Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

face-to-face courses [5]. In another study on distance education, it wasreported that the dropout rates in online courses are approximately three times higher than the in-person course [6]. In yet another study, the attrition rates in online education were reported to be10-20% higher than that for the face-to-face courses [7]. Finally, in a study by Mishra [8], theattrition rate in online courses from 27 open universities was reported to be 15.265, and anotherstudy intended to mitigate the attrition rates in online graduate program, it was found that theattrition rates were in between 28% to 48% [9].With the concern about the attrition rates of students in online courses, many researchers have triedto understand the associated reasons. Huitt

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ambassador for empirically driven, and often novel, educational practices.Dr. Kaela M Martin, Embry-Riddle Aeronautical University - Prescott Kaela Martin is an Associate Professor of Aerospace Engineering at Embry-Riddle Aeronautical Univer- sity, Prescott Campus. She graduated from Purdue University with a PhD in Aeronautical and Astronau- tical Engineering and is interested in increasing classroom engagement and student learning. American c Society for Engineering Education, 2020 WIP: Motivation and Identity: The Impact of Identity on Recovering from FailureIntroductionThis work-in-progress research paper presents

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ivan Detchev, University of Calgary; Elena V. Rangelova, University of Calgary; Scott C. Packer, University of Calgary ; Quazi K. Hassan, University of Calgary; Kyle O'Keefe P.Eng., University of Calgary

Tagged Divisions

Educational Research and Methods

General Studies (Hons.) from Lethbridge College. He has worked in a variety of Post-Secondary roles while completing his education and since graduating in 2013. Prior to this project he worked as an Academic Strategist for nearly four years, splitting time between the University of Lethbridge and Mount Royal University. Additionally, he has spent time as a Research Assistant for a public school attendance and performance project, Teaching Assistant, Tutor and Academic Aid. All his previous roles have played a crucial part in building qualifications to assist in this Engineering Education research.Prof. Quazi K. Hassan, University of Calgary Dr. Quazi K. Hassan is a professor in the Department of Geomatics Engineering at

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Christa Lynch, Arizona State University; Jonathan Hilpert, Arizona State University; mary ann Duggan, Arizona State University

Tagged Divisions

Educational Research and Methods

students enrolled inmultiple sections of an introductory engineering course, research assistants visited each ofthe course sections and informed the students about the research opportunity. Then, allstudents enrolled in the courses were emailed a link to the survey and urged to respond.Students were offered a random one-in-ten chance to win twenty dollars as incentive forparticipation. Data for the study were collected in the online software, downloaded into andorganized in Excel, and then recoded and analyzed in SPSS.Scales The Future Time Perspective Scale (FTPS). The FTPS was administered to assess threedimensions of future orientation: connectedness, speed, and distance. The three subscalescontain both positively and negatively worded

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

curriculum, in freshman through senior level courses, usually fortwo to four student learning outcomes per course.In those same courses, the university requires a formal student evaluation of teaching survey atthe end of the semester. Our university uses the IDEA system that includes asking the students toassess their own “progress on objectives” on up to 12 different objectives. The results of theIDEA student surveys can be classified as an indirect measure, which can be used to triangulateour own direct measurements. Our research into engineering education research literature did notfind any results of studies that attempted this method of data triangulation.Our program constructed a mapping table between our ABET-TAC a-k student learningoutcomes

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Larissa Pchenitchnaia, Texas A&M University; Debra Fowler, Texas A&M University; Nancy Simpson, Texas A&M University

Tagged Divisions

Educational Research and Methods

of expectations for systems thinking has been generated by the CDIOInitiative, which is “an innovative educational framework for producing the nextgeneration of engineers set in the context of Conceiving – Designing – Implementing –Operating real-world systems and products” 28. CDIO was derived from these four words:Conceiving – Designing – Implementing – Operating, which attempted to capture thecomprehensive practice of engineering. The CDIO Initiative started with five institutionsand now involves twenty-two institutions.28 Initial work of the CDIO Initiativeconcentrated on a study, involving both faculty members and employers, to clearlyarticulate a detailed set of expectations for engineering graduates. The desired set ofcapabilities for

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Princeton University; Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University

Tagged Divisions

Educational Research and Methods

intersection of cognition, affect, and identity within STEM education and operationalizing research findings to provide an excellent and equitable education to all students.Dr. Maria E. Garlock, Princeton University Maria Garlock is an Associate Professor at Princeton University in the Department of Civil and Envi- ronmental Engineering where she is the Director of the Architecture and Engineering Program. Her scholarship is in resilient building design and in studies of the best examples of structural designs of the present and past. She has co-authored the book Felix Candela: Engineer, Builder, Structural Artist and has recently launched a MOOC titled ”The Art of Structural Engineering: Bridges.”Dr. Aatish Bhatia

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Stephen Barner, Oregon State University; Shane A. Brown P.E., Oregon State University; Sean Lyle Gestson, Oregon State University

Tagged Divisions

Educational Research and Methods

include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize prac- ticing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.Mr. Sean Lyle Gestson, Oregon State University Sean Gestson is a recent graduate from the University of Portland where he studied Civil Engineering with a focus in Water Resources and Environmental Engineering. He is currently conducting Engineering Education research while pursuing a doctoral degree in Civil Engineering at Oregon State University. His research interests include problem solving, decision making, and engineering curriculum

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kyle B. Reed, University of South Florida

Tagged Divisions

Educational Research and Methods

directly graded based on their ability toassess their own solution. This method is focused on answers that are right or wrong, but the endof this paper discusses options for integrating this method with partial credit grading schemes.MethodsThe goal of this study is to understand how well students are able to assess whether they haveanswered questions correctly. By design, this study does not have a control group, but is ratherexamining the fundamental ability of students to understand and assess their own abilities whenanswering specific questions on quizzes given in class. The long-term goal of this research is tohelp students increase both their ability to correctly assess their understanding and also increasetheir overall confidence in the

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gerald Sullivan, Virginia Military Institute; James C. Squire, Virginia Military Institute; George Mercer Brooke IV, Virginia Military Institute,Department of Physics and Astronomy

Tagged Divisions

Educational Research and Methods

IV, Department of Physics and Astronomy, Virginia Military Institute George Brooke is an Associate Professor of Physics at the Virginia Military Institute. He received his B.S. in Physics from the Virginia Military Institute and his Ph.D. in Physics from Old Dominion University in the field of chemical physics. Following graduate school he did post-doctoral work in the field of ultra- cold atomic physics at the Laser and Optics Research Center at the United States Air Force Academy. His current interests include molecular spectroscopy and the application of these techniques to trace gas detection. Page

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nadia L. Frye, Washington State University; Devlin Montfort, Washington State University; Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

Engineering StudentsAbstract This paper reports early findings of a larger, longitudinal study on civil engineeringstudents’ personal epistemologies. Though much research has been done in exploring studentpersonal epistemologies in general, limited research has been done exploring student beliefsabout knowing in the domain of engineering. In this study, ten sophomore-level studentsparticipated in multiple, semi-structured interviews throughout a 200-level Statics course. Theseinterviews were analyzed for indications of change in personal epistemologies, using frameworksdeveloped by previous personal epistemology researchers. While many of the interviewedstudents showed expected progression through these

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Brook Sattler, University of Washington

Tagged Divisions

Educational Research and Methods

of scholarship4. Information about engineering students and engineeringlearner had a strong representation in the special issue. Since this issue was meant to showcasethe journal as a research venue, trends in the content of the paper can be interpreted as trends inthe scholarship more broadly. For example, the paper “Research on Engineering StudentKnowing: Trends and Opportunities” presented a view of 13 studies of student knowledgeincluding examples of research on students’ conceptual frameworks and misconceptions, theirattitudes about engineering and about their own skills, their approaches to engineering design atdifferent stages of the curriculum, and the development of their conceptual understanding andproblem-solving skills in

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

encourage student ownership is a criticalissue that continues to confront and challenge teachers from kindergarten through graduate school.Of the many factors that contribute to the student response in autonomous learning environments,perhaps the least explored are the contextual or environmental factors. In 2000, Paul R. Pintrichnoted that “there is a clear need for more descriptive, ethnographic, and observational research onhow different features of the context can shape, facilitate, and constrain self-regulated learning”.15More than a decade later, the need remains. Studies have shown that students’ positive perceptionsof their assigned tasks and instructors’ autonomy support can lead to increases in intrinsicmotivation, self-regulation

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

feedback, and classroom observations.Purpose and ContextThe purpose of this work is to demonstrate the effectiveness of a “labture” model, in which laband lecture are combined to maximize course efficiencies and provide students with theknowledge, skills, and attitudes typically addressed across multiple courses. Active learning(AL) has been linked to improve self-efficacy and the recruitment and retention ofunderrepresented students in STEM fields, including in graduate research degree pathways [8],[9]. However, current work has also shown that pedagogical interventions must be intentionallydesigned or outcomes may not be equitable across student groups [10]–[12]. With this in mind,the authors will also present on their reflective practice and

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

John Mativo, The University of Georgia; Maura Borrego, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

. Borrego holds an M.S. and Ph.D. in Materials Science and Engineering from Stanford University. Her current research interests center around interdisciplinary collaboration in engineering and engineering education, including studies of the collaborative relationships between engineers and education researchers. Investigations of interdisciplinary graduate programs nationawide are funded through her NSF CAREER award. Page 13.970.1© American Society for Engineering Education, 2008 Perceptions of Engineering EducationAbstractThe impact of engineering education seems to be felt in all veins of

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Steven Joseph Abramsky, Iowa State University

Tagged Divisions

Educational Research and Methods

Paper ID #23132How Engineering Educators Use Heuristics When Redesigning an Under-graduate Embedded Systems CourseDr. Nicholas D. Fila, Iowa State University Nicholas D. Fila is a postdoctoral research associate in Electrical and Computer Engineering and Industrial Design at Iowa State University. He earned a B.S. in Electrical Engineering and a M.S. in Electrical and Computer Engineering from the University of Illinois at Urbana-Champaign and a Ph.D. in Engineering Education from Purdue University. His current research interests include innovation, empathy, design thinking, and instructional design heuristics.Dr. Seda

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Morgan Hynes, Tufts University; David Crismond, The City College of New York; Barbara Brizuela, Tufts University

Tagged Divisions

Educational Research and Methods

knowledge. Similar studies have beenconducted that have looked at mathematics and science teaching; however, little research hasbeen done regarding what educators learn and do when teaching engineering in middle schools.The study reported in this paper investigated three in-service, middle-school teachers with littleengineering background, explored the knowledge they used and developed to teach anengineering curriculum, and asked the following research question: What mathematics, science, and engineering subject matter knowledge do middle-school mathematics and science teachers draw upon and incorporate as they teach an engineering instructional unit on robotics?Engineering in the Middle School ClassroomEngineering education in

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Catherine Mcgough Spence, Clemson University; Joseph Murphy, Clemson University; Rachel Lanning, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

by President Obama as a Champion of Change for Women in STEM, and participates in a number of diversity-enhancement programs at the university including serving as the Deputy Chair of the Women’s Commission and as a member of the ADA Task Force.Miss Catherine McGough, Clemson University Catherine McGough is currently a graduate research assistant in Engineering and Science Education at Clemson University. She obtained her B.S. in Electrical Engineering from Clemson University in 2014. Her research interests are in undergraduate engineering student motivations and undergraduate engineer- ing problem solving skill development and strategies.Joseph Murphy, Clemson University Joseph Murphy is a Fall 2018 graduate of

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

students’multifaceted non-cognitive attributes.A. Cognitive vs. Noncognitive AttributesIn the literature, there has been confusion conceptualizing the definition of cognitive andnoncognitive attributes in the prediction studies of students’ performance5. On the one hand,Messick (1979)6 considered a broad spectrum of noncognitive variables like personalityattributes, including affects, attitudes, interests, and motivation, and considered cognitivevariables as intellectual abilities, including subject knowledge and information processing skills.On the other hand, based on the social cognitive theories, various researchers treated a broadrange of motivational constructs, such as self-regulation, self-efficacy, expectancy-value, affect,learning strategies, and

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity devel- opment. She is the recipient of a 2014 American Society for Engineering Education (ASEE) Educational Research and Methods Division Apprentice Faculty

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #43787Bridging the Gap: The Impact of Social Media on Modern Engineering Education—ASystematic Literature ReviewMs. Arianna Gabriella Tobias, University of Oklahoma Arianna Tobias is a sophomore Computer Science major at the University of Oklahoma, where she is deeply engaged in undergraduate research. With a strong passion for advancing her field, Arianna focuses on projects that combine her technical skills with real-world applications. Her academic pursuits and commitment to her studies make her an emerging academic in the realm of computer science and engineering education.Dr. Javeed Kittur, University of

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University

Tagged Divisions

Educational Research and Methods

development of tools, methods, and strategies that aid in engineering problem definition, and problem solving discourse among students, faculty, and practitioners. Dr. Olewnik is also the Director of Experiential Learning for the School of Engineering and Applied Sciences.Ms. Hala Alfadhli, University at Buffalo Undergraduate computer engineering research assistant.Mr. Lucas Wickham, University at Buffalo I am an undergraduate research assistant at SUNY University at Buffalo, where I study Industrial and Systems Engineering. My research interests are in energy, education, and data analytics.Ms. Ashley Cummings , University at Buffalo Undergraduate Industrial Engineering student at the University at Buffalo.Dr. Randy

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Terkuma Stanley Asongo, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods Division (ERM)

and published in academic journals, reports, dissertations, and conference materials. Methods &Result: The study reveals a multifaceted definition of effective mentorship, highlighting both formal structured programs and informal, spontaneous connections between mentors and mentees. Drawing from established theories like Kram's mentorship theory and Edmondson's psychological safety concept, the instruments analyzed demonstrate a diverse conceptual foundation rooted in higher education. Over 40 years, 47 unique instruments were identified, reflecting a global interest in doctoral education research, with the USA leading in the number of studies. While many instruments exhibit high internal consistency reliability and

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

AC 2011-1852: THE DIALECTICS OF GOAL SETTING AND MONITOR-ING: TWO STUDENTS’ EXPERIENCES WITH PORTFOLIO CONSTRUC-TIONBrook Sattler, University of Washington Brook Sattler is a PhD student in Human Centered Design & Engineering. Her research interests include the design and use of critical reflection methods to support inclusive teaching practices, and intellectual development.Ashley Ann Thompson, University of Washington Ashley (Babcock) Thompson is a National Science Foundation Graduate Research Fellow at the Univer- sity of Washington. She is a first year PhD student in the department of Human Centered Design and Engineering. Her research interests include the effects of interdisciplinary teams on engineering

Conference Session

DELOS Best Paper Nominations

Collection

2008 Annual Conference & Exposition

Authors

Richard Drushel, Case Western Reserve University; John Gallagher, Wright State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

biochemistry. His research interests include 3-D kinematic modelling of soft-tissue structures in the feeding of marine molluscs, and the use of computers and robotics in education.John Gallagher, Wright State University Dr. John C. Gallagher is an Associate Professor with dual appointments in both the Department of Computer Science and Engineering and the Department of Electrical Engineering at Wright State University, Dayton, Ohio. His research interests include analog neuromorphic computation, evolutionary algorithms, and engineering education. Page 13.1283.1© American Society for Engineering

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #22223Influences on Variability of Perceptions of Behavior on Student EngineeringProject TeamsEmily Miller, University of Virginia Emily Miller is a graduate student in Systems and Information Engineering at the University of Virginia. She has previously worked for the National Integrated Cyber Education and Research Center and as a researcher at the University of Virginia, Olin College of Engineering and Ohio State. Her research interests include motivation, expertise recognition, and teamwork.Prof. Reid Bailey, University of Virginia Reid Bailey is an Associate Professor in the Department of Systems and

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Truc T. Ngo, University of San Diego; Susan M Lord, University of San Diego

Tagged Divisions

Educational Research and Methods

discussed, and opportunities for furtherstudy will be proposed.Literature on Student Attitudes towards EngineeringResearchers have used academic measures, demographic information, and survey instruments, totry to develop an understanding of how students decide to major in engineering and thepersistence of those students in engineering programs. Most commonly, statistical procedureswere used to relate high school performance, standardized test scores, and demographicinformation to retention in engineering, or engineering GPA. For example, one study appliedlogistic regression to a database of more than 80,000 students to assess the impact of high schoolGPA, SAT scores, gender, ethnicity and citizenship affected graduation rates.1 They concludedthat

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Educational Research and Methods

authors propose a spectrum of cognitivemental models or possible representations of the design process inclusive of design thinking andengineering doing that advances from novice to intermediate to expert, as shown above in Figure2. Additional efforts by the authors have been to specifically explain the research basis of thelearning trajectories concept (Lande and Liu, 2018, Lande Liu, 2018). A summary paper on theseresearch efforts is to be published contemporaneously (Lande, 2021).Research Methods and ParticipantsTo best address the research questions at hand, this study uses student drawing of their designprocess to collect and analyze data around engineering students’ learning. Empirical evidence ofhow students conceptualize design and

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Susan Mohammed, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Madara Ogot, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

at the first-year level.Overall, while symptomatic evidence exists for the above mentioned issues related to theintegration of industry sponsored design projects at the first-year level, there is nocomprehensive, conclusive, research based evidence or prescriptive guidelines to help faculty inthis regard. Because there is an increasing trend in adopting these types of projects at the firstyear level 13-17, we address these issues. In this paper, we focus on the tolerance for ambiguityand its implications for a design team in an educational setting.2. Ambiguity of the Project and Student Readiness for Open-Ended Problem SolvingThe current first year engineering design teaching included in the study features two design

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Cheryl Willis, University of Houston; Susan Miertschin, University of Houston

Tagged Divisions

Educational Research and Methods

more they resonate, the more their CRAnetworks are similar” [9. p. 189]. CRA can also compare all individual word networks bygenerating resonance clusters.The capabilities of CRA inspired three research questions for the initial limited study reportedhere. The research questions addressed are as follows. ≠ Research Question 1: What are the top influential words among word networks of student project reports? ≠ Research Question 2: How do student reports compare across application domain solutions? ≠ Research Question 3: How to student reports compare across report grade levels?MethodThe reports used in this study were created by students to describe results for an individualdatabase application