Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Junqiu Wang, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2009-2274: ASSESSING TEAM EFFECTIVENESS: COMPARINGPEER-EVALUATIONS TO A TEAM EFFECTIVENESS INSTRUMENTJunqiu Wang, Purdue UniversityP.K. Imbrie, Purdue University P.K. Imbrie is an Associate Professor of Engineering in the School of Engineering Education at Purdue University. He teaches first-year engineering courses as well classes in Aerospace Engineering. His research interests include: epistemologies, assessment, and modeling of student learning, student success, student team effectiveness, and global competencies; experimental mechanics; and piezospectroscopic techniques. Page 14.249.1

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

Margherita Landucci, Liceo Artistico Statale; Fabio Garganego, Municipality of Venice

Tagged Divisions

Educational Research and Methods

2006-465: TEACHING CHEMISTRY AS A CROSS-CULTURAL SUBJECT: IT &LINGUISTICSMargherita Landucci, Liceo Artistico Statale Margherita Landucci is a graduate in Physical Chemistry of Pisa University. She has worked at CNR (the National Council for Research)in spectroscopy and electrochemistry and taught at Pisa University. She has published works in The Journal of Chemical Society. She is the Italian coordinator of the project "Science and Technology in Society" promoted by The Association for Science Education,UK, and is teaching Phisical Chemistry and Materials Tecnologies at the Liceo Artistico Statale of Venice, Venezia.Fabio Garganego, Municipality of Venice Fabio Garganego is a graduate

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Grace Panther, Oregon State University; Devlin Montfort, Oregon State University; Zachary Pirtle, Human Exploration and Operations Mission Directorate, NASA Headquarters

Tagged Divisions

Educational Research and Methods

Paper ID #19033How Engineers Negotiate Domain Boundaries in a Complex, InterdisciplinaryEngineering ProjectGrace Panther, Oregon State University Grace Panther is a doctoral student conducting research in engineering education. She has experience conducting workshops at engineering education conferences and is currently a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research includes material development, faculty discourses on gender, and defining knowledge domains of students and engineers.Dr. Devlin Montfort, Oregon State University Dr. Montfort is

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Monica H. Lamm, Iowa State University; Shuting Yan, Iowa State University ; Clark R. Coffman; Carly L. Manz, Iowa State University; Robert D Reason, Iowa State University

Tagged Divisions

Educational Research and Methods

Paper ID #21113A Study of the Testing Effect in an Engineering ClassroomDr. Monica H. Lamm, Iowa State University Monica Lamm is an Associate Professor of Chemical and Biological Engineering at Iowa State University.Miss Shuting Yan, Iowa State UniversityClark R. CoffmanDr. Carly L. Manz, Iowa State University Department of Genetics, Development and Cell Biology, Iowa State UniversityDr. Robert D Reason, Iowa State University Dr. Reason is professor of education in the School of Education at Iowa State University. c American Society for Engineering Education, 2018 A Study of the Testing Effect

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kacey D Beddoes, Oregon State University; Corey T Schimpf, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

Paper ID #11421Undisciplined Epistemology: Conceptual Heterogeneity in a Field in the Mak-ingDr. Kacey D Beddoes, Oregon State University Kacey Beddoes is a Research Associate in the School of Civil and Construction Engineering at Oregon State University. She received her PhD in Science and Technology Studies (STS) from Virginia Tech, along with graduate certificates in Women’s and Gender Studies and Engineering Education. She serves as Managing Editor of Engineering Studies and Assistant Editor of the Global Engineering Series at Morgan & Claypool Publishers. Her current research interests include gender in engineering

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

Paper ID #11503Student and Faculty Perceptions of Attendance Policies at a Polytechnic Uni-versityDr. Loraine Lowder, Southern Polytechnic State University M. Loraine Lowder is an Assistant Professor in the Systems and Mechanical Engineering Department at Southern Polytechnic State University. She received her B.S. in Mechanical Engineering, M.S. in Mechanical Engineering, and Ph.D. in Bioengineering from the Georgia Institute of Technology. Dr. Lowder’s research interests include image processing, computer-aided engineering, and cardiovascu- lar biomechanics. She is also interested in performing research in the area of

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Chip W. Ferguson, Western Carolina University; Sudhir Kaul, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

. c American Society for Engineering Education, 2017 A Pilot Program in Open-Ended Problem Solving and Project ManagementAbstractThis research is motivated by the need for students’ early exposure to work readiness skills thatpromote effectiveness in dealing with complex open-ended technical problems as may beencountered in senior capstone projects or professional practice. This paper presents preliminarywork in the building of Rube Goldberg machines as student projects to foster some of theseskills. Design of Rube Goldberg machines may be employed in a number of settings as a vehiclefor teaching basic engineering skills. These designs require students to creatively consider avariety of

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Mitzi Desselles, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

Paper ID #23518Toward the Development of a Revised Decision-Making Competency Instru-mentDr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Ms. Katherine M. Ehlert, Clemson University Katherine M. Ehlert is a

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

Tagged Divisions

Educational Research and Methods

startup developing visual learning media for schools. From 2011 to 2016, he was technical specialist (Airflow, Combustion and Thermodynamics) with Fiat Chrysler Automobiles, and played a key role in the redesign of their V6 gasoline engine to achieve improved fuel economy and performance. He also served as a Mentor and reviewed technical training programs. From 2002 - 2010, he was Assistant Professor at the Department of Mechanical Engineering, Purdue University School of Engineering at IUPUI (Indiana University Purdue University Indianapolis) where he experimented with several teaching approaches inspired by the ASEE National Effective Teach- ing Institute Workshop. His 2009 ASEE (American Society for Engineering

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Nicola Wendy Sochacka, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Educational Research and Methods

AC 2012-4659: CHALLENGES TO ENSURING QUALITY IN QUALITA-TIVE RESEARCH: A PROCEDURAL VIEWDr. Joachim Walther, University of Georgia Joachim Walther is an Assistant Professor of engineering education research at the University of Geor- gia (UGA). He is Co-director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from en- gineering, art, educational psychology, and social work. His research interests span the formation of students’ professional identity, the role of reflection in engineering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College

Tagged Divisions

Chemical Engineering, Educational Research and Methods

AC 2011-312: TIERED SCAFFOLDING OF PROBLEM-BASED LEARN-ING TECHNIQUES IN A THERMODYNAMICS COURSENancy K. Lape, Harvey Mudd College Assistant Professor Nancy K. Lape joined the Engineering Department at Harvey Mudd College in 2005 and serves as the Director of the Patton and Claire Lewis Fellowship in Engineering Professional Practice. Her research focuses on energy-efficient composite gas separation membranes, chemical transport across human skin, and engineering education. She received a B.S. in Chemical Engineering from the Univer- sity of Massachusetts at Amherst, a Ph.D. in Chemical Engineering from the University of Minnesota, Twin Cities, and completed her postdoctoral studies at the Laboratoire des Sciences

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

David Bowman, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

AC 2010-490: MUSEINK: SEEING AND HEARING A FRESHMAN ENGINEERINGSTUDENT INK AND THINKDavid Bowman, Clemson University David R. Bowman is a Lecturer in the General Engineering Program within the Department of Engineering and Science Education at Clemson University. He is also a Computer Science Ph.D student in the School of Computing at Clemson University. His educational background includes a B.S. and M.S. in Computer Engineering from Clemson University.Lisa Benson, Clemson University Lisa Benson is an Assistant Professor in the Department of Engineering and Science Education at Clemson University, with a joint appointment in the Department of Bioengineering. Dr. Benson teaches first year

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kevin A. Nguyen, University of Texas, Austin; Robert Matthew DeMonbrun, University of Michigan; Maura J. Borrego, University of Texas, Austin; Michael J. Prince, Bucknell University; Jenefer Husman, University of Oregon; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Michigan; Charles Henderson, Western Michigan University ; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Educational Research and Methods

79 16 M Private R2 INTRO 140 17 F Private M1 INTRO 123* Carnegie classifications: R1 = Doctoral Universities: Highest Research Activity; R2 = Doctoral Universities: Higher Research Activity; M1 = Master's Colleges and Universities: Larger Programs; M3 = Master's Colleges and Universities: Smaller Programs; B-A/S = Baccalaureate Colleges: Arts & Sciences Focus; and B-DIV = Baccalaureate Colleges: Diverse Fields** Course disciplines: CBME = Chemical/Biomedical Engineering; CIVIL = Civil and Environmental Engineering; DESIGN = Design; EECS = Electrical Engineering/Computer

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Educational Research and Methods

Paper ID #17865Establishing the Impact that Gamified Homework Portals Can Have on Stu-dents’ Academic MotivationBrittany Lynn ButlerDr. Cheryl A. Bodnar, Rowan University Cheryl A. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

learning and students as emerging engineering professionals. She is a fellow of AAAS and ASEE, was the 2002 recipient of the ASEE Chester F. Carl- son Award for Innovation in Engineering Education, and received the 2009 David B. Thorud Leadership Award, which is given to a UW faculty or staff for demonstrating leadership, innovation, and teamwork.Dr. Sheri Sheppard P.E., Stanford UniversitySamantha Brunhaver, Stanford University Samantha Brunhaver is a third year graduate student at Stanford University. She is currently working on her PhD in Mechanical Engineering with a focus in engineering education. She completed a BS in Mechanical Engineering from Northeastern University in 2008 and a MS in Mechanical Engineering with

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin; Robert Matthew DeMonbrun, University of Michigan; Charles Henderson, Western Michigan University ; Michael J. Prince, Bucknell University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Educational Research and Methods

presented, and the results are followed by a discussion onthe interpretation and implications of the results. Survey and study limitations are noted. Finally,the major conclusions of the paper are presented with directions/suggestions for future work.A Review on Student Resistance Prior research on faculty decisions about their teaching practices12-17 has identified anumber of instructor-reported barriers to the use of nontraditional teaching methods, including:(a) concerns about student resistance, (b) questions about the efficacy of the techniques, (c)concerns about preparation time, (d) concerns about ability to cover the syllabus. This projectfocuses on student resistance as the barrier in most need of additional research. While

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

and design projects.15 Similarly, the ECE department has experiencedsome success in teaching communication skills through individual consultations with industrymentors, as described in section IV B.2.a.Teamwork – Rose-Hulman’s ECE department has developed a three-year vertically integrateddesign thread for engineering students, starting in the fall of the sophomore year andculminating in an externally sponsored year-long industry project the senior year.20 Not onlydoes Rose-Hulman’s project fit with the professional formation thread, the work is also relevantto the design component of the new pedagogical approach.IV. Implementing pedagogical innovationsA. Establishing learning studio modules and knowledge integration activitiesTo give

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Jeffrey T. Luftig, Engineering Management Program, CEAS, University of Colorado - Boulder; Malinda S Zarske, University of Colorado, Boulder; Jordan Michelle Hornback

Tagged Divisions

Educational Research and Methods

Paper ID #7553The Impact of Inclusive Excellence Programs on the Development of Engi-neering Identity among First-Year Underrepresented StudentsDr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the engineering assessment specialist at the Integrated Teaching and Learning Pro- gram and Laboratory. He holds a BA in psychology from Louisiana State University, and an MS degree in industrial/organizational psychology and PhD degree in counseling psychology, both from the University of Tennessee. Prior to joining the University of Colorado at Boulder, he gained extensive experience in assessment and

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian A. Burt, University of Michigan; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Janel A. Sutkus, Carnegie Mellon University; Matthew Holsapple, University of Michigan; Robert M. Bielby, University of Michigan; Eunjong Ra, University of Michigan

Tagged Divisions

Educational Research and Methods

AC 2011-1375: OUTCOMES OF ENGAGING ENGINEERING UNDER-GRADUATES IN CO-CURRICULAR EXPERIENCESBrian A. Burt, University of Michigan Brian A. Burt is a doctoral student in the Center for the Study of Higher and Postsecondary Education at the University of Michigan. He serves as a research assistant at the Center for Research on Learning and Teaching in Engineering. His broad research interests include understanding the doctoral student experience.Donald D. Carpenter, Lawrence Technological University Dr. Donald Carpenter is an Associate Professor of Civil Engineering and the Director of Assessment at Lawrence Technological University. Prior to being Director of Assessment, Dr. Carpenter was the Founding Director for

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2010-806: TOWARDS A MODEL OF TEACHING EXPERTISE IN CAPSTONEDESIGN: DEVELOPMENT AND VALIDATION OF A PRELIMINARY SURVEYINSTRUMENTJames Pembridge, Virginia TechMarie Paretti, Virginia Tech Page 15.1269.1© American Society for Engineering Education, 2010 Towards a Model of Teaching Expertise in Capstone Design: Development and Validation of a Preliminary Survey InstrumentAbstractCapstone design courses seek to create a transitional environment between school and work byengaging students in collaborative, open-ended projects. These environments present a challengeto capstone faculty because the pedagogies used in such courses may differ significantly fromthose

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shonda L. Bernadin, Florida A&M University/Florida State University; Tracee Williams Mason, Florida A&M University

Tagged Divisions

Educational Research and Methods

Paper ID #16089A Discourse Analysis of the Emotional Experiences of Engineering Studentsin an Upper-level Signal Processing CourseDr. Shonda L. Bernadin, Florida A&M University/Florida State University Dr. Shonda L. Bernadin is an associate professor of Electrical Engineering in the Department of Elec- trical Engineering at Georgia Southern University. Dr. Bernadin received her B.S. in Electrical Engi- neering from Florida A&M University, her M.S. in Electrical and Computer Engineering from University of Florida, and her Ph.D. from the Department of Electrical and Computer Engineering at Florida State University in

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

changes in the perceived meaning of the construct over time [24, 25].Strict invariance was achieved and applied to all further modeling. An unconditional model ofself-efficacy suggested linear change, χ2 (211) = 602.368; RMSEA = 0.04; CFI = 0.95, TLI =0.96. This linear model suggested that academic self-efficacy begins higher in students’ first year(imean= 3.80) and declines between freshman and senior year (b = -.05, p < .001). A linear modelwas determined to represent the data sufficiently and was used to examine the relation of changein self-efficacy with predictors and outcomes.A conditional, linear growth model was fit to examine the relation of math ACT scores andHSGPA to initial levels and growth (e.g., change) in academic self-efficacy

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Mitikaa Sama; Rohini N. Abhyankar, Arizona State University; Ruth A. Streveler, Purdue University, West Lafayette (College of Engineering); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

(1), 38-41.3. Greenfield, G. (2014). Career outcomes of women engineering bachelor’s degree recipients. In Ed. S. J. Frueh, Career choices of female engineers: A summary of a workshop. Washington, D. C.: National Academies Press.4. Margolis, J., & Kotys-Schwartz, D. (2009). The post-graduation attrition of engineering students: An exploratory study on influential career choice factors. Proceedings of the American Society of Mechanical Engineers International Mechanical Engineering Congress, Lake Buena Vista, FL, November 13-19.5. Matusovich, H. M., Streveler, R., Miller, R. L., & Olds, B. A. (2009B). Competence in engineering: A tale of two women. Proceedings of the American Society for Engineering Education

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

. Yoder, and D. Oyserman, “Teachers can do it: Scalable identity-based motivation intervention in the classroom,” Contemp. Educ. Psychol., vol. 54, pp. 12–28, Jul. 2018.[11] O. Fisher and D. Oyserman, “Assessing interpretations of experienced ease and difficulty as motivational constructs.,” Motiv. Sci., vol. 3, no. 2, pp. 133–163, 2017.[12] D. Oyserman and M. Destin, “Identity-based motivation: Implications for intervention.,” Couns. Psychol., vol. 38, no. 7, pp. 1001–1043, Oct. 2010.[13] K. C. Elmore and D. Oyserman, “If ‘we’ can succeed, ‘I’ can too: Identity-based motivation and gender in the classroom.,” Contemp. Educ. Psychol., vol. 37, no. 3, pp. 176–185, Jul. 2012.[14] B. Miller, M. A. Tsugawa-Nieves, J. N

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Eugene Judson, Arizona State University; Lydia Ross, Arizona State University; Stephen J. Krause, Arizona State University; James A. Middleton, Arizona State University; Casey Jane Ankeny, Arizona State University; Robert J. Culbertson, Arizona State University, Department of Physics; Keith D. Hjelmstad, Arizona State University

Tagged Divisions

Educational Research and Methods

Divisionwork-in-progress at ASEE 2016. To determine relationships between dispositions and reporteduse of student-centered strategies, the Value, Expectancy, and Cost of Testing EducationalReforms Survey (VECTERS) was developed based on expectancy theory and tested with 286engineering faculty among the 20 largest colleges of engineering in the U.S. The student-centered practices examined were (a) using formative feedback to adjust instruction, (b)integrating real-world applications, and (c) facilitating student-to-student discussion.Factor analyses led to determining construct groupings of items that were generally aligned withVECTERS’ design. Faculty using strategies in their classroom more often were more inclined toperceive value (particularly for

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

think like engineers and develop technical competence,disciplinary identity, and self-efficacy in the major [6]. A TA observes the group but onlyintervenes if it is completely stuck or is off in a fruitless direction. This study is unique because itis the first we are aware of that is deployed in a gateway engineering course, focuses on self-efficacy and disciplinary identity, and uses a quasi-experimental design to assess the effects ofpeer dialogue vs. traditional recitation.Research questions are:1) To what extent does peer-interaction in discipline-based problem solving promote a) studentcompetence in the course material, b) enhanced self-efficacy for discipline-based problemsolving, c) engineering identity, and d) institutional affiliation

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

survey,and establish a time in which the survey instrument could be discussed. The following areexamples of questions faculty were asked: a. When you were asked to participate, what was your understanding of what your participation would look like? b. What is motivating you to use the survey this term? c. What are you hoping to get out of implementing our survey? d. What role do you see this type of survey having in your class? e. Do you see assessment of student engagement having a purpose or impact on you as an educator?Interviews were recorded and transcribed, with data gathered informing the second series ofinterviews.Phase 2 – Sensemaking of survey itemsIn the second set of interviews, which occurred

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, Oregon State University; Allyson Jo Barlow, Oregon State University; Nathaniel Hunsu, University of Georgia; Cassandra J. Groen, Virginia Tech; Shane A. Brown P.E., Oregon State University; Olusola Adesope, Washington State University; Denise Rutledge Simmons P.E., Virginia Tech

Tagged Divisions

Educational Research and Methods

; Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist, 49(4), 219-243.Corno, L., & Mandinach, E. B. (1983). The role of cognitive engagement in classroom learning and motivation. Educational psychologist, 18(2), 88-108.Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684.Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. 12Freeman, S., Eddy, S. L., McDonough, M., Smith

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Coleen Carrigan, Cal Poly San Luis Obispo; Eve A. Riskin, University of Washington; Jim L Borgford-Parnell, University of Washington; Priti N Mody-Pan, University of Washington; Dawn Wiggin, University of Washington; Sonya Cunningham, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Agent award, the 2006 Hewlett-Packard Harriett B. Rigas Award, and the 2007 University of Washington David B. Thorud Leadership Award. She is a Fellow of the IEEE.Dr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for 18 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cathy W. Hall, East Carolina University; Karen A. De Urquidi, East Carolina University; Paul J. Kauffmann P.E., East Carolina University; Karl Louis Wuensch, East Carolina University; William W. Swart, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University

Tagged Divisions

Educational Research and Methods

multipliers (βi ) for the observed criterion variable values for each predictor at each step.  OR: the odds ratio which is equal to exp(B), also written eB . This is the multiplicative amount by which the odds of non-persistence change per 1 point of change in the predictor, after the remaining predictors in the model at that step are held constant. For example, the 0.959 odds ratio for conscientiousness in step 1 indicates that the odds of non-persistence are multiplicatively lowered by 0.959 with each one point increase in a respondent’s conscientiousness score.  -2LL and ∆-2LL: These values are relative badness-of-fit indicators, that is, large numbers mean poorer fit of the model to the