Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Brad Kinsey, University of New Hampshire; Erick Towle, University of New Hampshire; Grace Hwang, University of New Hampshire; Edward J. O'Brien, University of New Hampshire; Christopher F. Bauer, University of New Hampshire

Tagged Divisions

Educational Research and Methods

Psychology, Vol. 24, No. 3, 1972, pp. 317-20.7. Sorby, S. and B. Baartmans, “The Development and Assessment of a Course for Enhancing the 3-D Spatial Visualization Skills of First Year Engineering Students”, Journal of Engineering Education, July, 2000, pp. 301-7.8. Devon, R., Engel, R., and Turner, G., “The Effects of Spatial Visualization Skill Training on Gender and Retention in Engineering”, Journal of Women and Minorities in Engineering, Vol. 4, 1998, pp. 371-80. Page 11.1279.119. Medina, A., H. Gerson, and S. Sorby, “Identifying Gender Differences in the 3-D Visualization Skills of Engineering Students in

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer M. Bekki, Arizona State University, Polytechnic campus; Aisosa Ayela-Uwangue, Arizona State University, Polytechnic campus; Samantha Ruth Brunhaver, Arizona State University; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

bythese topics, which is an important element in the guiding principles.The topics that emerged from the retreat were a starting point for creating sustained activityaround areas of affinity. After the retreat, faculty were invited to join one of these existinggroups for sustained engagement, switch to a different group, or propose a new group. From thisexercise, four affinity groups evolved: a. Project Spine Courses: How to align student outcomes b. Revolutionizing Math Intensive Courses c. Revolutionizing Content Heavy Courses Through Flipping – How to make it work d. Rethinking How We Teach Our Students To Communicate In WritingTo formalize the groups, each affinity group completed an online intake form documenting theirgoals, the

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joel Ellsworth, Utah State University

Tagged Divisions

Educational Research and Methods

thecognitive and emotional benefits of social learning, group work is considered an importantstrategy for promoting the development of the teaming and communication skills needed forprofessional engineering practice [4]. Based on these contemporary instructional practices inengineering, new understandings of a) how engineering students interact with peers and usecourse-specific resources and b) how peer interactions and resource use correlate with courseperformance are essential for supporting engineering instructor decisions as they select anddesign course resources, develop group work activities, and implement new interaction strategiesin engineering courses.To investigate potential relationships, we employed Social Network Analysis (SNA

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

understanding as well as additional educational outcomes. Theframework adopted for the activities presented in this study drew heavily on the Workshop Physicsmodel, the defining elements of which (Laws et al., 1999) are shown in Table 1. Table 1: Elements of Inquiry-Based Activity Modules (Laws et al 1999) (a) Use peer instruction and collaborative work (b) Use activity-based guided-inquiry curricular materials (c) Use a learning cycle beginning with predictions (d) Emphasize conceptual understanding (e) Let the physical world be the authority (f) Evaluate student understanding (g) Make appropriate use of technology

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Gretchen Molina, University of Puerto Rico-Mayagüez; Asmaa Idrisu, George Mason University; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez; Amelia Marian, West University of Timisoara

Tagged Divisions

Educational Research and Methods

Page 12.252.161 Richmond B., System Dynamics/Systems Thinking: Let's Just Get On With It. Delivered at the 1994International Systems Dynamics Conference in Sterling, Scotland2 Richmond B., System Dynamics/Systems Thinking: Let's Just Get On With It. Delivered at the 1994International Systems Dynamics Conference in Sterling, Scotland3 Sweeney, L.B, and Sterman, J.D. “Bathtub dynamics: initial results of a systems thinking inventory”,System Dynamics Review, Winter 16, No 4., 2000, pp. 249-286.17 Pala, Ö. and . Vennix, J. A. M. “Effect of system dynamics education on systems thinking inventory taskperformance”, System Dynamics Review, Volume 21, Issue 2, 2005. Pages 147-1724 Forrester, Jay W., 1961. Industrial dynamics, Waltham, MA: Pegasus

Conference Session

Student Teams And Project Based Learning / The Critical First Year in Engineering Education / Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Tamara Moore, University Of Minnesota; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

willSimilarly, Peterson Tires has received complaints hopefully be able to fix it before any more accidents occur. Individual QuestionsRead the Memo on the previous page individually. Answer the following questions individually.a. Why is reliability important? Besides recalls, what kinds of consequences could a company withreliability problems experience?b. Give two specific examples of products, other than those mentioned, where reliability is important.c. A "reliability curve" shows the total number of products that have failed versus time. Describe what thiscurve might look for a product such as tires. Problem

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Georgia; James John Bale Jr., University of Georgia ; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

Educational Research and Methods

Paper ID #21351Examining a Novel Theory-to-practice Effort in Engineering Education throughMultiple Theoretical Lenses of Systems and ChangeDr. Stephen Secules, University of Georgia Stephen received a PhD in education at the University of Maryland researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught an introduction to engineering to undergraduate engineers and to practicing K-12 teachers. Stephen’s research interests include equity, culture, and the sociocultural dimensions of engineering education.Mr

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

., and Lee, H., 2009, “’Flipping’ the Classroom to Explore ActiveLearning in a Large Undergraduate Course,” Proceedings of the ASEE Annual Conference and Exposition, Austin,TX.4. Aliaga, M., Cobb, G., Cuff, C., Garfield, J., Gould, R., Lock, R., Moore, T., Rossman, A., Stephenson, B., Utts,J., Velleman, P., & Witmer, J. (2005). Guidelines for Assessment and Instruction in Statistics Education (GAISE):College Report. San Francisco, CA: American Statistical Association.5. Wilson, S. (2013). The Flipped Class: A Method to Address the Challenges of an Undergraduate StatisticsCourse. Teaching of Psychology, 40(3), 193-199.6.Hussey, H., Fleck, B., & Richmond, A. (2014). Promoting Active Learning through a Flipped Course Design. InJ. Keengwe, G

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

explain the phenomenon given to them or make proper connectionsbetween the two. While most of the students could make connections for the specific examplesexplained in the class, many faced a hard time when a new situation was given to them.Conclusions from the Study:The main concerns identified from this preliminary study are the following: (a) Many students have trouble in identifying and connecting to the pre-requisites required to solve problems related to a new concept. These pre-requisites include those from elementary mathematics. 10 (b) Many students have trouble in connecting the related information learned within the same

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University; Monica Cardella, Purdue University; Senay Purzer, Purdue University; Noemi Mendoza Diaz, Purdue University

Tagged Divisions

Educational Research and Methods

-group analysis of variance at a significant level of 0.05 toexplore how participants of different full-time teaching experience rated the items differently.As discussed in the data analysis section above, we divided the participants into three groupsaccording to their reported full-time teaching experience: a) new teachers, b)moderately-experienced teachers, and c) expert teachers.There was a significant difference in how participants rated the importance of DET,F(2,66)=6.12, p<0.01, w2=0.13. Post-hoc comparisons using the Tukey’s HSD test indicatedthat moderately-experienced teachers (M=3.53, SD=0.33) and expert teachers (M=3.62,SD=0.25) rated the importance of DET significantly higher than new teachers (M=0.29,SD=0.36). This result

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Matthew Norris, Virginia Polytechnic Institute and State University; Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University; Michelle D. Klopfer, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

Department of Engineering Education at Virginia Tech.Abdulrahman M. Alsharif, Virginia Polytechnic Institute and State University Abdulrahman M. Alsharif is a Ph.D. student and a research assistant in the Engineering Education de- partment at Virginia Tech. He has received the Saudi Arabia Ministry of Higher Education and Scientific Research scholarship to pursue his Bachelor’s and Master’s degrees in Industrial and Systems Engineer- ing. His research interests are teaching and learning, policy and guidelines, and assessments. He hopes to work as a social scientist in engineering in higher education.Dr. Michelle D. Klopfer, Virginia Polytechnic Institute and State UniversityDr. David B. Knight, Virginia Polytechnic Institute

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

or could easily be collected in a university setting. Though there is not widegender diversity, representative of the discipline as a whole, there is diversity across participants’backgrounds especially their previous education, ranging from first-time college students tothose working on their second bachelor’s degrees. There is also diversity in participants’personal epistemologies resulting from many combinations of beliefs about simple and certainknowledge and personal justification of knowledge. These dimensions came from Greene et al.5and represent a range from (a) students agreeing that knowledge was simple and certain and didnot feel they played an important role in justifying their knowledge (weak personal justification)to (b) those

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Judith A. Sunderman, University of Illinois, Urbana-Champaign; Raymond L. Price, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

environment.Three principles conceptualized business incubation as developmental processes for change: a)incubators which tend to facilitate successful transitions to self-sustaining enterprises shieldideas from forces that threaten viability while simultaneously mimicking the sense of urgencyand external pressures that foster independence; b) the most effective incubators areopportunistic and able to successfully assist in the identification and navigation of environmentalconstraints; c) beneficial incubation processes recognize situational influences in theenvironment and support alignment to the real world. 19 The theory of Maital, Ravid, Seshadri, & Dumanis 19 is important because incubation isconceived broadly as an organizational change

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; Judith Shaul Norback, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

appear in search results and keyword analyses of the abstracts and complete texts of relevant articles. These could be applied not only within ASEE but in the wide range of scholarly publications that treat topics that are relevant to engineering communication and its teaching.    • Organize a National Science Foundation workshop that would allow the participants to extend and deepen the analysis presented in this paper by (a) identifying issues of common concern and (b) planning research to advance knowledge and understanding. In addition to establishing direction for research that would meet the needs of teachers and practitioners of engineering communication, such a workshop would also assist the

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Malgorzata Zywno, Ryerson University; Mary Frances Stewart

Tagged Divisions

Educational Research and Methods

room and b) that while interactive multimedia helpedstudents with all modalities improve their scores, Active, Sensing and Global learners benefitedthe most. Other studies reached similar conclusions. For example, a study at the University ofTexas, where interactive online tutorials were used to support Mechanical Engineering labs, alsofound larger improvements among the sections with access to the tutorials8, as compared with thesections that did not use the tutorials. The study also found that Active and Sensing learnersbenefited more from the virtual labs than Visual learners did. These observations supportFelder’s assertion that Active, Sensing and Global learners are the main beneficiaries of ateaching style that includes a mix of

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Jennifer VanAntwerp, Calvin College; Rachel Reed, Calvin College; Crystal Bruxvoort, Calvin College; Neil Carlson, Calvin College

Tagged Divisions

Educational Research and Methods

engineering students. European Journal of Engineering Education, 25(2), 145-155.4. Seymour, E., & Hewitt, N. M. (1997). Talking about leaving: why undergraduates leave the sciences. Boulder, CO: Westview Press.5. Moller-Wong, C., & Eide, A. (1997). An engineering student retention study. Journal of Engineering Education, 86(1), 7-15.6. Shuman, L. J., Delaney, C., Wolfe, H., & Scalise, A. (1999). Engineering attrition: student characteristics and educational initiatives [Electronic version]. Proceedings of the American Society for Engineering Education Annual Conference.7. Zhang, G., Anderson, T., Ohland, M., Carter, R., & Thorndyke, B. (2002). Identifying factors influencing engineering student graduation and

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Arshia Khan, University of Minnesota, Duluth; Ona Egbue, University of Minnesota, Duluth; Stephen Phillips, University of Waterloo

Tagged Divisions

Educational Research and Methods

Piazza in one of four ways: a) posing a question or problem directlyrelated to topics covered in lectures; b) asking a follow-up question to another question; c)answering a question; or d) improving upon another response. To ensure high quality ofquestions are being asked, the teaching team (composed of the instructor and four teachingassistants) actively monitors the questions as they are being posted, and flag anything that isincorrect, repeated, or too simple. Students are encouraged to work in groups and discuss theirideas while creating the questions and/or answers. The questions that students create areprimarily concept or problem-based questions related to the course content being covered inclass (i.e., some topics are better suited for

Conference Session

Persistence and Retention

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yu-Yun Liu, University of Louisville; Kate E. Snyder, University of Louisville; Patricia A Ralston, University of Louisville

Tagged Divisions

Educational Research and Methods

/10690727124752903. Eccles J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.4. Wigfield, A. (1994). The role of children's achievement values in the self-regulation of their learning outcomes. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101-124). Mahwah, NJ: Erlbaum.5. Wigfield, A., & Cambria, J

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). Sampling Designs in Qualitative Research: Making the Sampling Process More Public. The Qualitative Report, 12(2), 238–254.13.  Tashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. SAGE.14.  Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X0528226015.  Creswell, J. W. (2011). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4 edition). Boston: Pearson.16.  Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women Engineering Students and Self-Efficacy: A Multi

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany; Alan Cheville, Bucknell University; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Indiana-Purdue University; Jennifer Karlin, Minnesota State University, Mankato; Donna M. Riley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

to Jacobson’s committee’sdeliberations. There is no clear recollection of how the group moved from here to the first set ofa-k learning, or “program” outcomes as it was originally called [32]. Criterion 3. Program Outcomes and Assessment Engineering programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

below indicate the highest and lowest meanscores for students’ perceptions of self-efficacy for sub-skills that contribute to creating anddelivering presentations (Table 1), writing (Table 2), developing and using visual literacy (Table3), and working in teams (Table 4) at all three universities, identified as University A, B, and C.In each of the tables, cells in blue indicate the three highest means in confidence in specific sub-skills that contribute to one of the four communication competencies, and the cells in tan indicatethe three lowest means in confidence for specific sub-skills. We have only included a sub-skill ifstudents in at least two of the three universities reported they were either most confident or leastconfident in it.There

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Jessica Nina Lester, Indiana University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

Paper ID #9662Recollecting experience in interviews: the structure and organization of engi-neering ’interview talk’Floraliza Bornilla Bornasal, Oregon State University Floraliza B. Bornasal is a doctoral student in the School of Civil and Construction Engineering at Ore- gon State University. Her research is currently in engineering education focusing on the transference of expertise among working professionals and undergraduate students. Prior to pursuing her doctoral degree at OSU, she worked as an engineering intern and project inspector for Garfield County Public Works and as an AmeriCorps Volunteer-in-Service-to

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Kathryn Ann Mobrand, University of Washington

Tagged Divisions

Educational Research and Methods

deeply into these two areas through applying self-authorship as a lens to otherpedagogies.Bibliography 1. National Academy of Engineering of the National Academies. (2004). The Engineer of 2020: Adapting Engineering Education to the New Century. Washington, D.C.: The National Academies Press. 2. National Research Council. (2009). Rising Above the Gathering Storm Two Years Later: Accelerating Progress Toward a Brighter Economic Future. Washington, D.C.: The National Academies Press. 3. The Royal Academy of Engineering. (2006). Educating Engineers for the 21st Century. London: The Royal Academy of Engineering. 4. Turns, J., Sattler, B., Eliot, M., Kilgore, D., & Mobrand, K. (in press). Preparedness

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine

Tagged Divisions

Educational Research and Methods

requirements so students can see how these concepts link together to satisfy the project’s purpose. This helps students realize that the basic task is achievable. b. Labs introduce and develop common practices which will make projects easier to do or will allow students to earn higher grades. For example, labs teach students how to use and modify test code. This builds the skills needed to achieve basic requirements. c. Homework has students practice core concepts or common practices on their own to prepare for the projects. For example, a homework assignment has students learn a new command and write test code for it. This builds

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Vikram Kapila, New York University

Tagged Divisions

Educational Research and Methods

Paper ID #18442A Systems Approach to Analyzing Design-Based Research in Robotics-FocusedMiddle School STEM Lessons through Cognitive ApprenticeshipDr. S. M. Mizanoor Rahman, New York University Mizanoor Rahman received his Ph.D. degree in Mechanical Engineering from Mie University at Tsu, Japan in 2011. He then worked as a research fellow at the National University of Singapore (NUS), a researcher at Vrije University of Brussels (Belgium) and a postdoctoral associate at Clemson University, USA. He is currently working as a postdoctoral associate at the Mechanical and Aerospace Engineering Department, NYU Tandon School of

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

AC 2011-735: THE NATURE OF TEACHER KNOWLEDGE OF AND SELF-EFFICACY IN TEACHING ENGINEERING DESIGN IN A STOMP CLASS-ROOMElsa Head, Tufts UniversityDr. Morgan M Hynes, Tufts University Page 22.1483.1 c American Society for Engineering Education, 2011 The Nature of Teacher Knowledge of and Self-Efficacy in Teaching Engineering Design in a STOMP ClassroomCurriculum standards increasingly feature engineering as a requirement for K-12 students. Thisis a content area in which most K-12 teachers have little to no background; therefore, providingsupport is critical for successful implementation. In an effort to provide

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

defined as level below the B-level. The designrationale of every KPI is area-specific and requires deep understanding of the technicalities ofthe measured area. Due to the wide coverage of the framework, we had to deal with manydifferent areas related to higher education. The following strategies are adopted to insure theadequacy and verify the developed rubrics:  Interviews with experts  External reviews  Comparisons with existing rubrics  Developing a rich and standardized set of rubric descriptorsThe measurements could be interpreted per criteria, KPM, KPI, and/or combined forms. The 5-point rubric scale of KPIs – Nascent, Beginning, Developing, Competent, and Accomplished ismapped onto constant values (6.25, 12.5, 37.5, 62.5

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

, “Advancing the Maker Movement,” Washington, D.C., Sep. 2017.[14] S. L. Martinez and G. S. Stager, Invent To Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press, 2013.[15] P. Blikstein, “Digital Fabrication and ‘Making’ in Education: The Democratization of Invention,” in FabLab: of machines, makers and inventors, J. Walter-Herrmann and C. Büching, Eds. Bielefeld: Transcript, 2013.[16] S. Vossoughi and B. Bevan, “Making and tinkering: A review of the literature,” Natl. Res. Counc. Comm. Sch. Time STEM, pp. 1–55, 2014.[17] J. Piaget, Genetic Epistemology, 1st edition. New York: Columbia Univ Press, 1970.[18] R. K. Sawyer, Ed., The Cambridge Handbook of the Learning Sciences, 2nd ed. New

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristen M. Ward, Arizona State University; Yingyan Lou, Arizona State University

Tagged Divisions

Educational Research and Methods

30%, with some yearsbeing slightly higher or lower. In the spring of 2019, the DEW rate dropped to 14%, while usingsimilar metrics and levels of evaluation. Scores on the written final increased by approximately10%. Finally, the number of students receiving a grade of C, significantly declined with 73% ofstudents received a grade of “B” or higher.For the fall offerings, the DEW rate from previous blended classroom sessions have hoveredaround 30% for the past two years. In the fall of 2019, the DEW rate dropped to 19%. For thefinal exam, students from the Fall 2019 session scored an average of 62.14 out of 100, while theFall 2018 and Fall 2017 sessions had class averages of 37.1 and 48.01 respectively. It should benoted that the Fall 2019 and

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Denise Grant; Julie Trenor

Tagged Divisions

Educational Research and Methods

, B. H., and Teteault, M. S. (1990). The service encounter: Diagnosing favorable and unfavorable incidents. Journal of Marketing, 54(January), 71-74. Page 15.1310.12 15 Grove, S.J. and Fisk, R.P. (1997). The impact of other customers on service experiences: A critical incident examination of getting along. Journal of Retailing, 73(1), 63-85.    16 Chell, Elizabeth (1998). Critical Incident Technique. In Gillian Symon and Catherine Cassell (Eds.), Qualitative