Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

Education, 37(2), 125-132.7. Andrews, T., & Patil, R. (2007). Information literacy for first-year students: An embedded curriculum approach. European Journal of Engineering Education, 32(3), 253-259.8. Berland, L., McKenna, W., & Peacock, S. B. (2012). Understanding Students' Perceptions on the Utility of Engineering Notebooks. Advances in Engineering Education, 3(2).9. Berndt, A., & Paterson, C. (2010). Global engineering, humanitarian case studies, and pedagogies of transformation. In Transforming Engineering Education: Creating Interdisciplinary Skills for Complex Global Environments, 2010 IEEE (pp. 1-19). IEEE.10. Brophy, S., Hodge, L., & Bransford, J. (2004, October). Work in progress

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

George Stefanek, Purdue University Northwest; Niranjan Hemant Desai, Purdue University Northwest

Tagged Divisions

Educational Research and Methods

software engineering disciplines.References[1] van Hattum-Janssen, N., & Mesquita, D. (2011). Teacher perception of professional skills in a project-led engineering semester. European Journal of Engineering Education, 36(5), 461- 472.[2] Gider, F., Likar, B., Kern, T., & Miklavcic, D. (2012). Implementation of a multidisciplinary professional skills course at an electrical engineering school. IEEE Transactions on Education, 55(3), 332-340.[3] Johnson, B., & Ulseth, R. (2014, October). Professional competency attainment in a project based learning curriculum: A comparison of project based learning to traditional engineering education. In Frontiers in Education Conference (FIE), 2014 IEEE (pp. 1-4). IEEE.[4] Healey, M

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Trevor Harding, Kettering University; Cynthia Finelli, University of Michigan; Donald Carpenter, Lawrence Technological University; Matthew Mayhew, University of North Carolina-Wilmington

Tagged Divisions

Educational Research and Methods

public institution (School A), 208 attended a smallprivate Baccalaureate Specialty institution (School B), and 96 attended a mid-sized privateMasters I institution (School C). Students from two disciplines were included in the sample forcomparative purposes: engineering and humanities. Engineering students made up 78.5% of thesample, with humanities students accounting for the remainder. Unlike the engineering students,humanities students were recruited from School A only.The sample consisted of 32.5% females. However, among the engineering students included inthe sample, women constituted only 21.2% – a number similar to the 2004 national average forfemale enrollment in bachelor’s engineering programs14. Among the humanities students, 73.5%were

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

forundergraduate engineering students. While they often identify as smart, they also feel thepressure that they must continuously prove that they are smart enough. This reality hasimplications for their experiences and trajectories as learners. First-year engineering studentsprovided the following quotes when prompted by Dringenberg to reflect on their ownexperiences with smartness.“I grew up being told time and time again, you are so smart or how did you get a B on that test? You’re supposed to be smart.”“In general, when it comes to intelligence, I believe that I am above average compared to other majoring students but when it comes to engineers I believe that I am below par…Hopefully, I can prove to myself that I am

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Educational Research and Methods

SampleOutput Areas Question Prompt Answer Choices Faculty/staff With regards to the a. [ESSC] has positively influenced my interactions Interaction interactions you have with with engineering faculty/staff engineering faculty and b. [ESSC] has not influenced my interactions with staff, which of the engineering faculty/staff following statements do c. [ESSC] has negatively influenced my interactions you agree with: with engineering faculty/staff Peer-group With regards to the a. [ESSC] has positively influenced my interactions Interaction interactions you have with with other students

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

] J. C. Archer, “State of the science in health professional education: effective feedback,” Med. Educ., vol. 44, no. 1, pp. 101–108, 2010.[16] A. Cramp, “Developing first-year engagement with written feedback,” Act. Learn. High. Educ., vol. 12, no. 2, pp. 113–124, 2011.[17] J. Biggs, “Assessment and Classroom Learning: A Role for Summative Assessment?,” Assess. Educ., vol. 5, no. 1, pp. 103–110, 1998.[18] J. B. Biggs, Teaching for quality learning at university: What the student does. McGraw- Hill Education (UK)., 2011.[19] J. Orrell, “Feedback on learning achievement: rhetoric and reality,” Teach. High. Educ., vol. 11, no. 441–456, 2006.[20] C. Evans, “Making sense of assessment feedback in higher

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Greg J. Strimel, Purdue Polytechnic Institute; Scott R. Bartholomew, Purdue University; Andrew Jackson, Purdue Polytechnic Institute; Michael Grubbs, Baltimore County Public Schools; Daniel Gordon Mendiola Bates, North Carolina State University

Tagged Divisions

Educational Research and Methods

engineering design problem using traditional rubric and ACJ approaches toassessment? At the conclusion of the engineering design challenge, all student work wascollected and assessed by the course instructor using a traditional assessment approach. Studentswere scored on several sub-component categories and then assigned a total overall score usingthe sum of all sub-component scores (see Table 1).Table 1Student Scores from traditional rubric assessment Student Portfolios A B C D E F G H I J K L M N O PResearch 2 1 2 3 1 3 2 2 3 3 3 1 2 1 3 2Multiple Solutions 3 4 2

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

perspective with mental models. in 118th ASEE Annual Conference and Exposition, June 26, 2011 - June 29, 2011. 2011. Vancouver, BC, Canada: American Society for Engineering Education.34. Harper, B. and P. Terenzini. The effects of instructors' time in industry on students' co-curricular experiences. in 2008 ASEE Annual Conference and Exposition, June 22, 2008 - June 24, 2008. 2008. Pittsburg, PA, United states: American Society for Engineering Education.35. Padilla, M.A., et al. Drawing valid inferences from the nested structure of engineering education data: Application of a hierarchical linear model to the SUCCEED longitudinal database. in 2005 ASEE Annual Conference and Exposition: The Changing Landscape of

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Bruce Murray, State University of New York, Binghamton; Roy McGrann, State University of New York, Binghamton

Tagged Divisions

Educational Research and Methods

the second semester of the third yearby the course Mechanical Engineering Design (ME 392) and, in the senior year, by the two-semester capstone design sequence (ME 493/ME 494).Departmental Course Review Process and ABET AccreditationABET requires that accredited engineering programs show that their graduates attain certainabilities, understandings, knowledge and recognitions. These characteristics are listed in thedocument Criteria for Accrediting Engineering Programs2 and are commonly referred to as“3(a-k).” As stated in the criteria: “Engineering programs must demonstrate that their students attain: (a) an ability to apply knowledge of mathematics, science and engineering; (b) an ability to design and conduct experiments, as well

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

investigation of the types ofinformation that participants attend to while problem solving in terms of a) their method ofstructuring the problem, b) justifications of the decisions they make, and c) their problem solvingplan. The recordings of the think-aloud activity were transcribed verbatim and the transcriptswere treated as the data for the analysis process. The analysis involved three steps: 1) a referringphrase analysis, 2) a script analysis, and 3) an assertion analysis. The first stage, or referringanalysis stage, was used to identify noun, or noun phrases, associated with decision points in thethink-aloud process. The script analysis portion of the analysis involved categorizing thedescriptions of participants‟ actions at associated

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

salient events. Nature, 411, 305–309.Andrienko, N., & Andrienko, G. (2005). Exploratory Analysis of Spatial and Temporal Data. A Systematic Approach. Heidelberg: Springer.Axson, D. A. (2003). Best practices in planning and management reporting: from data to decisions. J. Wiley & Sons.Bornstein, R. F. (1989). Exposure and affect: Overview and meta-analysis of research, 1968–1987. Psychological Bulletin, 106(2), 265-289.Butler, B. E. (1980). Selective attention and stimulus localization in visual perception. Canadian Journal of Psychology, 34, 119-133.Doyle, J. (1997). The Cognitive Psychology of Systems Thinking. System Dynamics Review, 13(3), 253– 265.Duncan, J. (1984). Selective attention and the

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rania Al-Hammoud P.Eng., University of Waterloo; Ona Egbue, University of South Carolina Upstate; Arshia Khan, University of Minnesota, Duluth; Darynne Kathleen Hagen, University of Waterloo

Tagged Divisions

Educational Research and Methods

responses are incorrect. Here the correct answer was Ab+cd. Figure 3 shows majorimprovements in the understanding when compared to figure 2. Here the answer is A. Figure 2. Student responses showing some improvement in accuracy. Figure 3. Student responses showing vast improvement in accuracy.As seen in Figure 4 and 5 below accuracy of student responses is significantly improved with a100% accuracy in figure 5. The correct answer here is A+C for Figure 4 and B+C for Figure 5. Figure 4 and 5. Student responses showing 96% and 100% accuracy.2.3. Immediate Feedback Assessment TechniquesIn this study, students were given IF-AT assessments directly after completing a unit quiz. TheIF-AT, is a transformed multiple

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

,” Res. High. Educ., vol. 41, no. 1, pp. 67–94, 2000.[2] C. Avery and S. Turner, “Student loans: Do college students borrow too much—Or not enough?,” J. Econ. Perspect., vol. 26, no. 1, pp. 165–192, Feb. 2012.[3] D. V. Price, “Educational debt burden among student borrowers: An analysis of the baccalaureate & beyond panel 1997 follow-up,” Res. High. Educ., vol. 45, no. 7, pp. 701– 737, Nov. 2004.[4] George-Jackson, C.E., Rincon, B. & G. Martinez, M. (2012). Low-income students in Engineering: Considering financial aid and differential tuition. Journal of Student Financial Aid, 42(2), 4–24.[5] A. F. Cabrera, A. Nora, and M. B. Castañeda, “The role of finances in the persistence process: A

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey Lloyd Hieb, University of Louisville; Marci S. Decaro, University of Louisville; Raymond Chastain

Tagged Divisions

Educational Research and Methods

theorder of instruction had a causal impact on students’ learning. Many prior studies on exploratorylearning do not use controlled experiments, which creates an issue in interpreting what specificfactors led to the results [3,10-11].Our primary goals were to (a) design a graphical exploration activity for vectors, and (b)experiment with a method to administer exploratory learning activities asynchronously online.Geogebra™ was chosen as the platform for student exploration. Geogebra™ is a programablegraphing calculator and computer algebra system with basic GUI widgets like sliders. BecauseGeogebra™ runs in a standard browser and is free to anyone, it provides a portable and easilyaccessible exploration platform. Geogebra™ supports the creation of

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yaqub Alam Mahsud, Harvey Mudd College; Alexandra Loumidis, Harvey Mudd College; Kobe Mia Rico; An Nguyen, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Educational Research and Methods

/second-year introduction to engineering design andmanufacturing (course A), a second-year course focused on experimental practice and fielddeployments (course C) and a capstone project, during which third and fourth year students workfor an industrial client (Capstone). All students, regardless of major, also take a second-yearsystems engineering course taught using a combination of small, active-learning classroomsessions and partner-based laboratories (course B). A small number of students perform researchwith faculty members (Research), which is often conducted in groups. These details aresummarized for each course in Table 1.3.2 RecruitmentThe interview subjects were recruited from course A and Capstone. Subjects were recruited

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

Educational Research and Methods

evaluation of learning outcomes / graduate attributes with reference to these objectives. • Statistical evidence had recently been presented to the Faculty that conclusively demonstrated that, when incoming Grade Point Equivalent scores were used as a measure of the relative strength of a degree cohort, engineering students were not achieving an appropriate proportion of A and B grades relative to those given to students from other degrees. Very capable incoming engineering students were not receiving the grades they might have achieved in another degree path. This was of particular disadvantage when engineering students applied for cross disciplinary scholarship and post graduate research awards

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bria M. Booth, Embry-Riddle Aeronautical University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Divisions

Educational Research and Methods

and develop their own will be integral to theirsuccess as a practicing engineer. Identifying how most first-year students understand intuition isthe first step in achieving this goal.ReferencesCorbin, J. C., Reyna, V. F., Weldon, R. B., & Brainerd, C. J. (2015). How reasoning, judgement, and decision making are colored by gist-based intuition: A fuzzy-trace theory approach. Journal of Applied Research in Memory and Cognition, 4(3), 344-355.Cunningham, C. S., Martin, K. M., & Miskioglu, E. (2019, June), Work in Progress: Comparing Creativity and the Perception of Creativity of First-Year and Senior Engineering Students. 2019 ASEE Annual Conference & Exposition, Tampa, FL.Dreyfus, S. E., & Dreyfus, H. L. (1980). A Five-Stage

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

classes), the performance between thegroups were statistically the same, showing that the treatment section normally was asacademically capable as the control sections.DiscussionBased on the survey results, there is clearly some concern as 30% of the students self-evaluatedthat they learned less through podcasting (survey question 1). This perceived decrease inlearning is likely attributable to (a) the lack of peer and instructor interactions, as evidenced bythe responses to survey questions 2 and 3, and (b) the reportedly lower motivation level to watchthe podcasts (survey question 5). This inference is supported by the free responses from thestudents, which frequently cited these two factors as negative aspects of learning throughpodcasting.At

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yue Liu, Arizona State University; Dina Verdin, Arizona State University; Gerhard Sonnert, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #33532Understanding How Social Agents and Communicative Messages InfluenceFemale Students’ Engineering Career Interest From High School to FirstSemester of College (Fundamental)Ms. Yue Liu, Arizona State University Yue Liu is a Ph.D. student in the Engineering Education Systems and Design program within the Ira A. Fulton Schools of Engineering at Arizona State University.Dr. Dina Verd´ın, Arizona State University Dina Verd´ın, PhD is an Assistant Professor of Engineering in the Ira A. Fulton Schools of Engineer- ing at Arizona State University. She graduated from San Jos´e State University with a BS in Industrial

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ray Essick, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Emma Mercier, University of Illinois at Urbana Champaign

Tagged Divisions

Educational Research and Methods

Learning Classrooms and Educational Alliances: Changing Relationships to Improve Learning. New Directions for Teaching and Learning, (137), 27–40. doi:10.1002/tl[2] Barrett, P., Zhang, Y., Moffat, J., & Kobbacy, K. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59, 678–689. doi:10.1016/j.buildenv.2012.09.016[3] Barron, B. (2003). When Smart Groups Fail. Journal of the Learning Sciences, 12(3), 307–359. doi:10.1207/S15327809JLS1203_1[4] Barron, B., & Darling-Hammond, L. (2008). How can we teach for meaningful learning? In L. Darling- Hammond (Ed.), Powerful Learning: What we know about teaching for understanding (pp. 11–70). San

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Merredith Portsmore, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

Educational Research and Methods

. Knowledge of particular areas and standards were included in the survey to test if they factored into the participants scores. This method was used to more accurately display their changes. Pre- and post surveys were used in this study as a means for students to self-assess their abilities. b) Knowledge assessments: Each student was administered a pre-assessment as well as a post-assessment designed to focus on the engineering design process (Appendix III & IV). These knowledge assessments consisted of open-ended questions with space for a written response. Assessments were developed to be broad with no specific concepts (i.e. tension, torque, etc…) tested, because each

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

K-5 schools through MakerSpace Use: A Multi- site early success case study,” Ph.D. dissertation, College of Edu., Univ. Calif. Los Angeles, 2017.[3] K. Sheridan, E. R. Halverson, B. Litts, L. Brahms, L. Jacobs-Preibe, and T. Owens, “Learning in the making; A comparative case study of three makerspaces,” Harvard Educational Review, vol. 84, no. 4, pp. 505-531, 2014.[4] V. Wilczynski, “Academic maker spaces and engineering design,” presented at 122nd Ann. conf. and expo. American Society Engineering Education, Seattle WA, USA, June 14-17, 2015, 2004, pp. 26.138.2-26.138.19.[5] A. Wong and H. Partridge, “Making as learning: Makerspaces in universities,” Australian Academic and Research Libraries

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas; Nicholas Evangelopoulos, University of North Texas; Uyi Lawani, University of North Texas

Tagged Divisions

Educational Research and Methods

Lawani, M.S. is a doctoral student in strategy in the Department of Management and also a Fellow of the Robert B. Toulouse School of Graduate Studies at the University of North Texas. While his doctoral minor work was in Economics, he has a B.S. degree in Microbiology and received his MBA in Finance from East Carolina University. His research interests include Organizational governance structures: mergers; acquisitions; and alliances. His solo authored refereed paper has been published in the proceedings of the Decision Science Institute’ Department of Management. Page 15.929.1© American Society

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

intervening with the groups’work to improve the quality of students’ interactions in collaborative problem solvingengineering classrooms.References[1] J. Roschelle and S. Teasley, "The construction of shared knowledge in collaborative problem solving", in Computer Supported Collaborative Learning, 1995, pp. 69-96.[2] B. Barron, “When Smart Groups Fail,” Journal of the Learning Sciences, vol. 12, no. 3, pp. 307–359, 2003.[3] C. Kaendler, M. Wiedmann, N. Rummel, and H. Spada, "Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: a Framework and Research Review", Educational Psychology Review, vol. 27, no. 3, pp. 505-536, 2014. Available: 10.1007/s10648-014-9288-9.[4] R

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Leilah Lyons, University of Michigan; Zbigniew Pasek, University of Windsor

Tagged Divisions

Educational Research and Methods

groups managed to perform very well at the tasks given themduring the game, scoring above 60%. In this first game, those tasks were to a) conductmarket research to discover people’s preferences in pens and then b) apply what waslearned in the selection of components for a pen to be manufactured. All groupsperformed much better than chance: were users to randomly select pen components, theexpected score would have been 43.8% (represented by the dotted line in Figure 9 andshaded region in Figure 12). This shows that the users were able to understand the criticalfeatures of the tasks and execute them, thus gaining an understanding of the presentedcareer field. From a game design perspective, this high performance across different agelevels and

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Nancy Evans, Indiana University

Tagged Divisions

Educational Research and Methods

wererepeating the course from the Fall 2015 semester, and the students in the Spring 2016 sectionswould not have had more course preparation than those who took the course in the Fall 2015sections.An independent-samples t-test was conducted to compare students’ final grades of the Fall 2015traditional classroom (M = 74.38, SD = 19.32) and students’ final grades of the Spring 2016 flippedclassroom (M = 79.36, SD = 17.97). There was not a statistically significant difference in the finalgrades, t(84) = -1.06, p = .29. These results suggest that the flipped classroom does not have aneffect on students’ final grades; however, we find the increase from C to C+, almost B-) to be avast improvement. The increase in grades could be explained by students being

Conference Session

Concepts and Conceptual Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie Direnga, Hamburg University of Technology; Bradley Presentati, Hamburg University of Technology; Dion Timmermann, Hamburg University of Technology; Andrea Brose, Hamburg University of Technology; Christian H Kautz, Hamburg University of Technology

Tagged Divisions

Educational Research and Methods

Medium Long Long -0.2 -0.2 -0.4 -0.4 -0.6 -0.6 -0.8 -0.8 -1 -1 All participants non-TAs TAs(a) On average, there is positive gain in all (b) When mechanics TAs are excluded from the sample, the longgroups. No significant

Conference Session

Studying Engineering Education Research & Institutions

Collection

2015 ASEE Annual Conference & Exposition

Authors

Corey Owen, University of Saskatchewan; Debora Rolfes, University of Saskatchewan

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

, though, our ability to facilitate a community of practice is weakened, since the classbecomes less of a laboratory, and more of a classroom. Our job as professors of communicationis not simply to share information; it is to help students develop an identity of competentpractice, to promote citizenship in the broadest sense of the term.REFERENCES1. Johnson, I. J. (2010). Class size and student performance at a public research university: A Cross-Classified Model. Research in Higher Education 51: 701-723.2. Williams, D. D., Cook, P. F., Quinn, B., and Jensen, R. P. (1985). University class size: is smallerbetter? Research in Higher Education 23: 307-318.3. Kopeika, N. S. (1992). On the relationship of number of students to academic level

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Faouzi Bouslama, Zayed University; Azzedine Lansari, Zayed University; Akram Al-Rawi, Zayed University

Tagged Divisions

Educational Research and Methods

CIS courses and ZULOs input-output spacesThe first step in implementing the fuzzy logic processor is to decide on the fuzzification of theinput space consisting of all CIS courses. The input interval representing the achieved grade foreach CIS course is represented by four linguistic variables4 as shown in Figure 3. Grades in theinterval [60, 100] are only used as there is no achievement of ZULOs in case a student fails acourse which means a grade less than 60. Four trapezoidal and triangular membership functionsD, C, B, and A are used for each course. µGrade D C B A 1.0 0.5 0.0 60 65

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Ashlyn Munson, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Alka Harriger, Purdue University

Tagged Divisions

Educational Research and Methods

paper focuses on the student component ofthe second week of the workshop, which was primarily designed to introduce high schoolstudents to the career possibilities in IT. The list below outlines the types of educational activitiesin which all students participated: 1. Guest Speakers a. IT Healthcare b. Digital Forensics c. Mobile Forensics d. IT Career Opportunities e. IT & Robotics f. Early IT Careers Panel g. Telecommuting & IT h. IT Professional Do’s and Don’ts i. Visualization Lab Tour 2. Hands-on, computer-based sessions a. Alice introduction b. Diet management with cell phones c. Computing tools to support healthcare