AC 2007-1608: A SUMMARY ANALYSIS OF ENGINEERING STUDENTS'INTERACTIONS WITH AN ONLINE LEARNING OBJECT IN THE CONTEXT OFTHEIR LEARNING STYLESMalgorzata Zywno, Ryerson University MALGORZATA S. (GOSHA) ZYWNO Gosha Zywno, M.Eng. (U. of Toronto), Ph.D. (Glasgow Caledonian U.), is a Professor of Electrical and Computer Engineering at Ryerson University. Dr. Zywno is a recipient of several university, national and international teaching excellence and achievement awards, including the 2005 ASEE Sharon Keillor Award, 2002 3M Teaching Fellowship and 2005 Canadian Engineers’ Medal for Distinction in Engineering Education. Her research interests are in active, collaborative learning with technology. She has
AC 2007-1656: THE CHANGING TIDES: HOW ENGINEERING ENVIRONMENTSPLAY A ROLE IN SELF-EFFICACY BELIEF MODIFICATIONMica Hutchison, Purdue University Mica A. Hutchison is a Ph.D. candidate in the Department Engineering Education and the Department of Chemistry with research interests focused on engineering education and the retention of engineering students. She received her B.S. in Chemical Engineering from the University of Idaho in 2002 and her M.S. in Chemistry Education from Purdue University in 2006. Her research is directed by Dr. George M. Bodner and Dr. Deborah K. Follman.Deborah Follman, Purdue University Deborah K. Follman is an Adjunct Professor in the Department of Engineering Education at
AC 2007-1680: TEACHING CHEMISTRY AS A CROSS-CULTURAL SUBJECT : IT& LINGUISTICSMargherita Landucci, Liceo Artistico StataleFabio Garganego, Municipality of Venice Page 12.1349.1© American Society for Engineering Education, 2007 Teaching Chemistry as a Cross-cultural Subject IT & LinguisticsAbstractThe main theme of this paper is the language of chemical formulae rather than the languagethat explains chemistry; the focus of our interest is the code used in writing chemicalformulae.The paper describes the nature and scope of a research project started by an out-of-schoolmultidisciplinary team who set up in 1993 and concluded
national and regional© American Society for Engineering Education, 2007 conferences and has published in the areas of political and social psychology. Shannon holds an MA degree in General Experimental Psychology.Anneliese Watt, Rose-Hulman Institute of Technology Anneliese Watt, Associate Professor of English at Rose-Hulman Institute of Technology, currently serves as Technical Communication Course Coordinator. She teaches writing, public speaking, and humanities elective courses to engineering and science students. Her graduate work in rhetoric and literature was completed at Penn State, and her recent research often focuses on engineering and workplace communication.Julia Williams
AC 2007-1694: INTRODUCTION OF VIDEO JOURNALS AND ARCHIVES IN THECLASSROOMAlexander Haubold, Columbia UniversityJohn R. Kender, Columbia University Page 12.985.1© American Society for Engineering Education, 2007 Introduction of Video Journals and Archives in the ClassroomAbstractWe report on two innovative approaches of using video recordings in project-based coursestargeted at journaling student and team performance and project progression. The first approachis strictly managed by instructors and staff, and involves periodical recording of studentpresentations, which are made available to students for self and peer evaluation. The secondapproach is loosely managed
the associatedreal-world equipment1,2. Unfortunately the relevant educational research and literature is clear inthe belief that greater student impact, understanding, and retention can only be achieved withgreater student engagement3. In part, this engagement must come by presenting material andproblems in the context of concrete applications or requirements and by connecting problems tothe student’s pre-existing knowledge. As part of a NSF Course, Curriculum, and LaboratoryImprovement (CCLI) grant new educational material is being developed for the thermodynamicscurriculum. This material is being offered under the name “Engaged in Thermodynamics”. It isintended to combine real world scenarios, problems, and solutions in a way that promotes
AC 2007-1783: GETTING MORE FROM YOUR DATA: APPLICATION OF ITEMRESPONSE THEORY TO THE STATISTICS CONCEPT INVENTORYKirk Allen, Purdue University Kirk Allen is a post-doctoral researcher in Purdue University's Department of Engineering Education. His dissertation research at The University of Oklahoma was the development and analysis of the Statistics Concept Inventory (NSF DUE 0206977), which combines his interest in statistics and assessment methodologies. Page 12.782.1© American Society for Engineering Education, 2007 Getting More from your Data: Application of Item Response
Swaminathan is currently working on his Ph.D degree in Chemical Engineering at the Tennessee Technological University, Cookeville, TN 38505. His research is to critically evaluate the pure component parameterization methodologies in equation of state modeling and their effect on mixture phase predictions. He received his B.Tech degree from University of Madras (India) and his MS degree from Tennessee Technological University.Lisa Zagumny, Tennessee Technological Univesity Lisa Zagumny is Assistant Professor of Qualitative Research, Educational Anthropology, Foundations, Tennessee Tech University, Box 5042, Cookeville, TN 38505; email lzagumny@tntech.edu. Her research interests overlap with a concern
AC 2007-692: GENDER DIFFERENCES IN STUDENT ACADEMICPERFORMANCE AND ATTITUDESIsmail Orabi, University of New Haven Ismail I. Orabi, Professor of Mechanical Engineering at University of New Haven. He received his Ph.D. from Clarkson University, and his MS degree from the State University of New York and B.S. from Cairo Institute of Technology (now Helwan University), all in Mechanical Engineering. He has published over 25 technical articles in refereed journals and conference proceedings. His research interests include theoretical and computational investigation in the area of mechanical vibrations and dynamic systems and control. Professor Orabi has taught courses in both undergraduate
AC 2007-706: EFFECTS OF SEX AND ETHNICITY ON PERFORMANCE ON THEMATERIALS CONCEPT INVENTORYElliot Douglas, University of Florida Dr. Elliot P. Douglas is Associate Professor of Materials Science and Engineering at the University of Florida. His educational research interests are in the areas of active learning techniques and critical thinking. He has been involved in faculty development activities since 1998, through the ExCEEd Teaching Workshops of ASCE, the Essential Teaching Seminars of ASME, and the NSF-sponsored SUCCEED Coalition. He is a member of the American Chemical Society, American Society for Engineering Education, and the American Educational Research Association
., (2004). “Does Active Learning Work? A Review of the Research,” Journal of Engineering Education, 93(3), 223-231.4. Bean, J. C. (1996). Engaging Ideas. San Francisco: Jossey-Bass Publishers.5. Michaelsen, L. K., Knight, A. B., & Fink, L. D., eds. (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling VA: Stylus Publishing.6 Wankat, P., and Oreovicz, F., (2006). “A Push for Participation,” ASEE Prism, 15(5), 39.7. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Active Learning: Cooperation in the College Classroom. Edina: Interaction Book Company.8. Babbie, E. (2007). The Practice of Social Research (11th ed.). Belmont, CA: Thomson Learning.9. Miles, M.B., & Huberman, A.M
Searle Center, her involvement specifically includes designing the evaluation strategy for GSW.Gregory Light, Northwestern University GREGORY LIGHT is the Director of the Searle Center for Teaching Excellence and an associate professor in the School of Education and Social Policy at Northwestern University. He holds a Ph.D. in Education from the University of London, UK, and focuses his research on the theory and practice of learning and teaching in higher education.Annette Munkeby, Northwestern University ANNETTE MUNKEBY was a Graduate Research Assistant and program coordinator of the Engineering Workshops at the Searle Center for Teaching Excellence at Northwestern University. She is
AC 2007-1617: EFFECTS OF CONCEPTUAL UNDERSTANDING, MATH ANDVISUALIZATION SKILLS ON PROBLEM-SOLVING IN STATICSKelli Higley, Pennsylvania State University Kelli Higley is a PhD student in Educational Psychology at Penn State. Before working on her PhD, she taught high school mathematics for 3 years. She has worked on diverse projects about learning, including research about discourse, reading, statistics, algebra, and now Statics. Her primary research focus remains improving the quality of mathematics teaching. She can be contacted at kjh262@psu.edu.Thomas Litzinger, Pennsylvania State University Tom Litzinger is Director of the Leonhard Center for the Enhancement of Engineering Education
AC 2008-1307: MOVING FROM PIPELINE THINKING TO UNDERSTANDINGPATHWAYS: FINDINGS FROM THE ACADEMIC PATHWAYS STUDY OFENGINEERING UNDERGRADUATESCynthia Atman, University of Washington CYNTHIA J. ATMAN, Ph.D., is the founding Director of the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington and the Director of the NSF funded Center for the Advancement of Engineering Education(CAEE). Dr. Atman is a Professor in Industrial Engineering. Her research focuses on design learning and engineering education.Sheri Sheppard, Stanford University SHERI D. SHEPPARD, Ph.D., P.E., is a professor of Mechanical Engineering at Stanford
Arizona State University in 2001. Her research interests include information literacy, instructional technology, and literature and technology. Page 13.1368.1© American Society for Engineering Education, 2008 Using virtual teams to improve information literacy and distributed cognition in a collaborative writing and general chemistry assignmentHow might individual information literacy skills contribute to the work of the group? Would across-curricular assignment generate observable communication related to distributed cognitionduring virtual team activities?IntroductionTwo
Engineering Education to the New Century. Washington, DC: National Academy of Engineering, 2005.[2] "Educating Engineers for the 21st Century: The Industry View." vol. 2007: The Royal Academy of Engineering, 2006.[3] L. H. Jamieson, "Keynote of the American Society for Engineering Education Annual Conference 2007," 2007.[4] L. Kohlberg, "Stage and Sequence: The cognitive developmental approach to socialization," in Handbook of socialization theory and research, D. Goslin, Ed. New York: Rand McNally & Company, 1969, pp. 347-480.[5] P. R. Pintrich, "The role of goal orientation in self-regulated learning," in Handbook of self- regulation, M. Boekaerts, P. R. Pintrich, and M. Zeidner, Eds. San Diego
brought in specifically to focus on IPRO courses, and has led over 50 IPRO project teams in the past four years. He has an undergraduate degree in liberal arts and mechnical engineering, and graduate degrees in Business and Industrial Engineering. For over 20 years he led consulting businesses specializing in financial and information process design and improvement, professional training/education for industry, market research and professional publications. He has been instrumental in implementing many of the assessment processes and interventions now used by the IPRO program. He also supervises the student employees providing operational and systems support for the IPRO program.Margaret
AC 2008-1440: CASE STUDY: A SPACE DESIGNED FOR COOPERATIVELEARNING WITH MULTIPLE PROCESSESS. Scott Moor, Indiana University-Purdue University-Fort Wayne Scott Moor is an Assistant Professor of Engineering and Coordinator of First-Year Engineering at Indiana University Purdue University – Fort Wayne. He received a B.S. and M.S. in Chemical Engineering from M.I.T. After over a decade in industry he returned to academia at the University of California at Berkeley where he received a Ph.D. in Chemical Engineering and an M.A. in Statistics. He is a registered Professional Chemical Engineer in California. His research interests include engineering education with an emphasis on developing and
AC 2008-1504: ENGINEERING STUDENT RETENTION: DEVELOPMENT OF AVALIDATED, QUANTITATIVE INSTRUMENT FOR EXPLORING THE ROLE OFPERSONAL AND INSTITUTIONAL CONTEXTJennifer VanAntwerp, Calvin College JENNIFER J. VANANTWERP is an Associate Professor of Engineering at Calvin College. She has an M.S. (1997) and Ph.D. (1999) in Chemical Engineering, from the University of Illinois at Urbana-Champaign, with research in biotechnology. Her current research interests include engineering student retention and diversity in engineering education.Rachel Reed, Calvin College RACHEL E. SYTSMA REED, Associate Professor of Education at Calvin College, has an M.A. in Secondary and Adult Science Educationa (1997
(Grants EEC-0431925 and EEC-0530632) and UML. Thanks to over 40 facultymembers in engineering and other colleges who have tried S-L in their courses as part of thisprogram.Bibliography1. Jacoby, B., and Assoc. (1996). Service learning in higher education. San Francisco: Jossey-Bass.2. Eyler, J., and D. E. Giles. (1999). Where's the learning in service-learning? San Francisco, CA: Jossey-Bass.3. Astin, A., L. Vogelgesang, E. Ikeda, and J. Yee. (2000). How service learning affects students. UCLA: Higher Education Research Institute. Retrieved March 8, 2006, from http://www.gseis.ucla.edu/heri/PDFs/HSLAS/HSLAS.PDF .4. Tsang, E. (Ed.) (2000). Projects that matter: Concepts and models for service-learning in
written literature on engineering education. Anaccurate account of engineering practice could help educators explain the relevance ofcoursework to students, helping to provide appropriate motivation for learning. Such an accountmay also reveal opportunities to improve curriculum design.This paper builds on results from an ongoing empirical study to establish a systematic frameworkto explain engineering practice in the majority of engineering disciplines based on 70 semi-structured interviews, extensive experience and confirmatory field studies3. Both the frameworkstudy and the longitudinal study are part of a larger Engineering Learning and Practice Researchproject involving 4 academics and 15 research students working on detailed
AC 2008-1596: ENGINEERING STUDENTS’ CONCEPTIONS OFSELF-DIRECTED LEARNINGJonathan Stolk, Franklin W. Olin College of EngineeringJohn Geddes, Franklin W. Olin College of EngineeringMark Somerville, Franklin W. Olin College of EngineeringRobert Martello, Franklin W. Olin College of Engineering Page 13.527.1© American Society for Engineering Education, 2008 Engineering Students’ Conceptions of Self-Directed LearningAbstractResearchers have developed numerous theories and developmental models to describe self-directed learning, lifelong learning, and self-regulated learning. The literature includes a largebody of research that illustrates the cognitive, metacognitive
institution. At a research institution, however, a standalone program risks the segregation ofthe faculty into less prestigious undergraduate teachers and more prestigious graduate facultywho conduct research. College-wide interdisciplinary programs or institutes on undergraduateeducation provide a locus for education-oriented faculty in different departments. Separatedepartments of engineering education take this one-step further by permitting full unit status anda dedicated faculty for education research and innovation.Despite the differences in these three approaches, each of these arrangements assumes thatmodification of organizational structure is part of the answer to the question of how to reformengineering education. We agree with that
AC 2008-1678: THE EFFECTS OF INSTRUCTORS' TIME IN INDUSTRY ONSTUDENTS' CO-CURRICULAR EXPERIENCESBetty Harper, Pennsylvania State University, University Park Betty Harper is a doctoral candidate in Higher Education and a Graduate Research Assistant in the Center for the Study of Higher Education at Penn State.Patrick Terenzini, Pennsylvania State University Patrick T. Terenzini is a Distinguished Professor and Senior Scientist in the Center for the Study of Higher Education at Penn State. Page 13.1223.1© American Society for Engineering Education, 2008 The Effects of Instructors
AC 2008-1699: SCAFFOLDING TO IMPROVE REASONING SKILLS INPROBLEM FORMULATIONJohn Jackman, Iowa State University Dr. John Jackman is an Associate Professor in the department of Industrial and Manufacturing Systems Engineering at Iowa State University His work in engineering problem solving has appeared in the Journal of Engineering Education and the International Journal of Engineering Education. His research focuses on how engineers use and create information during the development process in order to improve their productivity and reduce development time.Sarah Ryan, Iowa State University Dr. Sarah Ryan is an Associate Professor in the department of Industrial and Manufacturing Systems
AC 2008-827: A QUALITATIVE STUDY OF THE EARLY WORK EXPERIENCESOF RECENT GRADUATES IN ENGINEERING.Russell Korte, The University of Texas-Tyler Russell F. Korte, Ph.D., is an assistant professor of human resource development at the University of Texas at Tyler. Dr. Korte is co-researcher on a National Science Foundation (NSF) grant with the Center for the Advancement of Engineering Education (CAEE). His research interests include higher education, workplace learning, organizational socialization, performance improvement, and engineering education.Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is the Carnegie Foundation for the Advancement of Teaching Consulting
is a Program Coordinator and Instructional Consultant with the Center for Teaching Excellence at Texas A&M University. She has co-authored articles and chapters on faculty learning communities, the teaching portfolio, and other faculty professional development topics. She can be reached at j-layne@tamu.edu.Noah Finkelstein, University of Colorado Noah Finkelstein is an Assistant Professor of Physics at the University of Colorado at Boulder (CU). He specializes in physics education research and is one of the PIs of the physics education research group at CU. He conducts research on the contexts of student learning in physics, including: the use of new tools, such as computer simulations
AC 2008-865: UNDERSTANDING STUDENTS’ USE OF INNOVATIVE LEARNINGSTRATEGIESMica Hutchison, Northwestern University Mica A. Hutchison is a CASEE postdoctoral fellow at Northwestern University. She received a B.S. in Chemical Engineering from the University of Idaho in 2002, a Masters in Chemistry from Purdue University in 2006, and a Ph.D. in Engineering Education from Purdue in 2007. Her research interests include engineering and design education and the retention of engineering students. She investigates these areas using self-efficacy theory and the adaptive expertise framework.Ann McKenna, Northwestern University Ann McKenna is the Director of Education Improvement in the Robert R. McCormick
," (Accreditation Board for Engineering and Technology,Baltimore, MD, 2004).2. S. Howe, and J. Wilbarger, "2005 NATIONAL SURVEY OF ENGINEERING CAPSTONE DESIGNCOURSES," in ASEE Annual Meeting, (Chicago, 2006).3. D. C. Davis, S. W. Beyerlein, and I. T. Davis, "Development and Use of an Engineer Profile," in ASEEAnnual Conference and Exposition, (Portland, 2005).4. M. Prince, "Does Active Learning Work? A review of the research," J. Eng. Educ. 93, 223-246 (2004).5. K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, "Pedagogies of Engagement: Classroom-Based Practices," J. Eng. Educ. 94, 87-101 (2005).6. D. Carr, Herman, K. Zarotney, Miller, and A. Wakefield, The Team Learning Assistant Workbook(McGraw Hill, Boston
(STEM) students with the skillsand knowledge needed to tackle the technological challenges of the 21st century, the NationalScience Foundation granted funding in 2003 to the Center for the Advancement of EngineeringEducation (CAEE), dedicated to advancing the scholarship of engineering learning and teaching.The largest element of the CAEE is the Academic Pathways Study (APS), an in-depth, mixedmethods exploration of the undergraduate student experience and the graduate’s transition intoprofessional practice. The APS addresses the following research questions: 1. How do students' engineering skills and knowledge develop and/or change over time? 2. How does one's identity as an engineer evolve? 3. What elements of engineering education