Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Anna Pereira, Michigan Technological University; Michele Miller, Michigan Technological University; William Helton, Michigan Technological University; Leonard Bohmann, Michigan Technological University; Chris VanArsdale, Michigan Technological University

Tagged Divisions

Educational Research and Methods

, students, andindustry prioritize hands-on ability relative to other desirable traits. Surveys were given toindustrial representatives, faculty, and students asking them to rate hands-on ability among eightother traits. Analysis found that hands-on ability ranked third. Understanding the importance ofhands-on ability would better allow engineering curricula to reflect its prioritization. Hands-onability also has gender associations. Better understanding how industry views this could allowcurriculum to prepare its students to meet this obstacle. It would also allow academia to realizethe gender association and address it within the institution. These changes could allow betterengineering experiences for female engineers as well as

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Sarah Holsted, Broad-based Knowledge; Joshua Morrill, Morrill Solutions Research (MSR); Joseph G. Tront, Virginia Tech

Tagged Divisions

Educational Research and Methods

, etc.)Financial support 11 18Special campus level teaching and technology award 7 0Invited to lead seminar or workshop 4 2Award from Teaching & Learning Academy or 4 4CenterSee questions about Use of Courseware NA 9 Page 24.312.6  The survey separated the use of courseware in teaching and learning from its creation. Thischoice reflected the

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Paul M. Santi, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

during the semester. The retention test will be given to Fall 2009 students inApril 2011 (40 students in the “2009 test group”) and the Fall 2010 students in April 2012 (50students in the “2010 test group”) and their scores will be compared to the control groups todemonstrate the expected improvement in retention.Baseline 18-month retention examThe 30 questions in the long-term retention exam were divided among the 10 topical categoriescovered in the class. The number of questions in each category reflects the amount of lecturetime spent on that category. The topical categories, in chronological order of presentation,include: 1. Glacial (4 questions) 2. Periglacial (1 question) 3. Volcanic and igneous (2 questions) 4. Climate

Conference Session

Understanding Students and Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Nadia Frye, Washington State University; Devlin B. Montfort, Washington State University; Paul M. Smith, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

Class Secondary C1 Monthly No Students Evaluation No Students Secondary C2 Monthly No Students Evaluation No Students SecondaryTable 3. Summary of interviewee Innovation Configuration factors.Interviewee DI Components Use IDeX Description Reflected in Classification

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

Science Foundation, we collaborated with local teachers todevelop a set of four engineering-design-based science curriculum units for third- and fourth-grade classrooms2. In engineering-design-based science, the process of solving the designproblem provides opportunities for students to learn and apply new science concepts andpractices. Our approach to incorporating engineering problems into elementary-grade scienceinstruction reflects the theoretical perspectives of situated and distributed cognition, and it alsodraws heavily upon the Learning by Design™ approach to middle-school science3. Otherprevious teaching experiments, including those of Roth4, Penner et al.5 , Krajcik et al.6, andCrismond7, also influenced our work.Each of our four

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael A. Collura, University of New Haven; Shannon Ciston, University of New Haven; Nancy Ortins Savage, University of New Haven

Tagged Divisions

Educational Research and Methods

in developing the skills needed forsuccess in engineering course work. Considering that many freshman engineering students todayare not ready for calculus when they enter the university, and thus cannot take calculus-basedphysics, a two-semester sequence of chemistry may help them develop skills that will enhance Page 22.531.8their chance of success in subsequent engineering courses.References 1 HARRIS, J. G., Journal of Engineering Education Round Table: Reflections on the Grinter Report, 83 (1) 69-94 2 Carr, R., Thomas, D. Hl, Venkataraman, T.S., Smith, A.L., Gealt, M.A., Quinn, R., Tanyel, M

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Terry Brumback, University of Alabama; Randal Schumacker, The University of Alabama; Daniel Fonseca, The University of Alabama

Tagged Divisions

Educational Research and Methods

CriteriaStudies were examined to determine whether they met the criteria for inclusion in the study.First, the study examined students enrolled in undergraduate programs enrolled in engineeringdegree programs at accredited postsecondary institutions in North America and Europe. Second,the study examined the effect of educational programs on the cognitive development of studyparticipants. Third, only studies that were carried out in a classroom or program setting wereconsidered, as opposed to those conducted in a more controlled experimental setting. Fourth, theresearch was published or reported after 1996, so that the research would more closely reflect thecurrent environment in which students learn. Fifth, and finally, the research reported

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Cheryl Willis, University of Houston; Susan Miertschin, University of Houston

Tagged Divisions

Educational Research and Methods

: A framework for modeling the local coherence of a Page 15.269.8 discourse. Computational Linguistics , 21, 203-225.[6] Isbell, M., & Davis, J. (2007). "Organizations are made to tick through talk:" A network comparison of conversation centers, influential words and network centrality. Annual Meeting of the NCA 93rd Annual Convention. Chicago, IL.[7] Jonassen, D. (2000). Computers as mindtools for schools: Engaging critical thinking. New Jersey: Prentice Hall.[8] McLaren, T., Vuong, D., & Grant, K. (2007). Do you know what you don't know? Critical reflection and concept mapping in an information systems

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Tamara Floyd-Smith, Tuskegee University; Denise Wilson, University of Washington; Ryan Campbell, University of Washington; Rebecca Bates, Minnesota State University, Mankato; Diane Jones, University of Washington; Donald Peter, Seattle Pacific University; Melani Plett, Seattle Pacific Univ; Elaine Scott, Seattle Pacific University; Nanette Veilleux, Simmons College

Tagged Divisions

Educational Research and Methods

CTC and engagement in undergraduate STEMeducation. With the completion of the conceptual model, the second phase of the study, surveytool development, becomes the focus.AcknowledgementsThe authors would like to gratefully acknowledge the National Science Foundation for theirsupport of this work under the REESE program (grant numbers DRL-0909817, 0910143,0909659, 0909900, and 0909850). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References 1. Goodenow, Carol (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

existing theoreticalframeworks most relevant to my research questions are 1) the history and pedagogy ofengineering education, which is widely supported through organizations such as ASEE;2) STSE (formerly STS) education and 3) Teacher Identity. The selection of STSE andTeacher Identity have been informed by my own experience conducting research withpre-service and new science teachers, and their use of an STSE approach in their teachingof science. However, acknowledgement of context is critical in educational research, andas I reflected further on these theoretical strands, I realized the inherent challenges inutilizing theory from the K-12 realm in the framing of my post-secondary researchproject

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Daniel Forciniti, Missouri University of Science & Technology

Tagged Divisions

Chemical Engineering, Educational Research and Methods

needed, and add pointers and animations that will JXLGHOHDUQHU¶VIRFXVRQWKHSUHVHQWHGPDWHULDO - Implement these videos through tasks that are part of the instructional process of the course.E xploratory Results of the Impact of Instructional V ideosAs the process of generating and implementing these videos required full commitment for boththe instructor and the instructional designer, there were not too many resources left to structure aformal research process. However, we implemented a series of monitoring tools that exploredstudents¶ perception reflected in both the formal course evaluations and an open-ended surveyadministered online at the end of the semester. Since this study reports on the activity of oneinstructor, one first

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

ideas during the idea generation process; thus all ideas listed may not be ones studentswould have selected as reasonable solutions given time to reflect. Further, without theaccompanying descriptions, we were unable to guarantee reliable assessment of each design’sinnovative qualities.There were a total of 72 solutions (we discarded one solution due to lack of clarity), each ofwhich was scored on a 1-5 integer scale (5 the highest possible score) for each of the fivecharacteristics of innovative ideas: feasibility, viability, usefulness, desirability, and novelty.While metrics exist for feasibility2, usefulness6,9, and novelty2,6,9, we selected a holistic,categorical method. This approach offered greater flexibility (i.e. we were able to match

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Scott Streiner, University of Pittsburgh; Jeffrey Coull

Tagged Divisions

Educational Research and Methods

(including assumptions, decisions made about the problem andsolution strategies).Because MEAs can address a combination of technical and professional skills, it is morechallenging to assess the resultant student learning. For full impact, instructors must guide thestudents’ learning and provide targeted feedback; especially if it appears that misconceptionsexist, often best observed through students’ self-reflection reporting. We have reportedelsewhere the impact of MEAs on conceptual learning and the instructors’ perspectives aboutusing MEAs in the classroom11, and the improvement of student attainment of ABET outcomes,especially the professional skills, in using MEAs12, 13

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

concisely stated as,students may experience conceptual change towards a more scientific understanding ofequilibrium through social learning experiences in context, that explicitly analyze theepistemology of equilibrium as a model and allow students the opportunity to reflect upon theirown metaconceptual awareness.Engineers rely on conceptual understanding to mediate their interactions with the material world,and as such the construction of conceptual knowledge is a key factor in developing engineeringexpertise 29. The engineering sciences provide rich domain-specific conceptual knowledge basesand principles for understanding the constraints of physical phenomena within the materialworld. Engineering education should strive for learning experiences

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

- Networking among postdocs Networking - Identifying collaborators Personal Reflection - Identifying professional interests and values - Project assignments allocation Project Management - Project financial management, funding allocation - Not just doing, but finish projects and publications - Giving guest lectures in classesTeaching and Learning - Teaching a course - Developing teaching philosophy/teaching dossier - Managing deliverables to meet the deadline Time Management - Ability to work under time pressurediscipline were generated and appended to the

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Aldeman, Illinois State University; Theodore J. Branoff, Illinois State University

Tagged Divisions

Educational Research and Methods

students appreciating the in-person courseexperience during a time when most of their other courses had been moved online. The increasedteacher scores may have been a reflection of the students’ appreciation of face-to-face interactionwith their instructors, or perhaps a reflection of the students’ acknowledgment that in-personinstruction during this time may have required more effort and preparation than in mostsemesters. Depending on the experience of the instructors in this category, the increase may alsobe partially attributed to the additional experience gained by the instructors between

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington; Ziyan Bai, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

groups (SA4)When students reflected on what they needed from their study groups, some trends were similarto those of lab groups. For example, 21.3% of students prioritized individual accountability intraditional learning while only 14.1% did so in remote learning. This downward trend is similarto what students said about their lab groups. With regard to individual accountability, whilestudents made more frequent comments about interpersonal and social skills in remote learningwith regard to their lab groups, the increase in these types of comments in their study groups wasmuch larger. Students in remote learning mentioned interpersonal and social skills with respectto their peer groups at over twice the frequency (22.7%) of students in

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

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madasamy Arockiasamy, Florida Atlantic University; Sudhagar Nagarajan, Florida Atlantic University; Hassan Mahfuz, Florida Atlantic University; Michael R. Maniaci, Florida Atlantic University; Ishwarya Srikanth, Florida Atlantic University; Stephen Michael Castillo; Reinaldo L. Dos Santos, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Divisions

Educational Research and Methods

were written for the four interview transcripts using the codes generatedfrom first cycle coding to document and reflect on the code choices, and to know more about theemergent categories and subcategories in the data. In transition from the first cycle coding to thesecond cycle, only in vivo coding was used to recode and reanalyze the data as this coding processrelies heavily on the participants own language for codes [13]. The emergent categories andsubcategories from the analytic memos were used in the after-cycle coding method to categorizethe data.In after first cycle coding, the code mapping technique was used and the details of the same areshown in Table 4. Code mapping is a technique that helps in assembling and organizing the

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

, thestakeholders did not add information to fill any gaps in the information they provided during theinterviews.LimitationsOur primary limitation was the small number of people interviewed at each site and, therefore,we may not have saturated the data set. However, our participants did include the key personnel,by title, at each location (e.g., director of career services and engineering liaison). In addition, areview of our findings with stakeholders at each site demonstrated that the themes developedaccurately reflect our two case sites. Finally, our participants were subject matter expertsregarding student career services for their respective universities.ResultsWe organized our results by case site and then compared the sites. The results for each

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

tested inparallel) consisted of an additional two classes of students per school that participated in theproject.Stage 2 was introduced during the first year of chemistry studies and throughout the secondyear to the same students that participated to Stage 1. A research limitation consisted in thedifferent syllabus that different schools have about chemistry studies: in some schoolsChemistry is taught for one single year, while in other schools it is taught for two consecutiveyears.It has therefore not been possible to bring all participants of Stage 1 into Stage 2, and thenumber of participants to the two Stages does not imply that some students could not bepromoted to the second year, but simply reflects those classes that did have two years

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Brook Sattler, University of Washington

Tagged Divisions

Educational Research and Methods

usually obtain more specific and useful information when we probe concrete and non- routine events than when we ask about general rules and procedures . . . probing in the CDM is not limited to responses that can be objectively anchored and verified. Questions can sometimes require the decision makers to reflect on their own strategies and bases for decisions . . . the probes are designed to obtain information at its most specific and meaningful level . . . thus we ask the decision- maker to select an incident that was challenging and that, in his or her decision- making, might have differed from someone with less experience.” (p. 465-466)In our case, we asked faculty to describe two specific

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Robin Adams, Purdue University

Tagged Divisions

Educational Research and Methods

the course of thetask by talking with other people, investigating research documents, utilizing pastresearch, and reflecting on their previous experiences. This speaks to the role ofexperience, tradition, and history “doing design” and “being a designer.” Page 13.273.16The theme of ‘depth’ emphasized designers’ stance on the importance of solid contentbackground in the discipline. Designers stressed the importance of depth of knowledge.While there are certainly skills associated with design tasks that are separate from contentknowledge, content knowledge is a foundation for decision making. Content knowledgehelps build intuition, and informs

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue University; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

reflections” and focus on the “primary concepts, questionsand issues” (p. 52). In this analysis, the summary sheets captured salient information for eachparticipant across the four years to identify themes and patterns related to their perceptions ofthemselves as future engineers. All 40 semi-structured interviews were then coded using Atlas Ti software with open-codingstrategies. Open-coding strategies identify patterns and themes related to the research questionsthat arise inductively from data rather than through application of theory 40. This initial codingresulted in a long list of codes and associated definitions that grew with each successiveinterview analysis. To limit proliferation, the code list was refined by combining codes whenthey

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Lourdes Gazca, Universidad de las Americas, Puebla; Enrique Palou, Universidad de las Americas, Puebla; Aurelio López-Malo, Universidad de las Americas, Puebla; Juan Manuel Garibay, Universidad de las Americas, Puebla

Tagged Divisions

Educational Research and Methods

assignments.In addition, we encourage students to write brief reflective journal entries to further solidify andreinforce their own understanding, and demonstrate that improved understanding for animproved quiz grade.UDLAP’s Chemical, Civil, Computer, Electrical, Environmental, Food, Industrial, Mechanical,and Mechatronic engineering students have in EI-100 a great opportunity for a multidisciplinarycollaborative experience. EI-100 is a team-taught course that uses active, collaborative andcooperative learning, which has been a major player in UDLAP’s efforts of engineeringeducation reform since 200131. The major goal of the project “High-Quality Environments forTeaching and Learning Engineering Design: Using Tablet PCs and Guidelines from Research

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

Esat Alpay, Imperial College London; Peter Cutler, Imperial College London; Susan Eisenbach, Imperial College London; Anthony Field, Imperial College London

Tagged Divisions

Educational Research and Methods

ofsuch peer-based learning have been reported as: ≠ greater active and student-led involvement with the subject matter (Donelan and Wallace, 1998) ≠ lower student anxiety and higher student disclosure during tutorial work (Topping, 1998) ≠ improved subject dialogue within peer groups to support and enhance the feedback process and reflective learning (Nicol and Macfarlane-Dick, 2006), and possibly even overcome liminality when faced with a threshold concept (Meyer and Land, 2005) ≠ transferable, social and communication skills development (see e.g. Saunders (1992), Topping (1996, 2005), Maheady (1998) and Hirst et al. (2004)) ≠ improved student socialisation and enculturation within the

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

Page 11.1201.17promoted to the second year, but simply reflects those classes that did have two years ofchemistry studies in their syllabus.Part 2, Stage 1 – Using CHICKA to learn the Language of ChemistryHere the computer game was introduced as a new tool of language acquisition to test if thetime required to learn the elements of the PT, the basic formulae and concepts could bereduced when compared to the same ability achieved through traditional, text-book methods.Stage 1 was therefore measured in quantitative terms (length of time occurred to learn).To measure the results, students were given two tests. These were similar in concept to thetests usually given to students at the end of the first term (14 weeks), however in this case thetests

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

because culture influences what constitutesintelligence and intelligent acts [9, 10]. Indeed, conceptions of “smartness” in school often caterto analytical abilities, while ignoring other types of intelligence, such as creative or practicalabilities [11]. This emphasis on analytical abilities is magnified even further in engineeringschool, where math and engineering science dominate the curriculum. This cultural norm ofvaluing analytical intelligence above all else reflects white, middle class constructions ofintelligence. This reality contributes to the exclusionary narratives about who belongs inengineering as the qualities that are revered in academia (e.g., brilliance, rigor, seriousness,rationality, objectivity, etc.) are all traditionally

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darren L. Linvill Ph.D., Clemson University; Meghnaa Tallapragada, Clemson University; Nigel Berkeley Kaye, Clemson University

Tagged Divisions

Educational Research and Methods

Webb’s instrument [22]. This measureexplored participants positive or negative attitudes toward communicating about engineeringrelated topics in various contexts. Participants completed 18 items, each with a 7-point bipolarscale reflecting the participants’ attitudes about engaging in communication regardingengineering.Motivation: Student motivation was measure using Christophel’s [23] student motivation scale.This measure explored the participants degree of motivation to put forth effort in the currentclass. Participants completed 16 items, each employing a 7-point bipolar scale reflectingparticipants’ feelings toward their current class.Intended behavior: Intended behavior was measured were measured using an adapted version ofPoliakoff and