Higher Education Certificate Program. Her research focuses on empowering engineering education scholars to be more effective at impacting transformational change in engineering and developing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaojin Ye, State University of New York, Farmingdale; Carlos William Castillo-Garsow, Eastern Washington University

Tagged Divisions

Educational Research and Methods Division (ERM)

write that down, we know the slopeshould be 1.” We see that for Ray and Gerry a correct slope alone is worth 3 points, withpotentially more for showing work of some kind to establish that the student drew a slope of 1intentionally.Frank and Alice had clear grading standards for slope and gave 5 points for this graph.Sandra said, “A correct slope is awarded 4 points.” Jimmy said, “The student can have 2 pointsfor having the correct slope.” Dolly said, “I will give about half of the points for the slope, and Iwould give 5 or 6 for this slope depending on the student’s actual work.” She gave 6 points tothis graph.Kara awarded 4 points to this graph originally, but after the interviewer mentioned that only theslope was correct in this graph, she

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #42115Work-in-Progress: Describing the Epistemic Culture of our Research Teamsfrom Ethnographic ObservationsDr. Courtney June Faber, University at Buffalo, The State University of New York Courtney Faber, Ph.D., is an Assistant Professor of Engineering Education at the University at Buffalo (UB). Prior to joining UB in August of 2023, she was a Research Associate Professor and Senior Lecturer in Engineering Fundamentals at the University of Tennessee, Knoxville. She was also the Director of the Fundamentals of Engineering and Computing Teaching in Higher Education Certificate Program. Her research focuses on

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Greses Perez, Tufts University; Lise Clara Mabour, Tufts University; G. R. Marvez, Tufts University; Ymbar Isaias Polanco Pino, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

,” Science Education, vol. 89, no. 5, pp. 779–802, 2005, https://doi.org/10.1002/sce.20069[31] M. A. K. Halliday, & J.R. Martin, Writing Science: Literacy and Discursive Power, Routledge, 1993.[32] S. Lee, & W.M. Roth, “Learning Science in the Community,” Counterpoints, vol. 210, pp. 37–66, 2002.[33] R. Millar, “Twenty First Century Science: Insights from the design and implementation of a scientific literacy approach in school science,” International Journal of Science Education, vol. 28, no. 13, pp. 1499–1521, 2006. https://doi.org/10.1080/09500690600718344[34] S.P. Norris & L.M. Phillips, “How literacy in its fundamental sense is central to scientific literacy,” Science Education, vol. 87, no. 2, pp. 224

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushant Makarand Padhye, University of Cincinnati; David Reeping, University of Cincinnati; Nahal Rashedi , University of Cincinnati

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Educational Research and Methods Division (ERM)

Paper ID #42157Analyzing Trends in Curricular Complexity and Extracting Common CurricularDesign PatternsSushant Makarand Padhye, University of Cincinnati Sushant Padhye is a sophomore majoring in electrical engineering and an Undergraduate Research Assistant at the University of Cincinnati.Dr. David Reeping, University of Cincinnati Dr. David Reeping is an Assistant Professor in the Department of Engineering and Computing Education at the University of Cincinnati. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Fernandez, Utah Valley University; Walker Eads, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University

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Diversity

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Educational Research and Methods Division (ERM)

we learned about in theundergraduate mechanical engineering curriculum such as Materials Science and Engineering.An example is provided where we have attempted to reflect on the experimental data that iscollected based on fundamentals of mechanical property behavior that we learned about in thatcourse. This research work presents unique challenges we have faced in getting involved andperforming the assigned work. This paper can be used as a platform for other institutions withsimilar populations on practices and instruction that can get non-traditional students involved inimpactful research and in the process gain invaluable knowledge and a meaningfulundergraduate experience.IntroductionUVU is an open-admissions public teaching institution

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bradley J. Sottile, The Pennsylvania State University

Tagged Divisions

Educational Research and Methods Division (ERM)

), the third ethics scenariopresented respondents with a scenario featuring the issue of utilizing artificial intelligence. Thequantitative portion of the third scenario prompt was: Please consider the following scenario when answering questions on this screen: A major writing assignment is coming up for an engineering student’s capstone design course during a very busy part of the semester. There are a few major sections of the paper that require mostly formulaic responses. A student in the course decides to use ChatGPT, an artificial intelligence chatbot, to write those sections of the paper for them. [Question 06. Likert scale, responses choices: very unethical, somewhat unethical, neither ethical or unethical, somewhat ethical, very ethical