Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sohum Sohoni, Oklahoma State University; Donald P. French, Oklahoma State University; YoonJung Cho, Oklahoma State University

Tagged Divisions

Educational Research and Methods

become „Junior Colleagues‟ who considerthemselves as fellow faculty and become concerned with the impact they may have on studentlearning and engagement. Most studies on teacher concerns have employed survey methods andmost surveys were developed based on Fuller‟s[23] model. Researchers often revised andextended survey items to reflect unique needs and characteristics of diverse teacher populationsand teaching contexts. Mok[26] proposed that teacher concerns are context-specific and thereforedifferent teacher populations in varying educational contexts may express different teachingconcerns, which should be considered to address teaching concerns appropriately within GTAdevelopment programs.An important first step in addressing this issue for

Conference Session

Conceptual Learning

Collection

2010 Annual Conference & Exposition

Authors

Bill Brooks, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

-choiceconceptual question to the class. Students answer individually at first and next are shown a ―poll‖of the class responses. They then form groups and discuss the problem with peers, and finallyanswer again individually. Peer instruction encourages students to reflect on the problem andthink through the arguments being developed and put them into their own words. Just asimportantly, it provides both student and instructor with feedback regarding studentunderstanding of the concept.This study uses the Web-based Interactive Science and Engineering (WISE) Learning Tool as aplatform to investigate the effectiveness of Peer Instruction on the explicit understanding ofundergraduate students in chemical engineering thermodynamics. WISE is designed to utilize

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric L Huerta-Manzanilla, Universidad Autónoma de Querétaro; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the institution, when the individual’s intellectual developmentis congruent with the environment of the college 8.Social integration could be understood as the degree of congruency between the student’s socialbehavior and the social system of the university. Academic, or structural, integration is theacademic performance and achievement of the student. Normative integration, according to Page 23.1211.3Tinto, reflects the student’s appraisal of the academic system of the university and is evident aspart of the student’s intellectual development. The goal of college graduation and thecommitment to the institution are, in Tinto’s model, direct

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Blanca Miller, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

still emerging, although there have been some paperspublished using this approach15, 16. Tomkins and Eatough17 discuss strategies for use of IPA infocus group settings, highlighting the need for a sensitive approach that acknowledges thedifferences of group-based interactions. Themes from both individual and group interviews arereported in this paper.Positioning and methodological rigor – A key aspect of all qualitative research is the analyst’srole as researcher and research tool, as their understanding and interpretation are central to theproject’s success. To clarify those roles and enact boundaries, IPA calls for a reflective dialoguebetween analyst and participant13. Throughout the process of analysis, the researcher ‘brackets’their

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Patrick Marcel Danner, Technical University of Munich; Shannon Katherine Gilmartin, Stanford University; Carol B. Muller, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, we focus on human diversity as reflective of “broad heterogeneity in socialidentities and statuses represented among individuals in a shared engineering experience” [1].We see these dimensions as situated in, interacting with, and influenced by the cultural andsocial norms in which individuals operate. In turn, individuals affect those cultural norms.Understanding these aspects is increasingly recognized as an important part of learning tobecome an engineer. Though traditional engineering education has been, and to a large extentstill is, focused on students acquiring technical knowledge [2] [3], in the workplace engineers arerequired to bring more than technical expertise to solve problems. As part of their work, theyoften draw on different

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16372Making an Impact on Engineering Education Communities: Learning fromthe Past and Looking ForwardDr. Cheryl Allendoerfer, University of Washington Dr. Allendoerfer is a Research Scientist in the College of Engineering at the University of Washington.Dr. Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching Ken Yasuhara is a research scientist at the Center for Engineering Learning & Teaching (CELT), a campus lead for the Consortium to Promote Reflection in Engineering Education (CPREE), and an instructional consultant in the Office for the Advancement of Engineering Teaching

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Douglas J. Hacker, University of Utah; John Dunlosky

Tagged Divisions

Educational Research and Methods

are derived primarily throughthe use think-aloud protocols, have little association with one another. Correlations between thetwo types of measure typically range from -.07 to .31 (Veenman, 2005). Several explanationshave been proposed for these low correlations: • Verbal reports obtained during task performance may lack reliability and would not validly reflect people’s cognitive or affective states; • responses to questionnaires typically reflect people’s beliefs or perceptions about their general learning and do not capture specific learning tasks; or • questionnaires and think-aloud protocols measure different kinds of metacognition.The first of these explanations has been addressed by several researchers, most

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

-city children, cancer patients, and individuals struggling with gender and immigration issues.The original study that proposed photo elicitation supplied the photographs to participants,asking them to use the photos as a starting point for their responses and reflections.20 Otherstudies have followed suit, particularly when examining gender issues.29 The benefits of thisform of the method include not relying on participants to follow through on the requirement tobring their own photos which adhere to assigned categories; having control over being able togeneralize the study’s results; and ensuring a baseline for comparison. However, this version ofthe method limits two of the main benefits of photo elicitation in general: empowerment17

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

of mechanical engineering at Cal Poly, which he joined in 2008. Prior to that he was on the faculty at Rowan University.Jonathan D. Stolk, Franklin W. Olin College of Engineering Page 22.1334.1 c American Society for Engineering Education, 2011 Student Lifelong Learning Outcomes For Different Learning EnvironmentsAbstractCalls for educational reform emphasize the need for students to develop a capacity for lifelonglearning. Lifelong learners may be characterized as curious, motivated, reflective, analytical,persistent, flexible, and

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Kelly Guerin, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-level electrical and computer engineering course. The primary source ofdata was 21 transcribed audio recordings of design meetings and is supplemented withinterviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that representconnections and disconnections between the process used and a common five-stage designthinking process (empathize, define, ideate, prototype, and test). These themes demonstrate someof the opportunities and challenges related to design thinking within an engineering coursedesign setting. In particular, they suggest that engineering course design is a relevant context fordesign thinking, but one to which design thinking methods do not always naturally translated.Future work should focus on better

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Purdue University, West Lafayette; Sarah Aileen Brownell, Rochester Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Alexander T. Dale, Engineers for a Sustainable World

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

implement the SSDS and illustrate the findings when usingthis survey pre- and post- course with students who participated in WPSI across threeuniversities during the Fall of 2014. Results from these components are triangulated withstudents’ end-of-semester written reflections and participating instructors’ course experiences.This qualitative component allowed us to consider how WPSI might be improved in future Page 26.508.3iterations, as well as broader implications of the SSDS and WPSI for engineering educationcourses and curriculum.For anonymity, throughout this paper we will refer to course offerings as Course 1, 2, and 3. Thisframing puts the

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University; Ann F. McKenna, Arizona State University; Jennifer M. Bekki, Arizona State University; Rod D. Roscoe, Arizona State University

Tagged Divisions

Educational Research and Methods

, which is developed after reviewing 191 journal articles published between 1995 and 2008on the topic, change strategies can be mapped into one of four categories: disseminating pedagogy;developing reflective teachers; enacting policy; and developing a shared vision. The categorization byHenderson et al. (2010, 2011) is consistent with other efforts to categorize theories of change (e.g.,Amundsen & Wilson, 2012) and has been utilized by Borrego & Henderson (2014) to identify ways toincrease the use of evidence-based teaching in engineering education. Most importantly, the frameworkhighlights the efforts of faculty as agents for change in all four categories. However, while the severaltheories are provided as suggestions for change

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

Engineering students develop competencies through classroom learning, work-integratedlearning outside the classroom, and extra-curricular activities on and off campus [1-3]. In twoways, current engineering education research (EER) does not adequately reflect these multipleinterlinked experiences that contribute to competency formation. Firstly, while much EER hasbeen devoted to students’ classroom learning [4, 5], less emphasis has been placed on work-integrated learning and the synergies arising from learning inside and outside classrooms.Secondly, the potential of existing data sources, such as administrative data, academic recordsand student surveys which engineering schools routinely collect, remains relatively untapped.These data sources are

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University; Maura Borrego, Virginia Tech; Kacey Beddoes, Virginia Tech; Miguel Hurtado, Purdue University

Tagged Divisions

Educational Research and Methods

emphasizingand supporting engineering education research. These developments parallel a number of other,broader trends, including efforts to promote engineering education research by the EuropeanUnion’s thematic network on Teaching and Research in Engineering in Europe (TREE).The Australasian conference and journal had consistently high ratios of qualifying papers. Due toreasons discussed in more detail below, we expect these trends to continue into 2008. Qualifyingpapers at the ASEE Global Colloquium, on the other hand, ranged from a low of 25% in 2007 toa high of 44% in 2008. These variations likely reflect yearly changes in the location, thematicfocus, and organization of this conference series.Research Activity by CountryCountry-of-origin

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Blanca Miller, University of Nevada, Reno; Marissa A Tsugawa, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Heather Perkins, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

master’s, so we expect a lot. You can do many things on your own. We’re not going to teach you everything, you know a lot of it.’”Trisha’s advisor had discussions with her and made recommendations about her ideas, but leftthe decisions up to her. Edward experienced an advisor who did not provide structured orsupported autonomy, “​will not teach him everything.”​ Edward came away from his first meetingknowing that his advisor had high expectations, but would not provide support to meet thoseexpectations irrespective of Edward’s level of competence. Nonetheless, Edward did expresssome level of autonomy in his work and the precedence that Edward’s advisor set at thebeginning of his program is reflected in the structure of Edward’s

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allyson Jo Barlow, Oregon State University; Nicole P. Pitterson, Oregon State University; Shane A. Brown P.E., Oregon State University; Kathleen Quardokus Fisher, Florida International University; Sean Lyle Gestson, Oregon State University; Denise Rutledge Simmons P.E., Virginia Polytechnic Institute and State University; Olusola Adesope, Washington State University

Tagged Divisions

Educational Research and Methods

involvement for some time asan essential aspect of meaningful learning” [6]. On the heels of the critique of traditionalapproaches to teaching and learning came the movement towards student engagement and activelearning in engineering classrooms. Studies focused on approaches such as cooperative learning,problem and project based learning, learning communities and service learning sought to supportthe idea of increasing student engagement [5], [10]. In addition, engineering educatorsrecommended specific changes be made to the engineering curriculum to reflect the importanceof actively engaging students [11]. However, despite various studies on this issue “the engineeringcurriculum has been slow to respond” [12, p. 286]. Some scholars [13] attributed

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Amber Gallup, University of New Mexico; Sung "Pil" Kang, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

decisions today, related to yourdesign project?”). We found that students reliably accounted for the decisions observed.Based on these subconstructs, we developed Likert statements written as simple concepts [48]with a 7-point bipolar scale, with a middle option to reduce measurement error [49]. Researchsuggests that using item-specific scales, as opposed to the commonplace agree/disagree scale,can improve the quality of responses [50]; we thus avoided agree/disagree scales and focused ondeveloping scales that reflected the construct we sought to measure. For instance, we avoidedscales that focused on frequency (e.g., always to never), as in our discourse analysis, weobserved that even infrequent decisions were sometimes very impactful. This

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shannon Massie Chance, Dublin Institute of Technology ; Gavin Duffy, Dublin Institute of Technology

Tagged Divisions

Educational Research and Methods

participants were male, reflecting the demographics of the schoolat the time of the formal meetings.Samples of this size are commonly accepted in qualitative studies investigating social andexperiential phenomena. This size also seems appropriate because we were able to engage almosteveryone who shared the experiences in question. Even in cases where the target population islarger, scholars of qualitative and phenomenological research recommend limiting the sample size.This is done to allow the researcher to delve deeply into the phenomenon and the data. For instance,Dukes (1984) recommended a sample size of 3-10 for phenomenology (cited in Creswell, 2007).A literature review by Guest, Bunce, and Johnson (2006) identified recommendations

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

haveworked through the steps of decoding the disciplines in conversation with technical-expertfaculty.e.g., 32 However, professional communication in “Preparation for Undergraduate Research”is taught by communication instructors – not disciplinary experts – and contains far too manysub-fields – and thus far too many bottlenecks – to manage this model as originally designed.Instead we have developed a different framework - inspired by “Decoding the Disciplines,” buttheoretically informed by RGS - upon which students reflect on their own aspiring-to-expertdomain knowledge, in order to make the rhetorical genre knowledge of their discipline explicit.B. Stage I: Identifying and Communicating ContributionsIn the fall semester, major deliverables (i.e

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; David Torres, Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

each other (and to themselves).”3 Thesedefinitions reflect the complex social and communicative processes that need to be unraveled tooffer a complete understanding. While student design contexts differ in important ways fromprofessional practice,4-5 the program-based engineering education context represents animportant space for novice engineers to learn about and develop understandings that will impacttheir future engagement in design. In the context of design, there are many different values, such as innovation or a primaryconcern for safety, that guide design decisions and processes and can impact how designers thinkabout the ethical issues related to their designs and the implications of their “everyday” ethicaldecisions. This is

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

” Mechanical EngineeringResearch quality was considered throughout the data collection and analysis process, based onthe Qualifying Qualitative Research Quality (Q3) framework by Walther, Sochacka, and Kellam[17]. The belongingness responses from each student were coded using in vivo codes [18]. Invivo codes brought richness to the analysis and reflected the exact words used by the students[17]. Multiple coding and theming passes, as well as a constant comparative method, were usedacross interviews to tightly link the themes to the data [19]. Authors had ongoing conversationsabout emergent results and addressed borderline cases. Memos were kept throughout theanalytical process to document and make apparent the researchers’ perspectives.The qualitative

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas F. Wolff, Michigan State University; Steven M. Cramer, University of Wisconsin, Madison; Barbara A. Masi, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

all majors defined as ‘non-S.M.E.’ (including those who enter as‘undecided’) is modest (6.2%)” and “ Engineering gains 13.1 percent of switchers from thecomputer and technical fields.” As the book title reflects the emphasis on the broad group of allSTEM majors, it also does not provide a detailed accounting of multiple entry paths toengineering. However, when the focus switches to the dynamics of entry and exit to and from anengineering program, the numbers of those who switch to engineering from the sciences orelsewhere requires consideration, as will be discussed later.An exception to the practice of assuming that migration into an engineering major is negligible isnoted by Donaldson and Sheppard6, who found a 25% rate of inward migration

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

Metallurgical Engineering from Michigan Technological University and he holds a Ph.D. in Educational Psychology from the University of MinnesotaJennifer A Turns, University of Washington Jennifer Turns is an Associate Professor in the Department of Human Centered Design and Engineering at the University of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teaching decisions, and the application of ideas from complexity science to the challenges of engineering education.Ken Yasuhara, University of Washington Ken Yasuhara is a research scientist at the University of Washington’s

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brenda M. Capobianco, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Irene B. Mena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

, lesson plans, and reflections.6 During this phase, we focused onidentifying indicators of concepts and categories that fit the data. Repeatedly appearing Page 22.551.3categories, concepts, and events helped us construct themes based on the events leading up to theteachers‟ attempts in implementing engineering design-based learning tasks. The viability of theconstruction of themes was then tested against other relevant data sets (e.g. field notes fromclassroom observations and other supporting documents). To ensure trustworthiness of the data,we informally conducted member checks with each teacher by sharing analytic notes frominterviews

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

rubricelements as the SCD such as concept of operations and team logo. As the semester progressed,we realized that our meets elements should be closer aligned with including assignment elementsrather than clarity. We also fully admit that some of our criteria were not well written, but the 5criteria was the best we could come up with at the time – a lesson learned from implementingspecifications grading: the need for ongoing reflection and clarification of specifications asfaculty and students learn.Peer evaluations were completed using CATME, and students passed the assignment if theywrote meaningful comments including improvements for team members

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

acrucial, albeit often overlooked, element of promoting the success, persistence, and retention ofminority students within STEM disciplines [11]. Furthermore, recent studies have highlightedthe relationship between race and gender (for example) in STEM identity development,demonstrating the importance and effectiveness in understanding identity in shaping Blackstudent experiences, particularly regarding student engagement as well as barriers to successwithin STEM majors [12] [13].Regarding HBCUs, these institutions seek to provide and preserve cultural aspects that are notgenerally reflected or offered to minoritized students within Predominately White Institutions(PWIs) and broader society. In reviewing the impact of institutional climate on

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy Trowbridge, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Diana Karen Chen, Arizona State University; Jorge Luis Roldan

Tagged Divisions

Educational Research and Methods

global, interdisciplinary, and entrepreneurship subject areas. Students are expected todocument and reflect on their work in their portfolios as they complete the experiences. Uponcompletion of GCSP, students must submit their completed portfolio before they graduate.Although several universities have active programs with GCSP graduates, there is no publishedwork focused on understanding the impact that the GCSP experience has on student developmentas engineers. Dancz et al. published a first attempt at developing a rubric to assess the outcomesfor the five GCSP components, but it was not applied to GCSP; its use was limited to theassessment of student outcomes in a specific sustainability course[3]. Our work aims tounderstand how participation

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

selected to gain a broadrepresentation of the engineering disciplines (bioengineering, computer science, chemicalengineering, civil engineering, electrical engineering, industrial engineering, and mechanicalengineering) and age (millennials with a mean age of 22.1 years). The social groups used toidentify the students reflected diversity in self-identified gender (15 female, 15 male, and 2transgender) and race/ethnicity (9 Asian, 9 White, 4 Black/African American, 7 Hispanic/Latino,and 3 multiracial students). As mentioned above, students were asked open ended questions onattributes of leaders and the findings presented in this paper focus specifically on 10 questionsrelated to prototypical attributes of leaders. Samples of these questions

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Cher Cornett, East Tennessee State University

Tagged Divisions

Educational Research and Methods

, and provide the professional community with an awareness ofcurriculum and an opportunity to participate in the development of that curriculum. Students areable to practice professional skills in a real-world situation before they enter the work force, gainconfidence through experience, and receive relevant and practical evaluation and an opportunityto reflect on their performance.When developing a service-learning project, a good model for best practices can be found in“The Maryland Best Practices: An Implementation Guide for School-Based Service-Learning.” 2Though this was developed for a K-12 curriculum, these guidelines seem to work equally wellfor a college-level curriculum. In this guide, 7 best practices for school-based service

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jung Oh, Kansas State University-Salina; Judith Collins, Kansas State University-Salina

Tagged Divisions

Educational Research and Methods

oninformation and time management. In the chemistry course, information fluency instruction wasalso provided with partnering college librarians. Students were to write a summary reflecting thesubject (chromatography), the discipline (chemistry), time management, and the learningprocess, and articulating connections among them. Technical writing students were to conductresearch, write summaries, share files, manage the virtual meeting space, and participate as teammembers.Virtual team activities provided collaborative learning environments. Each student interactedwith asynchronous virtual communications and utilized file-sharing features tocontribute/retrieve individual/team work using “group files” to build a team presentation. Teamswere to work on a