Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan Dolenc, University of Virginia

Tagged Divisions

Educational Research and Methods

thecorrect way to perform an engineering design process, but it strips away opportunities by notallowing students to be more engaged and learn by doing it themselves. Students in theapprentice model learn by observing, while students in the autonomous model learn by doing.Furthermore, as these groups of students continue to develop, we can suggest that those whoparticipated in a more heavily mentor team may become dependent and mold into a teammember, whereas a student who participated in a less mentorship team is more likely to becomeindependent and develop into a team leader. Page 23.1130.12References1. Barker, S. B., Ansorge, J. (2007). Robotics

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

Tagged Divisions

Educational Research and Methods

-technical employees (p≈ 0), business managers (p ≈ 0), clients (p ≈ 0), government (p ≈ 0) and the general public (p ≈0). The Likert-type scale distributions for both populations for these categories can be seen inFigure 1. Figure 1. Comparison of the Likert-type scale data distributions for freshmen and post-graduate employees describing frequency of interactions with different audiences (A: technical employees (same project area), B: non- technical employees, C: manager (business), D: client, E: government, F: general public).For technical employees, only 53% of freshmen expected that they would have interactions withengineers within their project area multiple times per day as opposed to 67% of post-graduateemployees. Similar

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Kerice Doten-Snitker, University of Washington

Tagged Divisions

Educational Research and Methods

sociology, 26(1), 611-639.Benneworth, P., & Jongbloed, B. W. (2010). Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation. Higher Education, 59(5), 567-588.Coser, L. A. (1957). Social conflict and the theory of social change. The British Journal of Sociology, 8(3), 197-207.Foote, K., Knaub, A., Henderson, C., Dancy, M., & Beichner, R. J. (2016). Enabling and challenging factors in institutional reform: The case of SCALE-UP. Physical Review Physics Education Research, 12(1), 010103.Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge University Press.Fry, C. L. (Ed.). (2014). Achieving Systemic Change: A Sourcebook for Advancing

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

Tagged Divisions

Educational Research and Methods

-546.23. K. C. Judson, Restructuring Engineering Education: Why, How And When?, Journal of Engineering Education,Vol. 101(1), 2012, pp. 1.24. M. Crow, Supportive University Relationships Help Companies Find Bright Engineering Graduates, IEEEPower and Energy Magazine, Jan/Feb, 2005, pp 34-37.25. C. I. Celio, J. Durlak, and A. Dymnicki, “A Meta-Analysis of the Impact of Service-Learning on Students”,Journal of Experiential Education, Vol. 34(2), 2011, pp. 164–181.26. R. Chiou,, R.G. Belu and B. Tseng, “Infusion of Green Energy Manufacturing into Engineering and TechnologyCurricula”, ASME 2013 International Mechanical Engineering Congress & Exposition, November 15-21, 2013, SanDiego, California (CD Proceedings).27. R. Belu, “Project-based

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine McGough, Clemson University; Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

important.  View all tasks as relevant to helping them define their future.  Rely purely on the intrinsic enjoyment of learning.Appendix B: Items Included in the Survey Factor Item N1 There are multiple careers that I can imagine being rewarding. N2 I am considering multiple careers only as a backup plan. N3 I am considering multiple careers. Number N4 There is only one career I can imagine that I would find rewarding. N5 Although there is only one career I really want, I have at least one back up plan. N6 I am actively looking into different careers. D1 I am unsure what I want

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

. Nashville: Vanderbilt University Press.Meisenbach, R. J. (2008). Working with tensions: Materiality, discourse, and (dis)empowerment in occupational identity negotiation among higher education fund-raisers. Management Communication Quarterly, 22, 258-287.Norander, S., Mazer, J. P., & Bates, B. R. (2011). “D.O. or die:” Identity negotiation among osteopathic medical students. Health Communication, 26, 59-70.Patton, M. Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Page 25.371.21 Sage Publications.Somers, M. R. (1994). The narrative constitution of identity: A relational and network approach

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Hoffmann, Purdue University, West Lafayette; Alice L. Pawley, Purdue University; Ranjani L. Rao, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

AC 2011-2178: DEFINING ”SUSTAINABLE ENGINEERING”: A COM-PARATIVE ANALYSIS OF PUBLISHED SUSTAINABILITY PRINCIPLESAND EXISTING COURSESStephen R Hoffmann, Purdue University, West Lafayette Stephen R. Hoffmann is the Assistant Head of the Division of Environmental and Ecological Engineering at Purdue University. He brings to this position a background in chemistry, and a PhD in Environmen- tal Chemistry and Technology from the University of Wisconsin-Madison. Current research involves sustainability in the curriculum: definitions, material development, and mechanisms and assessment of integration of sustainability ideals into all Engineering curricula.Alice L. Pawley, Purdue University Dr. Alice L. Pawley is an

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Isaac Wait, Marshall University; Andrew Nichols, Marshall University

Tagged Divisions

Educational Research and Methods

AC 2009-534: ABSTRACT: EFFECT OF A UNIVERSITY-OPERATED INTENSIVEENGLISH PROGRAM (IEP) ON ENGINEERING STUDENT ACADEMIC SUCCESSIsaac Wait, Marshall University Isaac Wait is an assistant professor of engineering at Marshall University in the area of environmental engineering. He earned BS and MS degrees in Civil Engineering from Brigham Young University, and a PhD in Civil Engineering from Purdue University.Andrew Nichols, Marshall University Andrew Nichols is an assistant professor of engineering at Marshall University in the area of transportation engineering. He earned a BS in Civil Engineering from West Virginia University, and MS and PhD degrees in Civil Engineering from Purdue University

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

AC 2012-3730: CREATING LOW-COST INTRINSIC MOTIVATION COURSECONVERSIONS IN A LARGE REQUIRED ENGINEERING COURSEDr. Geoffrey L. Herman, University of Illinois, Urbana-Champaign Geoffrey L. Herman earned his Ph.D. in electrical and computer engineering from the University of Illi- nois, Urbana-Champaign as a Mavis Future Faculty Fellow. He is currently a Postdoctoral rRsearcher for the Illinois Foundry for Engineering Education. His research interests include conceptual change and development in engineering students, promoting intrinsic motivation in the classroom, blended learning (integrating online teaching tools into the classroom), and intelligent tutoring systems. He is a recipient of the 2011 American Society for

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2010-526: A CONTENT ANALYSIS OF THE USE OF MIXED METHODSSTUDIES IN ENGINEERING EDUCATIONErin Crede, Virginia TechMaura Borrego, Virginia Tech Page 15.22.1© American Society for Engineering Education, 2010 A Content Analysis of the Use of Mixed Methods Studies in Engineering EducationAbstractThe complex phenomena studied by engineering education researchers frequently require thecomplementary use of qualitative and quantitative approaches. In light of these needs, manyresearchers are utilizing mixed methods designs to take advantage of the relative strengths andindividual merits of both quantitative and qualitative approaches. This article

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2011-290: A MULTI-INSTITUTION COMPARISON OF STUDENTS’DEVELOPMENT OF AN IDENTITY AS AN ENGINEERHolly M Matusovich, Virginia Tech Holly Matusovich is an Assistant Professor in the Department of Engineering Education. Dr. Matusovich has a PhD in Engineering Education from Purdue University. She also has a B.S. in Chemical Engineering and an M.S. in Materials Science with a concentration in Metallurgy. Additionally Dr. Matusovich has four years of experience as a consulting engineer and seven years of industrial experience in a variety of technical roles related to metallurgy and quality systems for an aerospace supplier. Dr. Matusovich’s research interests include the role of motivation in learning engineering as

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Taryn Bayles, University of Maryland-Baltimore County; Claudia Morrell, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

Educational Research and Methods

2006-1900: SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICSTALENT EXPANSION PROGRAM: AN ANALYSIS OF A PILOT PROGRAMTaryn Bayles, University of Maryland-Baltimore County Taryn Bayles, Ph.D. is a Professor the Practice of Chemical Engineering in the Chemical & Biochemical Engineering Department at UMBC. She has spent half of her career working in industry and the other half in academia, and has received over $3M of NSF funding in Engineering Education & Outreach over the last three years. She has been recognized with several teaching and mentoring awards and the USM Regents' Faculty Award for Collaboration in Public Service.Claudia Morrell, University of Maryland-Baltimore County

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

learn? What did I spend all of last night studying? I come in here, and it just goes horribly wrong.” You feel—yeah, you feel like you didn't master the material, you didn't learn it, you kinda, you feel like you dropped the ball (Female Hispanic student, Research I private university, Bioengineering) Almost all my classes [have exam averages below 50]. The class average would be a 40, but in actuality, I guess we would get a B or something… I feel like if the entire average is a 40, then obviously the professor’s doing something wrong, or that he’s not teaching the way he should be, if our entire class doesn’t understand it. (Female Asian student, non-Research private university, Mechanical

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

subconstruct.After its first application in 2004 for FYE students9, the SASI has been administered to morethan 1500 FYE students each year for various research purposes at the university9,19,20. Sincethen, the SASI has been used in various empirical studies to explore profiles of FYE students indifferent conditions. For example, Immekus et al. (2005)9 attempted to examine noncognitiveprofiles of students in the four different academic statuses after their FYE program: (a)successful and stayed at the university, (b) successful and left the university, (c) unsuccessful andstayed at the university, and (d) unsuccessful and left the university. Particularly, the SASIrevealed differences in noncognitive characteristics between students who persist in

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

eliciting activities: assessing engineering student problem solving and skill integration processes,” International Journal of Engineering Education, vol. 26, no. 4, pp. 831–845, 2010.10. L. J. Shuman and M. Besterfield-Sacre, “The model eliciting activity (MEA) construct: moving engineering education research into the classroom,” presented at the 9th Biennial ASME Conference on Engineering Systems Design and Analysis, Haifa, Israel, 2008.11. J. A. Kaupp and B. Frank, “Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking,” presented at the 120th ASEE Annual Conference & Exposition, Atlanta, 2013, pp. 1–22.12. P. A. Ralston and C. L. Bays, “Refining a Critical

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

published by the National Science Foundation, How People Learn [1]effectively communicates the characteristics of an ideal learning environment as (a) knowledge-centered, (b) learner-centered, (c) assessment-centered, and (d) community-centered. “Briefly, alearner-centered approach attempts to expose students' prior conceptions and connect newlearning to them; a knowledge-centered approach promotes conceptual understanding andorganization of the knowledge; an assessment-centered approach gives frequent opportunities forformative feedback; and a community centered approach uses students' peers in the learning andalso attempts to connect students to the way professionals might work” [11]. Active learning,cooperative learning, peer-led team learning

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Classification Scheme for ‘Introduction to Engineering’ Courses: Defining First-Year Courses Based on Descriptions, Outcomes and Assessment,” in Proceedings of the American Society for Engineering Education Annual Conference & Exposition, 2014.[14] B. Schneider, “The People Make the Place,” Pers. Psychol., vol. 40, no. 3, pp. 437–453, 1987.[15] E. Godfrey, “Cultures within Cultures: Welcoming or Unwelcoming for Women?,” in Proceedings of the American Society for Engineering Education Annual Conference, 2007.[16] E. Godfrey, “Understanding Disciplinary Cultures: The First Step to Cultural Change,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York, NY

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

reports. The instructor observed that theEWF were exceptional in helping students with poor reports (a C- or lower) revise their reports toa satisfactory report (B- or higher). For a report where a revision could be submitted after meetingwith the EWF, the average percent increase in the grade between the first and second drafts was15.6%. Responses to the guided questions on the lab worksheets showed that further instruction isneeded in how to communicate through tables and figures. IV. ConclusionOverall, both the curricular strategies were successful at helping students improve their technicalwriting skills, according to the student feedback. The Linear Circuits Lab instructor also indicatedmarked improvement in some of the students’ lab

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

reflective questionnaires, and focus groups.The focus of this paper is on the experience of the participants during the initial workshop asrevealed through the focus group data. As such, the findings presented address evaluationquestions 2 and 3 as listed above. Future publications will add to these findings and specificallyaddress the first evaluation question.MethodFour institutional teams of varying sizes and composition attended the workshop (see Table 1).School A is a large public institution brought a six-person team of five engineering faculty and adepartment chair. The team from school B was from a small public four-year special STEMinterest institution and consisted of three engineering faculty and a humanities professor who isalso the

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

Priya A. Manohar, Robert Morris University; Sushil Acharya, Robert Morris University; Peter Y. Wu, Robert Morris University; Mary A. Hansen, Robert Morris University

Tagged Divisions

Educational Research and Methods

author’s [11] institution b. An ability to design and conduct experiments, I & III and analyze and interpret data c. an ability to design a system, component or a IV, V & VI process to meet desired needs e. An ability to identify, formulate, and solve II, IV & V engineering problems f. An understanding of professional and ethical V & VII responsibilities g. An ability to communicate effectively III, IV & V h. Broad education necessary to understand the VI

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Shannon, “Three approaches to qualitative content analysis.,” Qual. Health Res., vol. 15, no. 9, pp. 1277–88, Nov. 2005.[22] F. Marton, “Phenomenography--Describing Conceptions of the World around Us,” Instr. Sci., vol. 10, no. 2, pp. 177–200, 1981.[23] R Core Team, “R: A language and environment for statistical computing.” R foundation for Statistical Computing, Vienna, Austri, 2016.[24] C. Deasy, B. Coughlan, J. Pironom, D. Jourdan, and P. Mannix-McNamara, “Psychological distress and coping amongst higher education students: A Mixed method enquiry,” PLoS One, vol. 9, no. 12, p. e115193, 2014.[25] E. Godfrey and L. Parker, “Mapping the Cultural Landscape in Engineering Education,” J. Eng. Educ., vol

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Educational Research and Methods

students from various majors and had between two and eight semesters ofexperience assisting with the course. They had each passed the course with a grade of B orhigher. Each participant was given $20 at the conclusion of the interview.Think-aloud interviews. Think-aloud interviews (i.e., interviews in which participantsverbalize their thought processes while performing tasks) were conducted in the spring of 2017following the suggestions of Boren and Ramey [27]. The interviews lasted approximately onehour and consisted of grading three real, de-identified student responses for each learningobjective in one of the course’s problem sets. The problem set used in the interview was thatwhich had the lowest average accuracy with respect to the

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Educational Research and Methods

ofStudent Engagement on First-Year College Grades and Persistence. The Journal of HigherEducation, 79(5), 540-563. Retrieved March 6, 2021, from http://www.jstor.org/stable/25144692[6] Svanum, S., & Bigatti, S. M. (2009). Academic course engagement during one semesterforecasts college success: Engaged students are more likely to earn a degree, do it faster, and doit better. Journal of College Student Development, 50(1), 120-132[7] Furlong, M. J. and Christenson, S. (2007). Engaging students at school and with learning: Arelevant construct for all students. Psychology in the Schools 45(5):365-368, December 2007[8] Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroomlearning and motivation. Educational

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University, Baton Rouge; Warren Waggenspack, Louisiana State University, Baton Rouge; Lillian B Bowles, Louisiana State University, Baton Rouge; David Bowles, Louisiana State University, Baton Rouge; Tiffany Walter Choplin, Louisiana State University, Baton Rouge

Tagged Divisions

Educational Research and Methods

holder of the Ned Adler Professorship in Mechanical Engineering at Louisiana State University. He obtained both his baccalaureate and master's degrees from LSU ME and his doctorate from Purdue University's School of Mechanical Engineering. He has been actively engaged in teaching, research and curricula development since joining the faculty in 1988.Lillian B Bowles, Louisiana State University, Baton Rouge Lillian Bridwell-Bowles is a Professor of English at Louisiana State University and Director of Communication across the Curriculum (CxC). She received her baccalaureate and master's degrees from Florida State University and her doctorate from the University of Georgia. She has published

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Elizabeth A. Powell, Tennessee Technological University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

medical degree? Med. Educ. 41, 565–572 (2007).13. Seymour, E. & Hewitt, N. M. Talking About Leaving: Why Undergraduates Leave the Sciences. (Westview Press , 1997).14. ABET - Criteria for Accrediting Engineering Technology Programs, 2014 - 2015 . at 15. Hutchison-Green, M. A., Follman, D. K. & Bodner, G. M. Providing a Voice: Qualitative Investigation of the Impact of a First-Year Engineering Experience on Students’ Efficacy Beliefs. J. Eng. Educ. 97, 177–190 (2008).16. Marra, R. M., Rodgers, K. A., Shen, D. & Bogue, B. Leaving Engineering: A Multi-Year Single Institution Study. J. Eng. Educ. 101, 6–27 (2012

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Divisions

Educational Research and Methods

requirements. He also researches in the areas of digital ICs, medical imaging physics, and modeling and simulation of microfluidics. He has a business background and is interested in productiza- tion and commercialization efforts related to his research and to student initiatives.Dr. Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics EngineeringEugene Li, University of Waterloo Eugene Li finished his M.A.Sc in Electrical Enginnering from the University of Waterloo in the field of Nonlinear Control Systems. Eugene’s background is in the field of robotics and is currently a Lab In- structor for the Department of Mechanical and Mechatronics Engineering in support of the Mechatronics Engineering programProf

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Lucas Passmore, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Stephen Turns, Pennsylvania State University; Sarah Zappe, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

cmf270@psu.edu.Lucas Passmore, Pennsylvania State University Lucas Passmore is a PhD student and Instructor at Penn State. He received his B.S. in Engineering Science and Mechanics and has continued his studies at the University Park campus. He teaches introductory engineering courses and fundamental engineering mechanics courses. His primary research is in the semiconductor device physics field, and he is currently working on the incorporation of a design element to engineering technology strength of materials course.Christine B. Masters, Pennsylvania State University Christine B. Masters is an Assistant Professor of Engineering Science and Mechanics at The Pennsylvania State University

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

://doi.org/10.1002/j.2168-9830.2008.tb00984.x.[6] A. Johri and B. M. Olds, Eds., Cambridge Handbook of Engineering Education Research. Cambridge: Cambridge University Press, 2014.[7] D. Schwartz and T. Martin, “Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction,” Cogn. Instr. - Cogn. Instr., vol. 22, pp. 129–184, Jun. 2004, doi: 10.1207/s1532690xci2202_1.[8] “CPREE | Consortium to Promote Reflection in Engineering Education.” http://cpree.uw.edu/ (accessed Mar. 08, 2021).[9] D. R. Krathwohl, “A Revision of Bloom’s Taxonomy: An Overview,” Theory Pract., vol. 41, no. 4, pp. 212–218, Nov. 2002, doi: 10.1207/s15430421tip4104_2.[10] L. D. Fink, Creating

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark A Urlacher, Oregon State University; Shane A. Brown P.E., Oregon State University; Paul S. Steif, Carnegie Mellon University; Floraliza Bornilla Bornasal, Oregon State University

Tagged Divisions

Educational Research and Methods

cognitive and learning sciences, he has led the development and psychometric validation of the Statics Concept Inventory – a test of statics conceptual knowledge. He is the co-author of Open Learning Initiative (OLI) Engineering Statics, and he is the author of a textbook Mechanics of Materials, published by Pearson.Floraliza Bornilla Bornasal, Oregon State University Floraliza B. Bornasal is a doctoral candidate in the School of Civil and Construction Engineering at Oregon State University. Her research explores engineering practice and learning in workplace contexts. She received her bachelor’s degree in civil engineering from Saint Martin’s University and her master’s degree in civil engineering - with a focus in

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Lucas Passmore, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Kelli Higley, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Francesco Costanzo, Pennsylvania State University; Gary L. Gray; Stephen Turns, Pennsylvania State University; Jonna Kulikowich

Tagged Divisions

Educational Research and Methods

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.Christine B. Masters, Pennsylvania State University Christine B. Masters is an Assistant Professor of Engineering Science and Mechanics at The Pennsylvania State University. She earned a PhD from Penn State in 1992. In addition to raising four children with her husband of 20 years, she has been teaching introductory mechanics courses for more than 10 years, training the department graduate teaching assistants for