Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Derrick S. Harkness, Utah State University; Angela Minichiello, Utah State University; Joshua Marquit, Pennsylvania State University, Brandywine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

instructors find, therecan be pushback or resistance on the part of the student to accept the new teaching practiceswhenever different or new instructional methods are introduced. This resistance can be exhibitedby a variety of behaviors that can impede the learning of not only the resistant student, but alsoother students in the class. As teaching practitioners and researchers, our goal in conducting this study was topromote active student knowledge construction by exploring how and why students resist anasynchronous, web-based active learning strategy. In this study, online forum participation wasconsidered to be an active learning activity because it a) encouraged student-initiated questionand answer style dialogue with the instructor and b

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven

Tagged Divisions

Educational Research and Methods

Programming.A summary of results from the pre and post surveys is shown in table 3, including the mean andstandard deviation of student self-assessment results, by section. Results are aggregated into theBasic Spreadsheet (B), Advanced Spreadsheet (A) and Programming (P) categories. Table 3 - Comparison of Post to Pre Survey Results Spreadsheet Basics Spr 06, Sect 2 Spr 07, Sect 3 Spr 07, Sect 1 Spr 07, Sect 50 All mean st dev mean st dev mean st dev mean st dev mean min max st dev Pre 1.3 0.35 1.7 0.55 1.3 0.49 1.1 0.58 1.3 0.2 2.9 .53 Post 2.7 0.15

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Kathleen Gygi, University of Washington

Tagged Divisions

Educational Research and Methods

effectiveness by traditional definitions. Second, the approachwill need to fit into the complex schedules and contexts of educators since simply spending timelearning about teaching may not be possible. For example, given that engineering educators (andfuture educators in the form of graduate students) are busy, approaches may need to help themsolve actual problems they are encountering or be aligned with other requirements that theeducators must meet (e.g., preparing materials for annual merit review or tenure review, getting ajob). Such a framing suggests two questions that can be asked for any approach to helpeducators become better educators: a) to what extent does the approach lead to learning ofknowledge and skills related to teaching and b) what

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana State University; Ryan Anderson, Montana State University; Justin W Spengler, Montana State University; Carolyn Plumb, Montana State University

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

Page 26.725.3facilitate that discussion, each group identified a scribe who would take notes on themajor/common findings of the group. These ‘nuggets’ of information within each topic wereuploaded to the course website. After the discussion, students again responded to the same seriesof questions. Anonymous student responses were recorded via i-clickers (large class) or bubble-sheets (smaller class).Table 1. Questions posed to students before and after the activity. Question Response Options1) I Understand What Fracking Is……………………….. A = Strongly Agree B = Agree Somewhat

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Lyn Benning, Virginia Tech; William C. Oakes, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

No.DUE 1525831).References[1] U. National Academy of Engineering, The engineer of 2020: Visions of engineering in the new century. National Academies Press Washington, DC, 2004.[2] G. Clough, "Educating the engineer of 2020: Adapting engineering education to the new century," National Academy of Engineering, Washington, DC, 2005.[3] A. S. o. C. E. B. o. K. Committee, "Civil engineering body of knowledge for the 21st century: Preparing the civil engineer for the future," 2008: ASCE.[4] O. S. Board, E. National Academies of Sciences, and Medicine, Environmental Engineering for the 21st Century: Addressing Grand Challenges. National Academies Press, 2019.[5] W. Oakes, "EWB-USA and EPICS: Academic Credit

Conference Session

Modeling Student Data

Collection

2009 Annual Conference & Exposition

Authors

Micah Lande, Stanford University; Sarah Parikh, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University; Helen Chen, Stanford University; Krista Donaldson, Stanford University

Tagged Divisions

Educational Research and Methods

of the way I was treated for being female! (1, Gender) b. …If the institution doesn't give a [expletive] about how many classes they are offering based on how many students are enrolled and needing certain classes... they should pull their heads out of their [expletive] and stop wondering why the enrollment at their university is going down… (1, Teaching (Curriculum))2=Slightly Negative: c. School was very expensive and [my institution] needs to start accepting more transfer credits. (2, Money) d. I find that I have learned much more outside of class than in class, partly due to some professors who

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Reyes, University of Oklahoma; Diana Bairaktarova, Virginia Tech; Anna Woodcock, California State University San Marcos

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, M. S., & Sanders, B. (1993). Is the gender difference in mental rotation disappearing? Behavior Genetics, 23(4), 337–41.8. Hamilton, C.J. (1995). Beyond sex differences in visuo-spatial processing: The impact of gender trait possession. British Journal of Psychology, 86(1), 1-20.9. Moe, A. (2009). Are males always better than females in mental rotation? Exploring a gender belief explanation. Learning and Individual Differences, 19(1), 21–7.10. McGee, M. G. (1979). Human spatial abilities: Psychometric studies and environmental, genetic, hormonal, and neurological influences. Psychological Bulletin, 86, 889–918.11. Immekus, J. C., & Maller, S. J. (2010). Factor structure invariance of the Kaufman Adolescent and Adult

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

] A. Olewnik, H. Alfadhli, A. Cummings, L. Wickham, and R. Yerrick, “Engineering Problem Typology Based Reflection and Communication of Undergraduate Engineering Experiences: Professional Engineers’ Evaluation of Students’ Mock Interview Responses,” presented at the ASEE Annual Conference and Exposition, 2021.[5] J. Trevelyan, “Reconstructing engineering from practice,” Eng. Stud., vol. 2, no. 3, pp. 175–195, 2010.[6] R. Stevens, A. Johri, and K. O’Connor, “Professional Engineering Work,” in Cambridge Handbook of Engineering Education, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2014.[7] D. Jonassen

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa G. Kuhn, Old Dominion University; Joanna K. Garner, Old Dominion University; Shanan Chappell, Old Dominion University

Tagged Divisions

Educational Research and Methods

. [Accessed: 10- Oct-2018].[7] E. Litzer, C.C. Samuelson, J.A. Lorah, “Breaking it down: Engineering student STEM confidence at the intersection of race and gender,” Research in Higher Education, vol. 55 no. 8, pp. 810-832. Aug. 2010. [Online.] Available: https://psycnet.apa.org/record/2014- 10344-001. [Accessed: 10-Oct-2018].[8] R.M. Marra, B. Bogue, Women Engineering Students’ Self-Efficacy – a Longitudinal Multi- Institution Study: WEPAN-Women in Engineering Programs and Advocates Network, June 11-14, 2006, Pittsburg, PA. [Online.] Available: https://pdfs.semanticscholar.org/3f84/886cc65b183dfd8eae13dcd7bb19b749fa08.pdf. [Accessed: 10-Oct-2018].[9] R.M. Marra, B. Bogue, D. Shen, “Engineering

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Alejandra J. Magana, Purdue University, West Lafayette; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

which are fruitful in considering technology inengineering education: (a) cognitively oriented technology innovations, (b) technology uses inprofessional practice, and (c) technology-general. We believe that there is risk for cross-talk inthe conversation when different interlocutors implicitly argue from different lenses. Thus, wemake these lenses explicit.Cognitively oriented technology innovationsFirst, we consider what Fishman and colleagues4 call cognitively oriented technology innovations(COTIs), innovations designed to foster deep thinking and meaningful learning. COTIs arelearning technologies developed around instructional design that is specifically “rooted incognitive and constructivist learning theories” (p. 45). With COTIs

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach; Tejaswini S. Dalvi, University of Massachusetts, Boston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16287Learning Engineering and Teaching Engineering: Comparing the Engineer-ing Epistemologies of Two Novice Teachers with Distinct Pedagogies of DesignKristen Bethke Wendell, Tufts University Kristen Wendell is Assistant Professor of Mechanical Engineering and Adjunct Assistant Professor at Tufts University, where she is also a Faculty Fellow at the Center for Engineering Education and Outreach.Ms. Jessica E. S. Swenson, Tufts Center for Engineering Education and Outreach Jessica Swenson is a graduate student at Tufts University. She is currently pursuing a Ph.D. in mechanical engineering with a research focus on

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Paul Steif, Carnegie Mellon University; Jamie LoBue, Carnegie Mellon University; Anne Fay, Carnegie Mellon University; Burak Kara, Carnegie Mellon University; Steve Spencer, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

problems; the control groupreceives instruction with the same examples as the experimental group, but without thequestions that induce body-centered thinking. Problems used for this study include thoseshown in Figure 1. The participant is asked to determine the loads (interactions or forces)acting on various bodies. All problems involve multiple bodies connected in various waysand require many critical concepts in statics. E F 2m E A D 30 cm 30 cm 40 cm 2m B

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

analysis will only include data from three of the fourinstitutions being studied in the larger project.MeasuresThe two main outcome variables in the analyses presented here are (a) students’ reenrollment inthe subsequent semester, persistence and (b) cumulative Grade Point Average, GPA. Both ofthese measures are obtained from the institutional analysis office or enrollment managementoffice at each of the three participating institutions.The survey operationalizes the concepts of engineering identity, sense of belonging andcommitment to field by asking students how much they agree with a series of statements(developed and validated in previous research), which we then used to develop indices. Allvariables are calculated by taking the mean across

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

Educational Research and Methods

Page 13.1287.6 A. I’m frightened by the difficulty B. I’ll go later C. It’s not worth it D. I don’t have time and funds to engage in the application process. 2. Not interested in graduate engineering study because A. B.S. experience has prepared me, but I’m “burned out” B. Not a family tradition C. University teaching is not attractive as a future career option.Although these reasons were formulated in 1993, they still hold well today. The way to combatthese negative thoughts is by educating the student; in particular we will describe how twoacademic scholarship programs are successfully educating the students to go to graduate school.It is

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Jennifer McFerran Brock, University of Alaska Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Educational Research and Methods

, four statics problems were given, each in two formats: MC and CR. Twoversions of the exam were made—Exam A and Exam B—and each exam had a differentcombination of the four statics problems, two that had a series of MC questions, and two thatwere CR, (see the Appendix for all problems). Seventy-five students did either a MC version ora CR version of each problem, resulting in MC answers and a control group of CR answers toeach statics problem. The students were also polled for feedback regarding their preferences oftest question/problem format at the end of the semester.The four statics problems used were as follows. The first problem, Figures A.1 (CR version) andA.5 (MC version) presented a concurrent force system and asked the student to

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

Tagged Divisions

Educational Research and Methods

them to be, which is depicted in Figure 1. The content of this course aims to work inconjunction with a student’s primary degree by enhancing their creativity through increasingtheir ability to find opportunities, ideate and develop innovative solutions, and implement themsuccessfully. These skills are vital to the 21st century engineering student [11] - [13]. Studentsenhance their creativity – their abilities to have ideas and bring them to be – by (a) learningtechniques, (b) practicing with feedback, and (c) developing a mindset that promotes creativity.In this course, this is done both in the classroom through a variety of active learning techniquesas well as through readings and reflections, team projects, the development of a creativity

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrine Griffith, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Eleanor Byrnes, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

hover their mouse cursor over thequestion text to see the answer. In ​Figure 1​b, students were invited to click on multiple choiceanswers until they found the correct one, receiving immediate feedback on each click. Studentswere asked to record these responses in the submission sheet required for each practicum.The treatment group received a lab manual with more interactive questions than the controlgroup. The control group received a manual that was similar to those used in previous years: itcontained instructions with a few basic interactive questions. The number of additionalinteractive questions was different in each lab: practicum 2B included 13 more questions in thetreatment manual, Practicum 2C included 4 more questions, Practicum 2D

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Catherine Mcgough Spence, Clemson University; Daniel Michael Kuzbary; Julia L. Sharp, Colorado State University

Tagged Divisions

Educational Research and Methods

performance. Journal of Educational Psychology. 82: 33–40. 5. Pintrich, P.R. (2000). An achievement goal perspective on issues in motivation terminology, theory, and research. Contemp. Educ. Psychol. 2000, Vol. 25, pp. 92–104. 6. Matusovich, H., Streveler, R., Miller, R., and Olds, B. (2008). Will I succeed in engineering? Using expectancy-value theory in a longitudinal investigation of students' beliefs. Proceedings of the ASEE Annual Conference. Pittsburgh, PA. 7. Jones, B. D., Paretti, M. C., Hein, S. F., & Knott, T. W. (2010). An Analysis of Motivation Constructs with First-Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans. Journal of Engineering Education

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lizabeth T. Schlemer, California Polytechnic State University, San Luis Obispo; Luciane de Greef, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Educational Research and Methods

are desirable for engineeringeducation. The interviews have also led us to think about the process of change and what isnecessary for faculty development. These insights point to the next steps in this project which areto use the interviews to describe a model of change. In this model, we would like to include thatthere may be individuals who felt the dialog process facilitated their development, while therewere others who did not.AcknowledgmentsThis material is based on work supported by The Leona M. and Harry B. Helmsley CharitableTrust through funding of the Consortium to Promote Reflection in Engineering Education(CPREE), a collaboration of twelve educational institutions.References[1] J. Dewey, (1933) How We Think, Boston: D.C. Heath and

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

John Jackman, Iowa State University; Sarah Ryan, Iowa State University; Craig Ogilvie, Iowa State University; Dale Niederhauser, Iowa State University

Tagged Divisions

Educational Research and Methods

Revenue Time Investment Expense Diagram B Balance Time Figure 1 Cash flow and Balance DiagramsThe difference between the two scaffolds is in the text below the diagrams in which studentsreflect on the significant principles related to the problem.Problem 1 Scaffold QuestionsDiagram A shows cash flows of different types that could occur each year.Describe the sources and timing of salvage cash flows: Answer:The

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Traditional GCE ‘A’ Levels Grades B,C in Maths, 29 Physics and / or Chemistry Traditional GCE‘A’ Levels Grades ‘A’ / ‘A*’ in 5 Maths, Physics and / or Chemistry (High Achievers) Vocational Qualifications 12 College Based Access Course 3 Undergraduate Bachelor’s Degree 1Having completed the content analysis, the next stage of the project was to put in place a numberof interventions and actions specifically aimed at supporting those students identified as being‘at risk’ of failure. The next section discusses these interventions in some detail

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey Wigdahl, The University of New Mexico; Gregory L. Heileman, University of New Mexico; Ahmad Slim, University of New Mexico; Chaouki T. Abdallah, University of New Mexico

Tagged Divisions

Educational Research and Methods

” courses that we define as follows. An important course (orbottleneck course, bn) is one that has an in-degree or out-degree larger than three, or a combinationof the two that is larger than five: bn(GC ) = I deg − (v) > 3 ∨ deg + (v) > 3 ∨ (deg − (v) + deg + (v)) > 5 v∈Vwhere I is the indicator function, i.e., I[b] = 1 if expression b is true, and 0 otherwise. Theseimportant courses represent bottlenecks to graduation, where failure can lead to the inability toprogress in a timely manner.Longest Path and number of Long Paths. In a curriculum graph, the longest path represents thelongest chain of prerequisites through a curriculum. An example involves a typical engineeringmathematics sequence, such as

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

Educational Research and Methods

characteristics.Table 1. Common characteristics of students who stayed in engineering after the first year atASU Data set # of Students who Common student characteristics (# of students with stayed in engineering characteristic) 2009 625 • Count of D, E, and W grades is 0 (450 students) • Fall GPA ≥ 3.5 (292 students), or • Have AP hours (253 students) 2011 1101 • Fall GPA ≥ 3.02 (815 students), • Spring cumulative GPA ≥ 2.67 (951 students), or • Average count of A and B grades ≥ 4 (828 students) 2014 1859

Conference Session

Active Learning Methods in Action

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.ReferencesReferences with asterisks (*) indicate papers included as data in our analysisAbdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740-779. doi: 10.3102/0034654315577210* Andrianoff, S. K., & Levine, D. B. (2002). Role playing in an object-oriented world. Paper presented at the Proceedings of the 33rd SIGCSE technical symposium on Computer science education, Cincinnati, Kentucky.Anfara, V. A., Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Regardless of how the experience was structured, whether or not students felt safe during an experience or had an adequate degree of support played a central role in determining their emotional responses as well as their willingness to engage with and learn from the experience. 3. Approaches to Participating in Intercultural Experiences – once a student decided to willingly participate in intercultural experiences, five distinct approaches were frequently used engage with the culture around them, displaying varying degrees of complexity. The highlighted approaches are (a) listen and observe, (b) compare and contrast ideas, (c) engage in personal reflection, (d) explore personal identity as it relates to global understanding, and

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

academic staff in implementing CPBL. To study students' perceptions, a phenomenological research design was carried outthrough non-participant observations, unstructured interviews and students’ written self-reflections which were collected at the end of every problem (there were four problems in thisclass). Students in the class were divided into nine groups (about four students in a group).During and after each problem, the students, selected based on convenient sampling, wereinterviewed on the following aspects: a) Students' perceptions in the conduct of CPBL by the lecturer b) Their experience and involvement during the CPBL learning process c) Their acceptance of the CPBL as a teaching method for the course During and after

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

exams? A student who demonstrates asatisfactory level of mastery on an early exam – getting a B grade on the Fourier series section ofa Linear Systems exam for example – should not need to be retested on that material if thestudent is satisfied with that grade. We will assume that the student would be capable of gettingback to at least B-level performance on the final exam if given enough time to prepare.Therefore, it is a waste of that student’s resources to force them to take the exam. If, however,the student is not satisfied with the original grade, we should provide the final exam as anopportunity for the student to demonstrate improvement. These arguments are consistent withmany of the ideas present in mastery-based assessment [8]; indeed

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, “A formal approach to handling conflicts in multiattribute group decision making,” J. Mech. Des., vol. 128, no. 4, pp. 678–688, 2006.[4] M. T. H. Chi and M. Menekse, “Dialogue patterns that promote learning,” in Socializing Intelligence through Talk and Dialogue, L. B. Resnick, C. Asterhan, and S. N. Clarke, Eds. Washington DC: AERA, 2015, pp. 263–274.[5] S. Purzer, “The Relationship Between Team Discourse, Self-Efficacy, and Individual Achievement: A Sequential Mixed-Methods Study,” J. Eng. Educ., vol. 100, no. 4, pp. 655–679, 2011.[6] D. Kuhn, “Thinking together and alone,” Educ. Res., p. 0013189X15569530, 2015.[7] A. Ram, “A theory of questions and question asking,” J. Learn. Sci., vol. 1, no. 3–4

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Barbara Masi, MIT

Tagged Divisions

Educational Research and Methods

the different types of freshman PBL design subjects.Table 1. Freshman PBL Design Subject DescriptionsPBL Subject Description of Typical Projects Project ProcessTypesA) Engineering Hands on engineering design Step by step engineeringdesign type A projects leading to physical design process is followed. prototypes.B) Engineering On paper engineering design Step by step engineeringdesign type B projects focus on large scale design process is followed. problems in information infrastructure or transportation.C) Large scale Class works together in defining, Group problem solvingglobal/ technical breaking down

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

Eileen Kowalski, U.S. Military Academy; Joe Manous, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

Engineering Education. 94:2, 207-213.14. Light, Richard J., Judith D. Singer, and John B. Willett (1990) By Design, Planning Research on Higher Education. Harvard University Press, Cambridge, 296p.15. Van de Ven (2000) “Professional Science for a Professional School: Action Science and Normal Science” Breaking the Code of Change, chapter 19, edited by Michael Beer and Nitin Nohria. Harvard Business School Press. Boston, 512p.16. van Someren, Maarten W., Yvonne F. Barnard, and Jacobijn A.C. Sandberg (1994) The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes. Academic Press, London, 218p.17. Camacho, M., and Good, R. (1989) “Problem Solving and Chemical Equilibrium: Successful versus