Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

future, we should have separate times fordeveloping the personas and responding to the rubric. We spent one hour on the development ofthe rubric, including the empathy map, and should have given ourselves two separate one-hoursessions at a minimum.Persona responses (step III)The brainstorming responses to the application questions can be seen in Appendix B. Personaspresented here are ad hoc personas using the information shown in Appendix B and were notdeveloped during the rubric development process. We felt that we were able to use the empathymap and demographic questions to develop the target persona responses to the application essayquestions and did not need to create full personas before moving on given our timeframe. This isnot the

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

anengineering or technical background, we study student self-efficacy for that ability as well [7-14].Research Questions and MethodologyResearch QuestionsWe hypothesize that students at varying stages of their academic journey, as well as in diversepedagogical and cultural contexts, will report different levels of self-efficacy in communicationcapabilities. Our specific research questions that guided this portion of the study (i.e., thedevelopment and analysis of the student surveys) are: a. In what ways, if any, do students’ self-efficacy for communication capabilities change from their entry to their last semester before graduation? b. Do students report differences in self-efficacy by communication type (i.e., writing

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hanjun Xian, Purdue University, West Lafayette; Krishna Madhavan, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. As an alternative, we may also includejournal papers such as JEE and AEE in this study. However, journal papers usually have longerand varied review cycles. This makes time series analysis inconsistent and inaccurate if mixedwith conference proceedings papers. (a) (b)Figure 2. Author coverage in ASEE and FIE against JEE and AEE over 2000-2011 when (a) all authors areconsidered and (b) only authors with two or more publications are includedThe publication metadata of ASEE and FIE conference proceedings papers are downloaded fromEngineering Village. For each paper, the following attributes are available in the metadata: title,authors, author affiliations, terms

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Arnold Neville Pears, Uppsala University; Judy Sheard, Monash University

Tagged Divisions

Educational Research and Methods

˚ ang. Jag anser att det ¨ ar b¨ attre f¨ or mina studenter att de skapar egna anteckningar j¨ amf¨ ort med att ATI15 de bara skriver ner det jag skriver p˚ a tavlan. Jag anser att mycket undervisningstid ska anv¨ andas till att diskutera och utmana studenternas ATI16 egna id´ eer kring ¨ amnet. Subskala: studentcentrerad

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

Tagged Divisions

Educational Research and Methods

, before starting their engineering studies, reported coming from one ormore of the following: a) military, b) vocational / technical school, c) full-time job, d) part-timejob, or e) another academic major at ODU.Materials The current study adopted a demands-resources conceptual and measurement framework[15] to examine perceived demands and resources to success of engineering students. Theanonymous, online survey contained measures of personal/school demands and resources, as wellas outcomes of interest. Personal demands. Personal demands were measured with eight variables consisting of26 items. The personal demands of difficulties with time management, difficulty stayingorganized, difficulty paying attention, difficulty prioritizing

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University - Engineering Education; Karen Hazel Washburn Washburn, Utah State University; Indhira María Hasbún, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Hole, “Working between languages and cultures: Issues of representation, voice, and authority intensified,” Qualitative Inquiry, 13, 696-710, 2007.12 A. Squires, “Methodological challenges in cross-language qualitative research: A research review,” International Journal of Nursing Studies, 46, 277-287, 2009.13 B. Subedi, & J. Rhee, “Negotiating collaboration across differences,” Qualitative Inquiry, 14, 1070-1092, 2008.14 K. Rodham, F. Fox, & N. Doran, “Exploring analytical trustworthiness and the process of reaching consensus in interpretative phenomenological analysis: Lost in transcription,” International Journal of Social Research Methodology, 18(1), 59-71, 2015.15 A. Shordike, C

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Pamela, “Toward equity through participation in Modeling Instruction in introductory university physics,” Phys. Rev. Spec. Top. - Phys. Educ. Res., vol. 6, no. 1, 2010.[13] S. Wasserman and K. Faust, Social network analysis : methods and applications, vol. 24. 1994.[14] D. Z. Grunspan, B. L. Wiggins, and S. M. Goodreau, “Understanding classrooms through social network analysis: A primer for social network analysis in education research,” CBE Life Sci. Educ., vol. 13, no. 2, pp. 167–178, 2014.[15] B. B. Potts, “Book Review: Social Network Analysis,” Acta Sociolgica, vol. 37, no. 4, pp. 419–423, 2015.[16] Army, FM 3-24 MCWP 3-33.5 Insurgencies and Countering Insurgencies, 1st ed. Washington .D.C.: Department of the Army

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Steven Christopher Davis, Jacksonville University; Emre Selvi, Jacksonville University; Laura C. Atkins, Jacksonville University

Tagged Divisions

Educational Research and Methods

program (Naval Reserve officers Training Corps) B Black M Sophomore Participated in PBSL 4, Veteran C Hispanic M Junior Participated in PBSL 2 D White M Senior Participated in PBSL 3 5.2 Procedure Our data collection procedure was approved by JU research board (JU IRB: 2016-042).Before each interview and Woofound survey, each participant signed a consent form agree thatthey allow us to present their results without identification information. This consent form wasreviewed and approved by our IRB too. Each interview was digital recorded and transcriptionwere coded to dig out interviewees’ vocabulary and concept

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

freshmen at the institution, with lessaccess to student supports such as housing, orientation, retention efforts, or scholarships, as theytransition to the four-year institution [1]. Transfer students also have fewer opportunities toparticipate in high-impact learning experiences such as undergraduate research and internshipsthan first-time freshmen [2]. STEM transfer students can have challenges as they adjust tocampus life [3], [4], including course credit loss [5], which can delay graduation or lead toattrition, perception of lack of advisor support or misinformation [6], or perception of “stigma”as a transfer student [3]. Providing resources, supports, and access to select activities in the earlytransfer period thus is a critical time to

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

and Practice. New York Garland Pub. (Inc, 1992).19. Facione, P. A. Critical thinking: What it is and why it counts. Millbrae CA Calif. Acad. Press Retrieved April 1, 2004 (2011).20. Beyer, B. K. Practical strategies for the teaching of thinking. (ERIC, 1987). at 21. Norris, S. P. Synthesis of research on critical thinking. Educ. Leadersh. 42, 40–45 (1985).22. Norris, S. P. The generalizability of critical thinking: Multiple perspectives on an educational ideal. (Teachers College Press, 1992).23. Willingham, D. T. Critical Thinking: Why Is It So Hard to Teach? Arts Educ. Policy Rev. 109, 21–32 (2008).24. Yinger, R. J. Can we really teach them to think? New Dir. Teach. Learn. 1980, 11–31 (1980).25. Paul, R. W. Critical Thinking

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students to the shifts in perspective.The WTCS was designed using Qualtrics. An initial draft was reviewed with teaching assistantswho work closely with students and teams in the course. Their feedback was used to refineinstructions and format the items. For example, their feedback was instrumental in deciding howto scaffold instructions and items aimed at soliciting an account of the total man hours dedicatedto the project.Introduction. The introduction to the survey included two pages. The first page provided basicinformation including a description of the purpose including two statements: (a) “Yourparticipation in this survey will be completely confidential and will not be tied to your coursegrade in any way.” (b) “The purpose of the survey is

Conference Session

New Learning Paradigms II

Collection

2009 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

participants to allowperceptions of the role of UTAs to be tested against some basic participant data. Theseinclude gender, residential status (i.e. home, EU, overseas) and marks achieved on amid-session test on the course. Section B of the questionnaire consisted of two parts. The first part (questions 1-16) was concerned with a direct comparison of the role of UTAs and academic tutors.With reference to Table 1(a), questions were chosen to depict three areas of UTAcontribution: motivation and engagement (ME), skills development (SD) andtechnical explanation, feedback and course contextualisation (EFC). With reference toTable 1(b), the second part of section B (questions 17-30) was concerned with thestudent connection to the UTA, views on the PMT

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Educational Research and Methods

). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469-480.4. Oishi, L. (2012). Enhancing career development agency in emerging adulthood: An intervention using design thinking. Dissertation, Stanford University.5. Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175-1184.6. Brown, T. (2008). Design thinking. Harvard Business Review, 6, 84-92.7. Reilly, T. (2013). Designing life: Studies of emerging adult development. Dissertation, Stanford University.8. Burnett, B. and Evans, D. (2016). Designing your life: How to build a well-lived, joyful life. New York City, New York: Knopf.9. Crotty, M. (2012). The

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Susan Walden, University of Oklahoma; Cindy Foor, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

Educational Research and Methods

in a different way; and b) embrace textured, reflective written expression of research findings.Furthermore, we had to learn to build bridges between the social science world we are adoptingand the engineering world in which we live by: c) preparing for the timeline of qualitative research; and d) strategically framing qualitative research questions for engineering audiences.One way to add the social science skill set to engineering education is to use social scientists asconsultants. While this would undoubtedly improve the quality of engineering education researchto some degree, we would predict that the process will be more satisfying, the product will be

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Persons with Disabilities in Science and Engineering: 2011, National Science Foundation, Arlington, VA.[6] Seymour, E. and Hewitt, N.M. 1997. Talking about leaving: Why undergraduates leave the sciences, Boulder, CO: Westview Press.[7] Rovai, A. P. 2002. “Development of an instrument to measure classroom community.” The Internet and Higher Education, 5(3), pp. 197-211.[8] Courter, S. S., Millar, S. B., and Lyons, L. 1998. “From the students' point of view: Experiences in a freshman engineering design course.” Journal of engineering education, 87(3), pp. 283-288.[9] Smith, M. K., Jones, F. H., Gilbert, S. L., and Wieman, C. E. 2013. “The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tuba Yildirim, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

. These include establishing and maintaining a robust understanding ofmath and science, learning how to include the approximations of real life, searching for relevantinformation, creating a conceptual and subsequent mathematical model, using data within themodel, testing the model results and further, and providing insight and validation on the obtainedtest results. It is expected that a particular level of self-efficacy is essential in overcoming thefear or anxiety that novice modelers experience in approaching an assigned task. b. Modeling in EngineeringBroadly defined, the term model refers to a simplified or idealized description or conception of aparticular system, situation, or process, often in mathematical terms, that is put forward

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Gwendalyn Camacho, University of Washington ; Crystal Farh, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. ​International Journal ofResearch,​ 7.[12] Meadows, L. A., & Sekaquaptewa, D. (2013). The influence of gender stereotypes on roleadoption in student teams. In ​Proc. 120th ASEE Annual Conf. Exposition​ (pp. 1-16).Washington, DC: American Society for Engineering Education.[13] Linder, B., Somerville, M., Eris, Ö., & Tatar, N. (2010, October). Work inprogress—Taking one for the team: Goal orientation and gender-correlated task division. InFrontiers in Education Conference (FIE), 2010 IEEE​ (pp. F4H-1). IEEE.[14] Fowler, R., & Su, M. P. (2018). Gendered risks of team-based learning: A model ofinequitable task allocation in project-based learning. ​IEEE Transactions on Education, 61(​ 4),312-318. DOI:​ ​10.1109/TE.2018.2816010​.[15] VandeWalle

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Luis Miguel Procter, University of Texas, El Paso; Anita Patrick, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Exposition, Columbus, OH, June 26-29, 2017. 8. H. B. Carlone and A. Johnson, "Understanding the science experiences of successful women of color: Science identity as an analytic lens," Journal of research in science teaching, vol. 44, pp. 1187-1218, 2007. 9. Z. Hazari, G. Sonnert, P. M. Sadler, and M. C. Shanahan," Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study," Journal of Research in Science Teaching, vol. 47, pp. 978-1003, 2010. 10. A. Patrick, M. Borrego, L. Martins, N. Choe, C. Seepersad, and M. Kendall, "Constructing a Measure of Affect Towards Professional Practice: What matters for Engineers?" in Research in Research

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; John Alexander Mendoza-Garcia, Purdue University, West Lafayette / Pontificia Universidad Javeriana - Bogota, Colombia; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Nicholas D. Fila, Purdue University; Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

understanding a phenomenon through individuals experiences that build a whole description of the phenomenon (Kindle Loc. 2952). They also explain that the outcome space should be parsimonious, looking for the minimum of categories that explain the whole phenomenon (Kindle Loc. 3008). But, now I ask myself, how to assure saturation, or how to know those are all? What happen if one category of the outcome space (for let’s say phenomenon A) is set as the new phenomenon (let’s say phenomenon B) to study? will it be subcategories explaining that particular way of seen the phenomenon A, now called phenomenon B, all the ways experiencing phenomenon B, therefore was the first outcome space all the ways experiencing

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

; Jain, A. K. (1996). A self-organizing network for hyperellipsoidal clustering (hec). Neural Networks, IEEE Transactions on, 7(1), 16-29. doi: 10.1109/72.47838920. Tan, P.-N., Steinbach, M., & Kumar, V. (2006). Introduction to data mining (1st ed.). Boston: Pearson Addison Wesley.21. Barab, S. A., Bowdish, B. E., & Lawless, K. A. (1997). Hypermedia navigation: Profiles of hypermedia users. Educational Technology Research and Development, 45(3), 23-41.22. Rousseeuw, P. J. (1987). Silhouettes: A graphical aid to the interpretation and validation of cluster analysis. Journal of Computational and Applied Mathematics, 20, 53-65. doi: http://dx.doi.org/10.1016/0377-0427(87)90125-723. Spector, P. (2011). Cluster analysis

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin, Purdue University; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

among the various toolswithin the machine learning community. During the past decades it has been widely usedin technical applications involving prediction and classification, especially in areas ofengineering, business and medicine22,23. The neural network model is especially attractivefor modeling complex systems because of its favorable properties: universal functionapproximation capability, accommodation of multiple non-linear variables with unknowninteractions, and good generalization ability24. More modeling details on applying NN topredict student retention in engineering can be found in Imbrie et al.4.C. Retention ModelsFive different forms of retention models (A, B, C, D and E as shown in Table 1) wereused in this study to evaluate the

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

William Barrett Corley, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #18097Stickiness of Nontraditional Students in EngineeringMr. William Barrett Corley, University of Louisville William B. Corley, M.S., is the graduate research assistant on this project. He is an experimental psychol- ogy (cognitive concentration) graduate student with the Department of Psychological and Brain Sciences at University of Louisville. He has a bachelor’s degree in psychology and a master’s degree in experimen- tal psychology with a cognitive psychology concentration. His background includes several educational research projects and extensive training in statistical methods.Dr. J. C. McNeil

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Eyerman, Fairhaven Research and Evaluation; Sarah Hug, University of Colorado, Boulder; Emily McLeod; Tania Tauer, Techbridge Girls

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

assess designthinking, 102 interviews with girls were videotaped across elementary and middle schoolprograms in two cities. The interviews called on youth to give a guided, narrative description oftheir work on a design project accomplished in their engineering-focused, girls-only afterschoolprogram. Interviews were augmented with programmatic observations, so the analysts couldtriangulate evidence from interviews with observations of girls engaged in the projects. Incollaboration with the curriculum development team, a rubric was developed to measure theextent to which girls communicated effective engineering design, specifically: a) understandingof the design challenge, b) evaluation of design strengths and weaknesses, and c) evidence

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

283 90 Family Economic Background Low-Income 57 18 Middle-Income 130 42 High-Income 124 40 Average GPA A 177 56 B or lower 138 44 a Underrepresented Minority (URM) respondents were defined as African American, Hispanic, Native America, & Pacific Islander b First Generation= Neither Mother nor Father Entered CollegeAnalysisUsing an emergent coding scheme10, we categorized responses to the open-ended jobsearch questions related to factors influencing their choices in applying to

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly M. Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-393, 2011.[5] C. Orús, M. J. Barlés, D. Belanche, L. Casaló, E. Fraj, and R. Gurrea, "The effects of learner-generated videos for YouTube on learning outcomes and satisfaction," Computers & Education, vol. 95, pp. 254-269, 2016.[6] L. Oehlberg, W. Willett, and W. E. Mackay, "Patterns of physical design remixing in online maker communities," in Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, 2015, pp. 639-648.[7] B. K. Litts et al., "Connected making: Designing for youth learning in online maker communities in and out of schools," 2016.[8] A. Sabiescu, M. Woolley, C. Cummings, and J. Prins, "Online Maker Communities: Craft and engagement with cultural

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Kirk Allen, Purdue University

Tagged Divisions

Educational Research and Methods

individualresponse choices for a multiple choice test. In Figure 10, this could be the case for choices A, B,and C rather than options low, middle, and high. In the nominal case, the correct response will beidentical to the dichotomous item characteristic curve, while the incorrect options will be parsedrather than collapsed into the category zero. This type of analysis was conducted with a different Page 12.782.16dataset for the SCI16. A non-IRT version, where total test score serves as ability, was recentlypublished for the Force Concept Inventory17, although this method relies on prohibitively largesample sizes (4500 students in this case) which are

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Saryn R. Goldberg, Hofstra University; Jennifer Rich, Hofstra University; Amy Masnick, Hofstra University; Marie C. Paretti, Virginia Tech; Cassandra J McCall, Virginia Tech; Benjamin David Lutz, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Divisions

Educational Research and Methods

self-assessment, we focus on the first two questions in the in-class response, shown in Figure 1: Figure 1: In-class Questions 1. Circle the letter that best describes your understanding of the starred homework problem on this assignment: a) I did not understand the problem and didn’t really know how to approach it. b) I understood some aspects of the problem, but wasn’t very confident in how to solve it. c) I was not 100% certain, but for the most part I knew what I was doing. d) I felt that I had a complete understanding of the problem. 2. If you answered a, b, or c above: In at least 3 sentences, describe what confused you about this problem, or what you were unsure

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

challenges faced by first-generationstudents. New Directions for Community Colleges, 1992(80), 5–11.https://doi.org/10.1002/cc.36819928003Madaus, J. W. (2005). Navigating the College Transition Maze: A Guide for Students withLearning Disabilities. TEACHING Exceptional Children, 37(3), 32–37.https://doi.org/10.1177/004005990503700305Orbe, M. P. (2004). Negotiating multiple identities within multiple frames: an analysis offirst-generation college students. Communication Education, 53(2), 131–149.https://doi.org/10.1080/03634520410001682401Skinner, M. E., & Lindstrom, B. D. (2003). Bridging the Gap Between High School andCollege: Strategies for the Successful Transition of Students With Learning Disabilities.Preventing School Failure: Alternative

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, University of Michigan; Dustin Grote, Weber State University

Tagged Divisions

Educational Research and Methods

assume a six-semester time-to-degree for these test cases, so 𝑡𝑒 = 6 for simplicity.We use double alpha characters (e.g., AA, BB, and CC) to refer to community college coursesand single alpha characters (e.g., A, B, and C) to denote the courses at the four-year institution.Finally, we will round the inflexibility factor to the nearest whole number as the amount ofprecision we need is unlikely to involve fractional results. An example calculation is given inAppendix B for test case 4.Table 2. Test cases to illustrate our metrics for transfer student structural complexity Situation and Associated Network Application to Transfer Metrics

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Alexander Haubold, Columbia University; John R. Kender, Columbia University

Tagged Divisions

Educational Research and Methods

pictorially. Successful projects oftentimes were accompanied by areasonable amount of such footage.We have modified the initially lose task of producing a summary video showing teamdevelopment and client interaction to a stringent set of requirements targeted at producing avideo that describes the semester project: The video must include the following themes. A) 2minute introduction to the problem, including excerpts of meeting with clients, interviews,physical area where problem exists, whether a web site, park, office, playground, etc. B) 2minutes on team working on problem, including interesting excerpts of meetings, visits to relatedsites, businesses, stores, etc. C) 2 minutes of final deliverable and evidence of the solution’s