Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guangming Yao, Clarkson University; Kelly Black, University of Georgia; Michael W. Ramsdell, Clarkson University; Matthew K. Voigt, San Diego State University; Kalani Kithuliya Rubasinghe Kattadige, Clarkson University; Wen Li, University of California, Los Angeles

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Educational Research and Methods

. Thegoal is to improve students performance in early STEM courses and increase retention rate. Thecourses feature a calculus sequence that has been redesigned to coincide with the physics courses,and the mathematical concepts are introduced in the concept of physics problems with the goalof examining more abstract mathematical ideas once the concrete notions are formulated. Theprogram identifies students’ needs prior to enrollment using the physics and math scores. Thestudents’ high physics intuition may reflect their higher intuitive understanding of the real-worldphysical problems, while needing support in understanding of abstract mathematical modelingand manipulations skills. COMPASS focuses on taking advantages of students’ physics

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

Tagged Topics

Diversity

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Educational Research and Methods

/assignments. Therefore, as part of this study, the participating faculty regularlyengage with two social science research experts in engineering education who serve as mentorsfor survey, focus group, evaluation, and reflection best practices in course design andassessment.In sum, the unique features of the HEPE offer the following features: (i) students working inteams, (ii) students working across disciplines, (iii) students working on an open-ended problem,(iv) students having access to professors from multiple disciplines, and (v) students havingaccess to external expertise and critique. The next section (section 4.2) describes the details ofthe course offering.4.2 Course implementation structureTwenty-one students are enrolled in the initial

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Kevin O'Connor, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Derek T. Reamon, University of Colorado, Boulder; Kenneth M. Anderson, University of Colorado Boulder

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Educational Research and Methods

instructor, administrators, and researchers biases the narrative in favor of the actorswho were empowered and incentivized to bring the WSM to the LPU, side-stepping theexperiences of the students who remained in the course for the duration of the semester as wellas the faculty and departmental entities who were not in favor of creating a WSM course at theLPU. The enrolled-student data is still being collected in the form of qualitative interviews andlongitudinal tracking; hence, we save analysis of that data for future work.We are reflective and aware of the tendency of classical actor-network studies to focus on thedecision-makers and those in charge, rather than those at the network margins or those powerlessto contest the processes of organizing

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Olivia W. Murch, Purdue University ; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

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Educational Research and Methods

meeting of Engineering 2 course instructors; they chosehow to address it with their students. While the curriculum includes instruction on providingconstructive feedback in teams, the connection between that part of the curriculum may or maynot have been made explicit at the time peer-to-peer comments were introduced.4.2.1 Lack of detailLack of detail in comments reflects a lack of discrimination in students’ ratings of themselvesand each other. One student received 18 3’s of a possible 20 ratings (4 teammates rating 5dimensions). The comments provided little insight into this unremarkable behavior.Table 1 – Comments about Gwen Yield Little InformationBy Gwen By Teammate #2 By Teammate #3 By

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, 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 Divisions

Educational Research and Methods

or lessacademically successful and then asking them to reflect on their future goals has beendemonstrated to impact the goals listed [17]. Action-readiness is the process by which salientidentities prompt individual to engage with related activities, and how these activities impacttheir overall motivation [14]. Interpretation of difficulty refers to the ways in which studentsrespond to failure. In the case of identity-congruent tasks, it signals that the task and identity areimportant and require more effort. For identity-incongruent tasks, failure indicates that theidentity is unlikely or unimportant, and one should withdraw from the task.To assess dynamic construction among EDS, salient identities and relevant contexts were drawnfrom the

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christine Allison Gray, Northern Arizona University; Robin Tuchscherer P.E., Northern Arizona University; Ron Gray, Northern Arizona University

Tagged Divisions

Educational Research and Methods

ofpeople” [24], Brown et al. [32] outline the construct of discursive identity to investigate the waysin which individuals’ identities are developed through discourse. This perspective discussesidentity as enacted through language, social interactions, and interpretive processes: discursiveidentity “reflects an understanding that speakers select genres of discourse with the knowledge(tacit or implicit) that others will … interpret their discourse as a signal of their culturalmembership” [32]. Discursive identity aligns with the sociocultural view of identitydevelopment, in which an individual’s presentation of oneself to a community, and thecommunity’s recognition of the individual as a kind of person, is central to an identity. Thisperspective

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan Torralba, University of Miami; Rob Rouse, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

each team as well as expert involvement.Table 1Additional details on the composition of each team, as well as relevant information on the SIL experts. Data Collection and Analysis During the IDC, the first author assumed the role of a non-participant observer and collected all the data used in this study. Following an ethnographic approach, he did not engage in any of the activities in which the students participated throughout the IDC and interacted with them only when observation alone did not provide data on instances he believed to be relevant to answering the overarching research question (e.g., when participants worked quietly, independently, or engaged in self-reflection). Main sources of data consisted of extensive field notes, videos

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Catherine Mcgough Spence, Clemson University; Joseph Murphy, Clemson University; Rachel Lanning, Clemson University

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Diversity

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Educational Research and Methods

asking the participants about their “story” (for example, “How did you get intoengineering?”), followed by reflecting on their engineering identity, sense of belongingness inengineering for themselves and for other students, and their present and future activities and plans in CE.Interviews were conducted by two members of the research team and were approximately one hour long.Qualitative Data AnalysisInterviews were professionally transcribed, and transcripts were reviewed by the interviewers to correcterrors. Initial qualitative analysis was conducted using descriptive coding (Miles and Huberman, 1994);responses to questions about belongingness were coded with the intention of capturing how participantsdescribed their sense of belongingness in

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

Tagged Topics

Diversity

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Educational Research and Methods

order to optimize the classification effort while attempting toinform us of feedback activity nature and level. For example, we recognize the importance ofneed analysis and the emphasis that experts place on this stage verses novices, and so theimportant coding classifications of problem identification, representation and communication areprominent in our model. Additionally, the verification classification is available at each stage, asthis reflects best design practice. Figure 1. A generalized engineering design process model with coding classifications Initiating Planning

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder

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Diversity

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Educational Research and Methods

and organizational contexts. We aim to further explore how,through their participation in the routine practices of the undergraduate curriculum,students make themselves, and are made by others, into engineers. The specific focushere is on how a particular “ideology of engineering”2 is reflected in the discourse ofparticipants in presentations for a first year projects course. In particular, this paperdetails how engineering discourses serve to depoliticize complex social issues, and toreframe them as technical issues that can be resolved through design and refinement ofinnovative technologies. A second and related goal is to contribute to recentmethodological discussions in engineering education3, and specifically to introduce

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

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Diversity

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Educational Research and Methods

and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola Sochacka is the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at UGA. Supported by over 1.5M in funding, Dr. Sochacka’s research interests include systems thinking, diversity, STEAM (STEM + Art) education, and the role of empathy in engineering education and practice. Her work has been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.Dr. Stephen Secules, Florida

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

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Educational Research and Methods

engineering knowledge and contribute in a classroom setting.In recalling negative interactions with faculty, students reversed the professor’s role in the struggleagainst the content of the course, positioning faculty as an obstacle rather than a support.Participants described their instructors as making their courses difficult, meticulous, or unfair. Incertain circumstances, students simply described their instructors as being bad teachers. Forexample, Charlie described how the faculty who were adversaries were professors, not teachers.This finding reflects the tension faculty experience between research and teaching, as Alpaya andVerschoorb identified how teaching accomplishments are not perceived as high as other aspectsof their role as faculty

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Regis University

Tagged Divisions

Educational Research and Methods

general). ID.professional Any instance when the informant If engineering specific, identifies specific characteristics of a also double-code as profession or of a person practicing a engineering definition Page 12.775.3 particular profession. [ED] (general or practice) ID.self Any instance when the informant reflects upon his or her intellectual dispositions, personality, habits of

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Katherine Winters, Virginia Tech; Holly Matusovich, Virginia Tech; Ruth Streveler, Purdue Universtiy

Tagged Divisions

Educational Research and Methods

is much more positive than the previous two years. Six students describepositive relatedness behaviors and only two describe predominantly negative behaviors. Asexamples of positive behaviors, Joe appreciates smaller classes and when faculty are passionateabout what they are teaching and Mark reflects on relationships with faculty over time: “When the professors are teaching in their expertise and you can tell they‟re really passionate about what they‟re teaching. They‟re smaller classes, smaller labs. It‟s, it‟s really nice” (Joe, Senior). “I‟ve gotten quite a bit of attention from, from certain professors that you kinda‟ grow with, and you come back for advice, for with. And, I mean if you go to the office, as long as you seek

Conference Session

Special Session: Innovation through Improv

Collection

2010 Annual Conference & Exposition

Authors

Peter Ludovice, Georgia Institute of Technology; Lew Lefton, Georgia Institute of Technology; Richard Catrambone, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

innovation. Manifestations of this desire to produce more creative engineersand scientists abound. They include, for example, the recent announcement by the KoreanAdvanced Institute of Science and Technology (KAIST) that its new admissions policy willspecifically include creativity as an admissions criterion in up to a fifth of the incoming freshmanclass.3 This drive to produce creative engineers is also reflected in the focus of the Generation IIIEngineering Research Center (ERC) Program of the National Science Foundation. This programis designed to produce “engineering graduates who will be creative U.S. innovators in a globallycompetitive economy”.4 This program explicitly requires that ERC proposals address theeducational requirements needed to

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

researcher’s bias inmedia selection and should be stated for use in analysis. For Dilbert, the three main themesidentified by the researcher are 1) social awkwardness of engineers, 2) engineers believe that allnon-engineers are ignorant and 3) all engineers are white males. For Mythbusters, the mainthemes are 1) science is fun, 2) white males are the leaders in engineering and 3) science is aboutblowing stuff up. For The Big Bang Theory, the main themes are 1) social awkwardness ofengineers, 2) engineers have extreme difficulty interacting with the opposite sex and 3) engineersare white males. The themes identified in these media articles reflect the nerd identity theorypresented by Kendall that show that nerds are socially awkward white males 6. When

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

reflected about her summer experience, she talked about what she had learnedabout herself over the summer. In terms of her career, she gained many different perspectivesabout her future research goals, possibilities, and preferences. Estelle’s academic perspectivegains related to what would be expected of her in undergraduate and graduate programs. Thefollowing quote illustrated how Estelle has synthesized her research experience to apply to heracademics for next semester. “I’m going to stick in my Biology major. I was trying to switch because classes started getting hard. But after, basically, learning that I can learn a vast amount of things in a short amount of time. And that I gained confidence in how I can, like, actually

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jennifer L. Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Esteban Molina, Florida International University; Matthew R. Glucksberg, Northwestern University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

, why it is important, and major mistakes that had been made in theprevious stage. The intent of these lectures was to bring all students back to the same startingplace for the next stage and get them to reflect on how their work differed from what anexperienced modeler might have done. The students in BME09 did not receive these lectures.However, the BME09 students did receive one short lecture between activities 2 and 3 to clearup their misconceptions about light and to provide a mathematical description for the light Page 22.236.5distribution on a surface coming from a single LED. A modified version of this lecture was

Conference Session

Student Learning

Collection

2010 Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Eric Wiebe, North Carolina State University; Chia-Lin Ho, North Carolina State University

Tagged Divisions

Educational Research and Methods

computing capabilities expected during the first years on the job. Eachresponse was assigned a value (1 = not important, 2 = slightly important, 3= average importance,4 = important, 5 = very important) and the mean rating given by all respondents was calculatedfor each question. Responses with a mean value higher than 4.0 and with a standard deviationless the 1.0 indicate a high level of consensus among participants about the importance of thatparticular item, while responses with lower means and higher standard deviations reflect lowerlevels of consensus 14.Results were further analyzed by type of engineering industry, with computer science, electricalengineering, computer engineering, information technology and engineering computer

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

author(s) and donot necessarily reflect the views of the National Science Foundation (NSF). Page 22.208.2This paper has materials that will appear in: Ganesh, T. G. (in press). Children-produced drawings: aninterpretive and analytic tool for researchers. In E. Margolis & L. Pauwels, (Eds.). The Sage Handbook ofVisual Research Methods. London, UK: Sage. The author thanks Sage for the use of these materials.Review of the LiteratureThe use of children-produced drawings in research is not new. Margaret Mead used subject-produced drawings as contemporary responses by the public to events that represented rapidtechnological change after

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alison A. Dingwall, Howard University; Lorraine N. Fleming, Howard University; Robin Adams, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

approximately ten months later, this paperdiscusses the participants‟ reflections on their experiences at the initial workshop andexpectations about their own institution‟s future curriculum reform efforts.The Curriculum Development for Student Learning WorkshopFor over thirty years, hundreds of educators from around the world have attended the ConnectingStudent Learning Outcomes to Teaching, Assessment, and Curriculum workshop at AlvernoCollege in Wisconsin. The workshop highlights successful curriculum design and assessmentpractices that focus on student-centered learning. Educators learn about its innovative, evidence-based and externally validated curriculum during an intense three-day experience. Using thetools and information gained from the

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and participant do not know each other well. They alsoencourage participants to become storytellers, since cultural norms dictate that people use photosto tell others about events that occurred in the past.Researchers have made other arguments about the value of using photo elicitation in studies,including: photos can help describe situations more easily,17 can extend “personal narratives thatilluminate viewers’ lives and experiences, especially when viewed in a group setting;”18 can helpprompt interviewers to ask specific questions they may not have otherwise considered includingasking for data that may be “invisible to the researcher but apparent to the interviewee”(Schwartz 1989); can help participants reflect on their beliefs and express

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Edith Stanley Gummer, Education Northwest; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

engineering. Two interview protocols reflected the nature and level of participation in the incubator,but it became apparent almost immediately that knowledge of the incubator was bounded by theduration of association, specific circumstances, and intensity of participation.36 For this reasoninterviews varied widely lasting as few as 44 minutes to 1 hour and 15 minutes. All of theinterviews were audio recorded and transcribed. Identifying information was removed; thetranscription was dated, and a code assigned. The transcription code identified the tier and aninterview sequence number. An excel file served as the interview code key. The code keyremained the only identifying link between interviewee and interview data. Interviews were

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Maria-Isabel Carnasciali, University of New Haven; Viktoria Zelenak, University of New Haven; Michael J. Hollis, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

value and they can do the calculations and they don’t think too much about it. ...my life experience comes in handy and sometimes the professor will talk about an abstract topic and I’ll see all the kids glaze over because they Page 25.136.12 don’t understand what he’s talking about, but I’ll have a life experience that actually does.” Leadership skillsHalf of the informants reflected that they have been able to apply management and leadershipskills to working with groups of other engineering students, by helping team members tocommunicate with one another, manage conflict, stay focused, and distribute tasks

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Stickel, University of Toronto; Siddarth Hari, University of Toronto; Qin Liu, University of Toronto

Tagged Divisions

Educational Research and Methods

study.Table 3. Descriptive Statistics of Indicators for Cohort Comparisons Traditional Cohort Inverted Cohort % or % or n Mean (SD) n Mean (SD) Learning Style - Active/Reflective: Reflective 266 53% 285 58% Learning Style - Sensing/Intuitive: Sensing 266 61% 285 63% Learning Style - Visual/Verbal: Visual 266 79% 285 81% Learning Style - Sequential/Global: Sequential 266 60% 285 62% Prior academic

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Malinda Faber, The Friday Institute for Educational Innovation at North Carolina State University; Alana Unfried, North Carolina State University; Eric N. Wiebe, North Carolina State University; Jeni Corn, Friday Institute for Educational Innovation, NC State University; Latricia Walker Townsend; Tracey Louise Collins, North Carolina State University

Tagged Divisions

Educational Research and Methods

example, an original pilot item read, “I would like to learn how tomake safer cosmetics.” The engineering education experts and researchers did not find this itemto be gender neutral and removed it from the construct. They also aimed to make the engineeringattitudes section a more comprehensive measure by including items relevant to engineeringcareers requiring a Bachelor’s degree as well as those not requiring a Bachelor’s degree, liketechnologists. The team developed new questions to include words like “design,” “create,” and“imagine” as well as words like “build” and “fix.” They renamed the engineering section“Engineering and Technology” to reflect the new focus on the work of not only engineers butalso of technologists and other skilled

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Xingyu Chen, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

effect is reflected in the coefficientb1 of the interaction between Ri and Mi. Additionally, we run multiple regression analyses forfirst-time engineering students using almost the same models except that Ei is deleted.Logistic regression models are applied to study dichotomous outcome variables that measurefirst-time student course-taking behaviors. The form of logistic models differs from multipleregression models (1) and (2) only in the outcome variables: Y01FRA = b0 + b1∙Ri∙Mi + b2∙SAT + b3∙Gi + b4∙Ei + ck∙Yk (3) Y01W = b0 + b1∙Ri∙Mi + b2∙SAT + b3∙Gi + b4∙Ei + ck∙Yk (4) Y01S = b0 + b1∙Ri∙Mi + b2∙SAT + b3∙Gi + b4∙Ei + ck∙Yk (5)Y01FRA in (3) is an indicator of full course load

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

seen no evidence forsystematic differences in intrinsic motivation between men and women in either cohort.Therefore it seems unlikely that self-selection bias played a significant role.Our findings suggest that students were less motivated to learn in Fall 2020 (remote instruction)than in Fall 2019. However, the decrease in motivation over the course of the semester wasidentical in both conditions. This consistent decline may be an artifact of multiple surveying, ormay simply reflect the inevitable decline in enthusiasm under the burden of exams, impendingproject deadlines, and extracurricular commitments.Our unique dataset offers a narrow glimpse into the effect of COVID-19 on our students.However, we have assumed that the constructs measured

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Singh Batra, Texas A&M University; Sunay Palsole, Texas A&M University

Tagged Divisions

Educational Research and Methods

/TAs,and with other students—during the course. Again for clarity, the difference betweentechnology/platforms and methods was defined throughout the survey with examples from theentertainment industry.Face-to-face courses: This type of course typically has an in-person session, and may haveoutside components to the course. There were no face-to-face courses offered in the summer2020 semester, however, the students were asked to reflect on their interaction in face-to-facecourses from the fall 2019 semester. The students were asked the following qualitative questionsabout their interaction during the face-to-face session as well as outside the face-to-face session– (i) how the student interacted with instructors/TAs, and (ii) how the student