Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Fong, University of Illinois, Urbana-Champaign; Seth Poulsen, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

. Fabrikant, “Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task.,” J. Exp. Psychol. Learn. Mem. Cogn., vol. 36, no. 1, pp. 37–53, 2010, doi: 10.1037/a0017683.[12] N. Johnson‐Glauch, D. S. Choi, and G. Herman, “How engineering students use domain knowledge when problem-solving using different visual representations,” J. Eng. Educ., vol. 109, no. 3, pp. 443–469, 2020, doi: https://doi.org/10.1002/jee.20348.[13] J. Heiser and B. Tversky, “Arrows in Comprehending and Producing Mechanical Diagrams,” Cogn. Sci., vol. 30, no. 3, pp. 581–592, 2006, doi: 10.1207/s15516709cog0000_70.[14] S. F. Mazumder, C. Latulipe, and M. A. Pérez-Quiñones, “Are Variable, Array and Object

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily E. Liptow, California Polytechnic State University, San Luis Obispo; Michelle H. Bardini, California Polytechnic State University, San Luis Obispo; Noah Robert Krigel, California Polytechnic State University, San Luis Obispo; Monica Lauren Singer, California Polytechnic State University, San Luis Obispo; Coleen Carrigan, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Report NSF 15- 311. Arlington, VA. Retrieved from http://www.nsf.gov/statistics/wmpd/.3. Mann, Allison and Thomas A. DiPrete (2013). Trends in Gender Segregation in the Choice of Science and Engineering Majors. Social Science Research 42(6), 1519–1541.4. Settles, I. , Cortina L. , Malley, J. , Stewart, A. (2006). The Climate for Women in Academic Science: The Good, the Bad, and the Changeable. Psychology of Women Quarterly, 30(1), 47-585. Seron, C., Silbey, S. S., Cech, E., & Rubineau, B. (2016). Persistence Is Cultural: Professional Socialization and the Reproduction of Sex Segregation. Work and Occupations, 43(2), 178-214.6. Leskin E. , Cortina L. , Kabat D. (2011) “Gender Harassment: Broadening our Understanding of Sex

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit, Leuven; Jos Vander Sloten, Katholieke Universiteit, Leuven

Tagged Divisions

Educational Research and Methods

technical report of 6 pagesmaximum. (a) (b)Figure 1. Students are preparing (a) and conducting (b) the experiment to measure propulsive force generated by a chemical reaction and exhaust of water. Page 25.588.5The outline of the report is predefined by the didactic team. Furthermore the students arereminded of the feedback they received on their literature assignments and of the guidelineson writing style in the manual of the course.The report is graded by the didactic team on the content as well as the writing style. Thestudent teams receive feedback on

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University

Tagged Divisions

Educational Research and Methods

aerospace manufacturing sector, change wasidentified as an expectation, with one being “…ready to go to Plan B if Plan A is not available,and then move on to consider Plans C and D, and perhaps Plan E if circumstances dictate”[64]. In terms of Big Data and automation technologies in aircraft the need for the humans toadapt more fluidly are significant in the sense of changing and working through times of suddendisorder and uncertainty [65], [66]. Traditionally structured views of “the round peg goes intothe round hole… that there is only one answer to a question… these structures are moremalleable in modern operations. than we may want admit…ultimately the big data messinessconcept requires the human being to change in order to tap into and harness

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Michael Prince, Bucknell University; Margot vigeant, bucknell; Katharyn Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

as they approach surface 1 b) The person will feel warmer as they approach surface 2 c) The person will feel the same warmth in both cases. d) Not enough information givenStudent results indicated that this question was quite difficult, with only 25% of studentsidentifying the correct response. In addition, the question was a poor discriminatorbetween students who did well on the instrument and those who did not, with adiscrimination index that was actually negative (-0.08). Because of this, the question wassignificantly revised in Phase 2, as shown below. Page 14.469.7Radiation Question: Phase 2A person walks toward two diffuse grey

Conference Session

Student Approaches to Problem Solving: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacob Preston Moore, Pennsylvania State University, Mont Alto; Joseph Ranalli, Pennsylvania State University, Hazleton Campus

Tagged Divisions

Educational Research and Methods

eighteen in thethermodynamics class. To have a basis for comparison, data was also collected from two otherengineering science classes (with the same instructor and at the same institution as the masterybased dynamics class). Each of these classes enrolled six students.Table 2: Overview of Research ParticipantsCourse HW Grading Campus Instructor Number of Consenting System ParticipantsThermodynamics Mastery Campus A Instructor A 16Dynamics Mastery Campus B Instructor B 5Thermodynamics Traditional Campus B Instructor B 6Strengths

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University; Heather Lee Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Comparative Analysis of Female and Male Asian, Black, Hispanic, Native American, and White Students,” J. Women Minor. Sci. Eng., vol. 15, no. 2, pp. 167–190, 2009.[4] B. E. Hughes, “Orientation Identity ‘ Managing by Not Managing ’: How Gay Engineering Students Manage Sexual Orientation Identity,” J. Coll. Stud. Dev., vol. 58, no. 3, pp. 385–401, 2017.[5] E. A. Cech and T. J. Waidzunas, “Navigating the heteronormativity of engineering: the experiences of lesbian, gay, and bisexual students,” Eng. Stud., vol. 3, no. 933165213, pp. 1–24, 2011.[6] H. Boone and A. Kirn, “First Generation Students ’ Engineering Belongingness First Generation Students ’ Engineering Belongingness,” ​presented at the 2017

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

course. The grading scheme is summarized bypresenting how each of these three categories of practices were implemented.Rethinking the 0-100% ScaleGrading in this course is based around tokens; 26 tokens are required for an A, 23 for a B, 20 for aC, and so on. Students earn tokens by answering exam questions, completing labs, and/orcompleting mini-projects. The token progression was built around Webb’s Depth of Knowledge, alearning taxonomy that breaks learning into 4 levels, shown in Figure 1 [12]. To earn a C,students must meet all of the level 2 objectives. Level 3 and 4 objectives could be completed toearn additional tokens.Depth of Knowledge 1 (DK1) is recalland reproduce. In the case of Circuit Analysis1, a DK1 skill might be using Ohm’s

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Lisa Romkey, University of Toronto

Tagged Divisions

Educational Research and Methods

AC 2012-4488: EVOLVING A RUBRIC FOR USE IN ASSESSING ENGI-NEERING GRADUATE ATTRIBUTES IN A STUDENT SENIOR RESEARCHTHESISMr. Alan Chong, University of Toronto Alan Chong is a Senior Lecturer in the Engineering Communication program at the University of Toronto, housed in the Faculty of Applied Science and Engineering, where he teaches technical communication to undergraduate engineering students. He has spent the last five years working with engineering faculty to conduct research on and develop integrated courses in engineering design, research and communication, focusing on designing tools for better assessment and instruction, and improving students’ critical thinking skills.Ms. Lisa Romkey, University of Toronto

Conference Session

Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs Inc.; Richard Felder, North Carolina State University; Sarah Rajala, North Carolina State University

Tagged Divisions

Educational Research and Methods

entirely correct) was that the things they needed toknow to be TAs in engineering were different from what TAs in humanities and social scienceand business and management courses needed. The college administration found merit in thisviewpoint and in 2001 initiated a series of workshops for all of its new teaching assistants ondifferent aspects of their responsibilities. All new TAs are now required to attend an introductory3-hour workshop called “Survival Skills for Engineering Teaching Assistants,” a 1-hour sessionon sexual harassment, and at least one of three 1.5-hour workshops on (a) grading homework and Page 11.1018.7tests, (b) assisting in

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mohsen M. Dorodchi, University of North Carolina at Charlotte; Nasrin Dehbozorgi, University of North Carolina at Charlotte; Aileen Benedict, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Alexandria Benedict, University of North Carolina at Charlotte

Tagged Divisions

Educational Research and Methods

Fall 2016 and Fall 2018 are presented below infigures 5a and 5b respectively. (a) Before Scaffolding (b) After Scaffolding Figure 4: Histogram of on-time submission ratios before and after scaffoldingWhen comparing the histograms in figure 5, the histogram shifts to the left, indicating a sharpdecrease in missing submissions after scaffolding. We also observe that over 70% of students hadmissed less than 10% of all submissions after scaffolding (Fall 2018).For in-depth analysis, we performed a test of the hypothesis (t-test) as well as Cohen’s effect size. (a) Before Scaffolding (b) After Scaffolding Figure 5: Histogram of missing submission

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Kennesaw State University; Gregory L. Wiles P.E., Kennesaw State University; Thomas Reid Ball, Kennesaw State University

Tagged Divisions

Educational Research and Methods

for GPA by Type HF2F HSOL Sample Size 125 137 Mean 3.3172 3.2306 Standard Deviation 0.3767 0.53170 95% Confidence Intervals (0.3427 0.4206) (0.4810 0.5962) P <0.001Given the difference in variation in course GPAs for the two methods of delivery, a morenuanced view of the grade distributions was desired. The distribution of grades was tested usinga Chi-Square Test for Association (Table 5), using Alpha = 0.05. This test analyzed thedistribution of each grade (A, B, C

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

Tagged Divisions

Educational Research and Methods

positive correlations) • Total concepts and map density (moderate to strong negative correlations) • Total links and map complexity (moderate to strong positive correlations)In each of these cases, the direction/sign of the correlation is as expected; for example, as thenumber of total concepts increases, we expect map density (L ÷ [C × (C − 1)]) to decrease, asconfirmed by the negative correlation we observed.Several interesting correlations can also be seen in Table 2, including (a) the moderate positivecorrelations between map complexity and the total number of cross-links, and (b) the strongpositive correlation between the total number of concepts and the concepts used from the list. Inthe latter case, it is clear that most

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

24.328.4analysis of five cases that are presented in the next section.    Table 1: Categories of Development of a STEM Identity B: STEM C: University A: Faculty Engagement/ Stage Curricular/Co- Leadership/ Community Level Descriptor Curricular Activities Systems  Faculty work independently on coursework, projects, etc. Little to no discussion on pedagogy

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Joseph A. Lyon, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Ellen Gundlach, Purdue University, West Lafayette; Mark Daniel Ward, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Orsmond, S. Merry, and A. Callaghan, “Communities of practice and ways to learning: charting the progress of biology undergraduates,” Stud. High. Educ., vol. 38, no. 6, pp. 890–906, 2013.[17] E. Wenger and B. Wenger, “Communities of practice: A brief introduction,” 2015.[18] K. L. Priest, D. A. Saucier, and G. Eiselein, “Exploring Students’ Experiences in First-Year Learning Communities From a Situated Learning Perspective,” p. 11, 2016.[19] President’s Information Technology Advisory Committee, Computational Science: Ensuring America’s Competitiveness. National Coordination Office for Information Technology Research & Development, 2005.[20] National Research Council, Report of a workshop on the pedagogical aspects of

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.      References [1] D. Crismond and R. Adams, “The informed design teaching and learning matrix”,  Journal  of Engineering Education , vol. 101, no. 4, pp. 738­797, 2012. [2] D. Crismond, “Scaffolding strategies for integrating engineering design and scientific  inquiry in project­based learning environments,” in  Fostering human development through  Engineering and Technology Education , pp. 235­255, SensePublishers, 2011. [3] M. Ford, “Educational Implications of Choosing “Practice” to Describe Science in the Next  Generation Science Standards”,  Science Education , vol.  99 , no. 6, pp. 1041­1048, 2015. [4] L. Berland, C. Schwarz, C. Krist, L. Kenyon, A. Lo and B. Reiser, “Epistemologies in  practice: Making

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ed LeRoy Michor, Oregon State University; Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

in order to make progress – just as we hopeprofessional engineers would.References[1] W. G. Vincenti, What Engineers Know and How They Know It: Analytical Studies from Aeronautical History, First Edition, Thus edition. Baltimore, Md.: Johns Hopkins University Press, 1993.[2] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2013, pp. 119–138.[3] M. Koretsky, D. Montfort, S. B. Nolen, M. Bothwell, S. Davis, and J. Sweeney, “Towards a Stronger Covalent Bond: Pedagogical Change for Inclusivity and Equity,” Chem. Eng. Educ., vol. 52, no. 2, pp. 117–127

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gayle Lesmond, University of Toronto; Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

information in order to reachvalid conclusions” 1 and is similar to the Accreditation Board for Engineering and Technology(ABET) criteria b. Likewise, problem analysis is defined by the CEAB as the “ability to useappropriate knowledge and skills to identify, formulate, analyze, and solve complex engineeringproblems in order to reach substantiated conclusions”1 and is similar to ABET criteria e. Theresearch team sought to answer the following questions: 1. What are the specific skills/behaviours/attitudes that are important for assessing investigation? 2. What are the specific skills/behaviours/attitudes that are important for assessing problem analysis?This study is part of a larger research project which seeks to develop non-discipline

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

mathematics, science, and engineering, (b) an ability to design andconduct experiments, as well as to analyze and interpret data,(c) an ability to design a system,component, or process to meet desired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability,(d) an ability to function on multidisciplinary teams, (e) an ability to identify, formulate, andsolve engineering problems, (f) an understanding of professional and ethical responsibility, (g)an ability to communicate effectively, (h) the broad education necessary to understand the impactof engineering solutions in a global, economic, environmental, and societal context, (i) arecognition of the need for

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Monica Wright, Pennsylvania State University; Jonna Kulikowich, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

2006-374: A COGNITIVE STUDY OF MODELING DURING PROBLEM-SOLVINGThomas Litzinger, Pennsylvania State University Thomas A. Litzinger is currently Director of the Leonhard Center for the Enhancement of Engineering Education and a Professor of Mechanical Engineering at Penn State, where he has been on the faculty since 1985. His work in engineering education involves curricular reform, teaching and learning innovations, faculty development, and assessment. He can be contacted at tal2@psu.edu.Peggy Van Meter, Pennsylvania State University Peggy Van Meter is currently the Professor in Charge of the Educational Psychology Program and an Associate Professor of Education at Penn State where she has

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the identification and deconstruction ofmechanisms that hinder diverse pathways into engineering, promote a liberal approach toengineering education, and support individual diversity.References[1] J. B. Main, K. A. Smith, A. W. Fentiman, and K. L. Watson, “The next Morrill Act for the 21st century,” J. Eng. Educ., vol. 108, no. 2, pp. 152–155, 2019.[2] A. F. Mckenna, J. Froyd, and T. Litzinger, “The complexities of transforming engineering higher education: Preparing for next steps,” J. Eng. Educ., vol. 103, no. 2, pp. 188–192, 2014.[3] C. M. Campbell and K. A. O’Meara, “Faculty Agency: Departmental Contexts that Matter in Faculty Careers,” Res. High. Educ., vol. 55, no. 1, pp. 49–74, 2014.[4] S. Billett

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Education Annual Conference and Exposition, Indianapolis, IN, 2014.[11] K. Bohle Carbonell, R. E. Stalmeijer, K. D. Könings, M. Segers, and J. J. G. van Merriënboer, “How experts deal with novel situations: A review of adaptive expertise,” Educational Research Review, vol. 12, pp. 14-29, 2014.[12] G. Hatano and K. Inagaki, “Two courses of expertise,” in Child Development and Education in Japan, H. W. Stevenson, H. Azuma, and K. Hakuta, Eds., ed New York: W.H. Freeman & Co., 1986, pp. 263-272.[13] B. van der Heijden, “Prerequisites to guarantee life-long employability,” Personnel Review, vol. 31, pp. 44-61, 2002.[14] E. M. Smith, J. K. Ford, and S. W. J. Kozlowski, “Building adaptive expertise: Implications

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron

Tagged Divisions

Chemical Engineering, Educational Research and Methods

about 20minutes), the instructor compiled all of the assessment sheets. After grading of the project reports,a final, detailed feedback form was provided to each team during finals week which summarizedthe assessment of their project. It also included the verbatim written assessments provided by thestudent peers and faculty.While the faculty and peer assessments (Groups 1 and 3) provided an evaluation on whether theproject demonstration met the objectives, the senior-class student assessment (Group 2) wasdifferent. This sheet is provided in Appendix B and had questions which focused on: • Whether those senior students would have learned the concept better if they had access to this DEMO when taking the course the previous year

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

addition, concept maps of individual word networks are created in whichinfluential words and their links to other influential words are displayed. Prior to generating anyCRA statistics, the individual project reports had to be converted to text files with tables,diagrams, and appendices removed, as well as any mention of the organization or studentinvolved. The text files were named with a pseudonym indicating the grade level (A, B, C) of thereport, the rank of the report within the grade level (1, 2, 3, etc.) and the application domainsolution used—EM for Events Management, M for Membership, or OM for OrdersManagement.With the use of Crawdad, the set of text-only files extracted from formatted student reports wasconverted to a Crawdad-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

environment, but thought activities in other disciplines possessedmany similar design features. Table 1 illustrates Goel and Pirolli’s twelve features of adesign task with a condensed description of each feature. The letters A- L are used todenote each characteristic, as is the style in Goel and Pirolli’s presentation of the features.Table 1. Goel and Pirolli’s Features of a Design Task Feature Description A. Distribution of Incomplete specification of start and goal state complete information unspecfication of transition between start and goal state. Two types of constraints: 1- Non-negotiable: nomological B. Nature of constraints (natural laws) and 2- Negotiable

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, “What am I doing here?” But I definitely didn’t want to let down my teammates . . . I think more thananything, me being a people-pleaser is the reason I stayed in engineering more than for [intercollegiate sportsteam]. But I did consider transferring and not playing [sports] and staying with engineering. (lines 397 – 413)They’re like, “It’s okay if you get a B.” I’m like, “No, it’s not.” But it is. It’s very much okay. (line 111-113)Theme 3: Reacting to dissonance through a shame experienceI felt bad for feeling bad because I know that there are people that have it so—They’re in so much worse situationswith their grades. They’re trying to get jobs, but they have too low of a GPA or they’re trying to pass a class. I’mover here upset about a B

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Educational Research and Methods

Learn. 2012:1621-1623.44. Hidi S, Renninger KA, Krapp A. The present state of interest research. In: Renninger KA, Hidi S, Krapp A, eds. The Role of Interest in Learning and Development. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.; 1992:433-446.45. Vygotsky L, Hanfmann E, Vakar G. Thought and Language. MIT press; 2012:252.46. Schreuders PD, Mannon SE, Rutherford B. Pipeline or personal preference: Women in engineering. Eur J Eng Educ. 2009;34(1):97-112. doi:10.1080/03043790902721488.47. Geisinger BN, Raman DR. Why they leave: Understanding student attrition from engineering majors. Int J Eng Educ. 2013;29(4):914-925.48. Lent RW, Brown SD, Hackett G. Toward a unifying social cognitive theory of career and

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34949Identifying Signature Pedagogies in a Multidisciplinary EngineeringProgramDr. Kimia Moozeh, University of Toronto Kimia Moozeh has a PhD in Engineering Education from University of Toronto. She received her Hon. B.Sc. in 2013, and her Master’s degree in Chemistry in 2014. Her dissertation explored improving the learning outcomes of undergraduate engineering laboratories by bridging the learning from a larger context to the underlying fundamentals, using digital learning objects.Lisa Romkey, University of Toronto Lisa Romkey serves as Associate Professor, Teaching Stream and Associate Chair, Curriculum

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Nicholas Greenfield, Georgia Institute of Technology; Emily Orton, Georgia Institute of Technology; Rohan Banerjee, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

laboratories community through Twitter connections," Twitter for research handbook, 2015, [Online]. Available: http://www.academia.edu/download/41349806/Massimo.Menichinelli_MakerLaboratoriesCommunit y_on_Twitter_PREPRINT_HIRES.pdf.[15] V. Wilczynski, "A Classification System for Higher Education Makerspaces," 2017.[16] M. B. Jensen, C. C. S. Semb, S. Vindal, and M. Steinert, "State of the Art of Makerspaces - Success Criteria When Designing Makerspaces for Norwegian Industrial Companies," Procedia CIRP, vol. 54, pp. 65–70, Jan. 2016.[17] E. Mañas Pont, "Analysis and comparison of representative locations in the general makerspace panorama," Universitat Politècnica de Catalunya, 2014.[18] Craig Forest, Ms. Helena Hashemi

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric L. Wang, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

individual’s truecontribution to the group’s work.References 1. Oakley, B., Felder, R.M, Brent, R., Elhajj, I. (2004), “Turning Student Groups into Effective Teams,” Journal of Student Centered Learning, 2(1):9-34. 2. Clark, N., Davies, P., and Skeers, R. (2005), "Self and peer assessment in software engineering projects." Proceedings of the 7th Australasian conference on Computing education-Volume 42. Australian Computer Society. 3. Jassawalla, A., Sashittal, H., and Malshe, A. (2009), “Students’ Perceptions of Social Loafing: It’s Antecedents and Consequences in undergraduate Business Classroom Teams,” Academy of Management Learning and Education, 8:42-54. 4