Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

AC 2011-1562: SHORT TERM IMPACT OF AN ENGINEERING EDUCA-TION RESEARCH WORKSHOP ON PARTICIPANT’S RESEARCH IN-TERESTS AND CAPABILITIESJunaid A. Siddiqui, Purdue University, West Lafayette Junaid Siddiqui is a doctoral student at the School of Engineering Education, Purdue University. Before joining the doctoral program he worked for nine years at the faculty development office of King Fahd University of Petroleum and Minerals (KFUPM), Saudi Arabia. In this role he was involved in several faculty development activities, particularly working with the faculty members for exploring the use of web-based technologies in the support of classroom teaching. He received his MS in Civil Engineering from KFUPM while he has also

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Merredith D. Portsmore, Tufts University; Christopher George Wright, University of Tennessee, Knoxville; Chris Rogers, Tufts University; Linda Jarvin, Tufts University; Amber Kendall, Center for Engineering Education and Outreach, Tufts University

Tagged Divisions

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

AC 2011-904: THE IMPACT OF ENGINEERING-BASED SCIENCE IN-STRUCTION ON SCIENCE CONTENT UNDERSTANDINGMs. Kristen B Wendell, Tufts UniversityMerredith D Portsmore, Tufts University Merredith Portsmore is a Research Assistant Professor in Education at Tufts University as well as the Director of Outreach Programs for Tufts Center for Engineering Education and Outreach. Merredith has the unique honor of being a ”Quadruple Jumbo” having received all her four of her degrees from Tufts (B.A. English, B.S. Mechanical Engineering, M.A. Education, PhD in Engineering Education). Her research interests focus on how children engage in constructing solutions to engineering design problems. Her outreach work focuses on creating

Conference Session

ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eugenia Vomvoridi-Ivanovic, University of South Florida; Tonisha B. Lane, University of South Florida; Jonathan Elliot Gaines, University of South Florida; Kali Lynn Morgan, Georgia Institute of Technology; Selene Willis, University of South Florida; Salam Ahmad

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

), which she defines as teacher education that: a) is responsive to the needs and capitalizes on the funds of knowledge of culturally diverse mathematics (pre-service and in-service) teachers, and b) seeks to prepare culturally responsive mathematics teachers who will advance the education of students whose linguistic and cultural backgrounds have not traditionally been recognized as resources for mathematics learning.Dr. Tonisha B. Lane, University of South Florida Dr. Lane’s research agenda broadly examines diversity, equity, and inclusion in postsecondary educa- tion with the objective of advancing inclusive and transformative policies and practices. Her primary research strand investigates the experiences and

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

. However, Bronfenbrenner’s most recent writings indicatethat in addition to context, proximal processes (i.e., ongoing human interactions over time),person characteristics, and time effects also must be considered. Bronfenbrenner’s ecologicaltheory indicates healthy development is dynamic and continuous, separate from discretedevelopmental milestones occurring at particular points in time. To conduct ecological research,Bronfenbrenner proposed the PPCT model, a model which facilitates systematic study of thefollowing: (a) person characteristics (b) proximal processes; (c) over-arching, as well asimmediate, contextual influences; and (d) time effects.Bronfenbrenner4,5,7,8,9 theorized that individuals bring important person characteristics to

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

Scale (SSDS), was designed to measure four sustainability-related outcomes: (a) confidence in responding to wicked problems and awareness of (b) global,(c) social, and (d) environmental responsibilities as a designer. The SSDS was implementedpre-post within a course context as part of a multi-university initiative called the WickedProblems in Sustainability Initiative (WPSI) during the Fall of 2014.The primary objective of this paper was to provide an overview of the reliability of the SSDSand to consider where the SSDS may still be improved for optimal alignment with WPSIobjectives and outcomes. Our secondary goal was to consider where WPSI may be improved inthe future in light of the survey results, which included the survey items and written

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

cohort andremoving any students from the population who have GPAs outside this range. From thispopulation, a stratified sample of approximately 100 students or more is selected to represent thecomparison group for each particular cohort year, one for the F-LEARN cohort (FTIC students)and the other for the T-LEARN cohort (transfer students). Factors used to implement stratifiedsampling included: 1) gender (two categories; M = male; F = female); 2) ethnicity (fourcategories; W = White; B = Black; H = Hispanic; O = Other); and 3) high school GPA/previousinstitution GPA indicator (two categories; below or above the median value). Each year of theprogram, there were variations within each institution’s ability to establish a comparison groupthat met

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manoj Malviya, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University; Natascha Trellinger Buswell, University of California, Irvine

Tagged Divisions

Educational Research and Methods

fromthese new techniques with five existing methods for statistically calculating IRR.Review of Statistical Methods determining Interrater Reliability for Nominal Data Interrater reliability can be conceptualized as a percentage agreement between two raters.Here we present a simple example to calculate agreement between two raters (A and B), who aretasked to classify the same n pieces of data into either of two categories (1 and 2). In this example,Raters A and B categorized n11 subjects in category 1 and n22 subjects in category 2. However,Rater A categorized n12 subjects in category 1, but the same n12 subjects are been categorized incategory 2 by Rater B. Similarly, Rater B categorized n21 subjects in category 1, but the same n21subjects

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wade H. Goodridge, Utah State University; Natalie L. Shaheen, Illinois State University; Anne Therese Hunt; Daniel Kane, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

participants’questions individually. The standard time limit traditionally imposed on the MCT was eliminatedon the TMCT to allow for adequate time to tactilely interpret each model.After preliminary testing, the TMCT was split into two subtests, A and B, of equal difficulty toallow for faster completion of the test and to measure gains in scores over a weeklong period ofinterventions. In order to create two equal forms, a difficulty index was calculated for each testproblem based on pilot data. After an analysis of the results, subtest A had an average difficultyindex of 0.627 and a standard deviation of 0.163, and form B had a difficulty index of 0.654 andstandard deviation of 0.112. Figure 1. Rotating turntable holding Figure 2. Participants

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

recording journal of search processes, a guiding toolto understand the architecture of the information gateway (See Appendix B). In an individualconference with a librarian, students received feedback on their overall search process. Thisprocess and its merits were presented in details previously.8TAC of ABET Criteria 2e requires that graduates should demonstrate an ability to functioneffectively on teams. Students are asked to elect roles based on their strengths: ̇ A file manager to organize the virtual files (e.g. minutes, notes, articles, summaries), including the evolving PowerPoint; ̇ A communicator/task manager to contact faculty with issues and problems and to keep the group coordinated and on task; ̇ An editor to focus on producing

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Charles Ira Abramson, Oklahoma State University

Tagged Divisions

Educational Research and Methods

the greatest opportunity to incorporate3D printed apparatuses. To capture the use of 3D printing in other forms of psychology, we also conducted a review of articles in the journal Behavioral Methods, Instruments, and Computers for the same 20-year period. The latter is the only psychology journal that specializes in technique. 3. Results Our results were astonishing. Table 1 shows the number of articles appearing in the four journals surveyed. The total number of articles we reviewed were 4,341. Table 2 shows that of the 4,341 articles surveyed, only one used 3D printer technology. a. Journal of Comparative Psychology (JCP): b. International Journal of Comparative Psychology (IJCP): c. Journal of

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University, Kingston, Ontario, Canada; David S Strong P.Eng., Queen's University

Tagged Divisions

Educational Research and Methods

. Cambridge, MA: Harvard University Press.13. Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus14. Baxter Magolda, M. B. (2008). The evolution of self-authorship. In M. S. Khine (Ed.), Knowing, Knowledge and Beliefs: Epistemological Studies across Diverse Cultures (pp. 45-64), New York, NY: Springer15. Sattler, B., Turns, J. A., & Mobrand, K. A. (2012). Supporting self-authorship development: The contribution of preparedness portfolios. Paper in the proceedings of the 2012 American Society for Engineering Education Annual Conference, San Antonio, TX.16. Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian Douglas Gane, University of Illinois at Chicago; Dana Denick, National Science Foundation; Natalie Jorion; Louis V DiBello; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

became useful in designing the final instrument was a Q-matrix that weupdated throughout the redesign. A Q-matrix15, 16 is similar to a table of specifications17 exceptthat it is a matrix of concepts (horizontal) and items (vertical). A Q-matrix can be used torepresent the mapping between items and FKs. We had two different versions of Q-matrices, oneat the item level and one at the item response level (e.g., “A”, “B”, “C”, etc.; our items weremultiple-choice). Table 1 shows a portion of one of our item level Q-matrices. In this table, wehave four items, four concepts (“FK.c#”), and four misconceptions (“FK.m#”). The cells arecoded dichotomously: a “1” indicates that solving the item requires proficiency with thatconcept. An item can be coded

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.” Lines 1123-1133: “I feel like you should, because you should be content with whatever you get . . . like a B, if I’m not happy with it then that’s to me, that’s fine that’s not 3. Experiencing isolation as a high- unhealthy . . . but me being competitive and being upset at somebody else for getting performing student a good grade . . . that’s not healthy, because that’s not the right thing.” Lines 187-199: “I tend to make good grades and so teachers will sometimes point that out in class . . . when other people hear it that makes me uncomfortable

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Algebra.Seeking an engineering-focused option, GS Program and the Department of Applied Math(APPM) leaders agreed to develop a Pre-Calculus for Engineers (Pre-Calc) course specificallytargeting preparation for the subsequent engineering calculus sequence. An experienced calculusinstructor, Sara, was recruited from a community college because of her success in preparingstudents, many from backgrounds similar to those of the GS students, for calculus. The GSProgram’s initial Pre-Calc offering was successful. The overwhelming majority of students metstringent requirements (grade of B- or better) for moving into the calculus sequence after onesemester; most of those who did not initially achieve a B- or better grade did so the followingsemester after taking

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

theimplementation of coherent and constructively aligned group-based, project-driven pedagogiesacross the electrical engineering programs.The overall objective of this study was to understand the experiences of the people in the facultylearning community and analyze any transformation that occurred. We hoped to shed light on: (a)the operation of the group; (b) the group’s role in the transformation process; and (c) the impactthe group had on participants, the program, and the program’s overarching pedagogy. Indeveloping such a description, we examined the experiences of those most active in the learninggroup as well as those who contributed to the effort but resisted joining the formal learning group.We probed individuals’ motivations, the issues and

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael N. Littrell, Tennessee Technological University; George Chitiyo, Tennessee Technological University; Lauren A. Michel, Tennessee Technological University ; Steven R. Anton, Tennessee Technological University

Tagged Divisions

Educational Research and Methods

cautiouslyinterpreted to avoid making erroneous conclusions [9]. More typical measures of studentperformance (i.e., tests) were not given to students. Instead, student performance was exploredfrom the perspectives of the students via survey questions. As such, the authors make no claimsas to the actual effectiveness of the methods used in terms of student performance. All dataprovided are meant to illustrate our experience with the approach to the course. The researchpresented could be significant in that it (a) informs other practitioners about an approach to usingboard game play, deconstruction, and design as an instructional tool, and (b) it could guidefurther explorations of the method, either by these authors or other researchers.Description of the

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

Tagged Divisions

Educational Research and Methods

learning in large lecture classes." Journal of the Scholarship of Teaching and Learning,Vol. 11, No. 1, pp. 53 – 61, 2011.[7] G. Hampden-Thompson and J. Bennett, "Science Teaching and Learning Activities andStudents' Engagement in Science." International Journal of Science Education, vol. 35 no. 1, pp.1325-1343, 2013.[8] N.Hunsu, B. Abdul, O. Adesope, B. J., Van Wie, G., Brown, "Exploring students’perceptions of an innovative learning paradigm in a fluid mechanics and heat transfer course,"International Journal of Engineering Education, vol. 31 no. 5, pp. 1200 – 1213, 2015.[9] M Credéa, and L. A. Phillips (2011). A meta-analytic review of the Motivated Strategies forLearning Questionnaire. Learning and Individual Differences, vol. 21, no 4, pp

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Goucher College; Katherine M. Ehlert, Clemson University

Tagged Divisions

Educational Research and Methods

motivate studentswithin their class by customizing course instruction and materials reflective of their students’future goals. With this additional motivation, students are more likely to use self-regulatorystudy strategies and behaviors, which has been shown to be a positive predictor of classroomsuccess [61]–[64].References[1] J. Husman and D. F. Shell, “Beliefs and perceptions about the future: A measurement of future time perspective,” Learn. Individ. Differ., vol. 18, no. 2, pp. 166–175, 2008.[2] S. E. Tabachnick, R. B. Miller, and G. E. Relyea, “The relationships among students’ future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self- regulation strategies in an academic environment.,” J

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

realized that some participants were looking formore structure, so I developed a variety of prompts to use as indicated as needed by theparticipant. The complete protocol is included in Table 3. Table 3: Interview protocol: questions only. 1. How did you get to be where you are? 2. Prompts as needed: a. Tell me a little about yourself. b. Tell me a bit about your family. c. Tell me about where you’re going to college. Tell me how you got there. d. What about the structure of college helped or made things difficult? e. What about [SWE, NSBE, AISES, SHPE] helps or makes things difficult? f. What are your plans for the future? g. Anything else

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kuldeep S. Rawat, Elizabeth City State University; Chandra Bhushan Asthana P.E., Elizabeth City State University

Tagged Divisions

Educational Research and Methods

0.057143 0.014286 -0.2 x4dot -0.11905 0.019048 -0.05714 0.157143 -0.14286 0.014286 0.028571 Available wk-2 end wk-3 end wk-4 end wk-5 end wk-6 end wk-7 end wk-8 endThe entry of a ‘0’ (zero) indicated that there was no change compared to the previous scoreimplying that the score from the previous week was maintained. This is further explained in thenext section.The motivation behind developing the linear model is to bring the above data in the followingstandard state-space model form [7]: xdot = A x + B uwhere state variables and the control input vectors are represented by x and u. A and B are thesystem and control matrices. In this

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ability to measure thischange may provide greater understanding of the success of the course which has been discussedin previous papers. (Klingbeil 2012) The assumption is that self-efficacy may play a role inhelping students graduate with engineering degrees even while not having traditionally strongbackgrounds in mathematics. Page 26.1142.3The goals of the study are as follows: A. Develop a survey mechanism to accurately record student efficacy in mathematics and engineering for pre and post course use to measure if a change in self-efficacy occurs. B. Validate the survey tool from the data collected to determine

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University

Tagged Divisions

Educational Research and Methods

and individual and interactive engagement? a. What is the engagement profile related to active learning? What are the strengths and directions of the relationships between active learning and different forms of engagement? b. What is the engagement profile related to interactive learning? What are the strengths and directions of the relationships between inactive learning and different forms of engagement? MethodProcedures and ParticipantsParticipants were undergraduate engineering students from two participating researchuniversities. Student were enrolled in engineering science courses focused on energy. Examplecourses include fluid mechanics, thermodynamics, heat

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

to all demographic questions and b) at least the first question in mainsurvey. After cleaning the raw data according to these criteria, 576 (USU = 256 and WSU =320) survey responses met the criteria and were included in the analysis.Data Analysis MethodsFor the purpose of analyzing E/CS student HIP participation, a frequency distribution analysiswas carried out. Frequency distribution analysis provides a convenient way to organizecategorical data in either tabular or graphical forms [39]. For the current research, this type ofdata analysis provided important insights into the trends of diverse E/CS student participationacross varying HIP. The frequency distribution analysis was iteratively carried out by calculatingand comparing different

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34332Thinking as Argument: A Theoretical Framework for Studying how FacultyArrive at Their Deeply-held Beliefs About Inequity in EngineeringJeremy Grifski, Ohio State University Jeremy Grifski is a Graduate Research Associate in the department of Engineering Education at The Ohio State University. Previously, he completed an undergraduate degree in Computer Engineering at Case Western Reserve University and went on to work for General Electric Transportation as a part of their Edison Engineering Development Program. Recently, Jeremy completed a Master’s in Computer Science and Engineering under Dr. Atiq and is

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Catholica de Chile

Tagged Divisions

Educational Research and Methods

course difficulty in engineering schools located inother countries, in order to discuss implications for different educational systems. 5. AcknowledgmentsThis work was supported by CORFO under grant no. 14EN12-26862.The authors wouldlike to thank Paolo Fabia, Angela Parra, and Sebastián Vásquez for motivating this study asstudent representatives in 2019, aiming to create a shared meaning for course demandamong students, teaching staff, and managers.6. References[1] D. Gerrard, K. Newfield, N. B. Asli, and C. Variawa, “Are students overworked? Understanding the workload expectations and realities of first-year engineering,” in ASEE Annual Conference and Exposition, 2017.[2] M. Christie and E. de Graaff, “The philosophical and

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

sciences. Boulder, CO: Westview Press.[2] Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2012). Leaving engineering: A multi- year single institution study. Journal of Engineering Education, 101(1), 6–27.[3] Eris, O., Chachra, D., Chen, H. L., Sheppard, S., Ludlow, L., Rosca, C., Bailey, T., & Toye, G. (2010). Outcomes of a longitudinal administration of the persistence in engineering survey. Journal of Engineering Education, 99(4), 371–395.[4] Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.[5] Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Educational Research and Methods

. Engineering design thinking, teaching, and learning. Journal of Engineering Education 94, 103-120 (2005).5 Gainsburg, J. The mathematical modeling of structural engineers. Mathematical Thinking and Learning 8, 3-36 (2006).6 Jonassen, D. H., Strobel, J. & Lee, C. B. Everyday problem solving in engineering: Lessons for engineering educators. Journal of engineering education 95, 139-151 (2006).7 Mann, C. R. A study of engineering education. Bulletin 11 (1918).8 National Academy of Engineering. Educating the engineer of 2020: Adapting engineering education to the new century. (National Academy Press, 2005).9 Mourtos, N. J. Challenges students face when solving open-ended problems. International Journal

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

-469, doi:10.3102/0034654310370163 (2010).4 Long, B. T. a. K., Michal Do Community Colleges Provide a Viable Pathway to a Baccalaureate Degree? Educational evaluation and policy analysis, 30-53, doi:10.3102/0162373708327756 (2009).5 Fletcher, L. A. & Carter, V. C. The important role of community colleges in undergraduate biology education. CBE life sciences education 9, 382-383, doi:10.1187/cbe.10-09-0112 (2010).6 Kinkead, J. Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning 2003, 5-18, doi:10.1002/tl.85 (2003).7 Hu, S., Kuh, G. D. & Gayles, J. G. Engaging undergraduate students in research activities: Are research

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

foundation on which this survey was established assumes that motivation and learningstrategies are not inherent attributes of the learner, but rather are contextually attached. Althoughthe MSLQ scales have been extensively tested in different subject-matter contexts inengineering, this study aims to examine the MSLQ constructs and factor structures in a novelengineering educational setting. This paper validated three MSLQ subscales in an “ABC” learning environment forengineering dynamics: (A) Active learning, (B) blended structures, (C) and collaborative studentengagement that have shown to be highly influential for university-level engineering students.This unique class environment exhibits several features that make it a new and

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Development of Latinx Students,” IEEE Trans. Educ., vol. 62, no. 3, 2019.[13] M. Camacho and S. Lord, The Borderlands of Education: Latinas in Engineering. 2013.[14] G. A. Garcia, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs. Charlotte, NC: Information Age Publishing Inc., 2020.[15] R. A. Revelo and L. D. Baber, “Engineering Resistors: Engineering Latina/o Students and Emerging Resistant Capital,” J. Hispanic High. Educ., vol. 17, no. 3, pp. 249–269, Jul. 2018.[16] B. Flyvbjerg, Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge, UK: Cambridge University Press, 2001.[17] H. A. Goldstein, “The ‘entrepreneurial turn’ and regional