Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #14736”Turning away” from the Struggling Individual Student: An Account of theCultural Construction of Engineering Ability in an Undergraduate Program-ming ClassMr. Stephen Douglas Secules, University of Maryland, College Park Stephen is an Education PhD student at UMD, researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught introduction to engineering design in the Keystone Department at the UMD A. James Clark Engineering School. Stephen’s research interests include equity, culture, and the

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin, Madison; Amy Atwood, University of Wisconsin, Madison; Amy Prevost, University of Wisconsin, Madison; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

’ initial beliefs and expectations about engineering preparationTable 2 summarizes the seven constructs that were central to our study. The titles and verbal Page 15.274.7interpretation shown for each construct are inferred and did not appear anywhere on the survey,but are meant to help the reader understand the overall meaning conveyed across the range ofitems given. In addition, we show the total number of final items, followed by whether it was a5-point or 7-point rating scale.Constructs A, B, F, & G (5-point scale) assessed teachers’ ratings of the frequency with whichthese conditions occurred. Mean ratings for Constructs A & F exceeded

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

-1333468). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] S. R. Brunhaver, R. F. Korte, S. R. Barley, S. D. Sheppard, R. Freeman, and H. Salzman.“Bridging the gaps between engineering education and practice.” In US Engineering in a GlobalEconomy, University of Chicago Press, 2018, pp. 129-163.[2] S. K. Gilmartin, S. R. Brunhaver, H. L. Chen, and S. D. Sheppard, “Career plans ofundergraduate engineering students: Characteristics and contexts.” In US Engineering in a GlobalEconomy, University of Chicago Press, 2018, pp. 49-85.[3] B. A. Masi, A. E. Hosoi, and S. A. Go, “Re-engineering engineering

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-based learning. Eur J Eng Educ. 1996;21(2):141-148.14. Krajcik J, McNeill K, Reiser B. Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Sci Educ. 2008.15. Blumenfeld P, Soloway E. Motivating project-based learning: Sustaining the doing, supporting the learning. Educ Psychol. 1991;3.16. Dym C, Agogino A, Eris O. Engineering design thinking, teaching, and learning. J Eng Educ. 2005;(January).17. Astin AW. What Matters in College: Four Critical Years Revisited. San Francisco: Jossey-Bass Publishers; 1993.18. Besterfield-Sacre M, Atman CJ, Shuman LJ. Characteristics of freshman engineering students: Models for determining

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

, and A. Elby, “Problem-solving rubrics revisited: Attending to the blending of informal conceptual and formal mathematical reasoning,” Phys. Rev. Spec. Top. Educ. Res., vol. 9, no. 1, p. 010105, 2013, doi: 10.1103/physrevstper.9.010105.[13] M. Besterfield‐Sacre, J. Gerchak, M. R. Lyons, L. J. Shuman, and H. Wolfe, “Scoring concept maps: An integrated rubric for assessing engineering education,” J. Eng. Educ., vol. 93, no. 2, pp. 105–115, 2004, doi: 10.1002/j.2168-9830.2004.tb00795.x.[14] B. M. Moskal and J. A. Leydens, “Scoring rubric development: Validity and reliability,” Pract. assessment, Res. Eval., vol. 7, no. 1, p. 10, 2000.[15] S. M. Brookhart et al., “A century of grading research: Meaning and value

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Kara Santelli, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, critical incident analysis, open-ended and serendipity. He alsosuggests a combined process analysis and self-evaluation, which is a goal of RTs particularlywhen used with engineering problem solving exercises. B. Life Long LearningIt can generally be agreed that life long learning skills originate during a student’s undergraduatecareer, but are not be fully utilized until after graduation, making it all the more challenging toevaluate. Mourtos8 quotes Candy that “lifelong learning takes, as one of its principal aims,equipping people with the skills and competencies required to continue their own self-educationbeyond the end of formal schooling.” The two aspects of ABET criteria 3i “. . . recognition ofthe need for, and an ability to engage in

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.26610[2] Godwin, A. (2016, June). The Development of a Measure of Engineering Identity. 2016 ASEE Annual Conference & Exposition Proceedings. 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. https://doi.org/10.18260/p.26122[3] Dickinson, Leslie. "Autonomy and motivation a literature review." System 23.2 (1995): 165- 174.[4] Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137–149. https://doi.org/10.1080/0013188042000222421[5] Bolton, C., University, B., Martin, D. K. M., University, E.-R. A., Miskioglu, D. E., & University, B. (n.d.). Work in Progress: Using the Critical Incident Technique to Illuminate the Relationship between Engineering Identity and Academic

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ziang Xiao, University of Illinois, Urbana-Champaign; Shiliang Zuo; Jinhao Zhao, Tsinghua University; Wai-Tat Fu, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign; Michael L. Philpott, University of Illinois, Urbana-Champaign; Julia Laystrom-Woodard, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Angela Wolters, University of Illinois, Urbana-Champaign; Brian S. Woodard, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Computer science education - SIGCSE 10, 2010. 4. C. S. Dweck, Mindset the new psychology of success. New York: Ballantine Books, 2016. 5. C. S. Dweck, “Mindsets and math/science achievement”. 2014. 6. A. Hochanadel and D. Finamore, “Fixed And Growth Mindset In Education And How Grit Helps Students Persist In The Face Of Adversity,” Journal of International Education Research (JIER), vol. 11, no. 1, p. 47, 2015.7. P. Loyalka, M. Carnoy, I. Froumin, R. Dossani, J. B. Tilak, and P. Yang, “Factors affecting the quality of engineering education in the four largest emerging economies,” Higher Education, vol. 68, no. 6, pp. 977–1004, 2014.8. D. Lubinski, “Spatial ability and STEM: A sleeping giant for talent identification and

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Md Nizamul Hoque Mojumder, Florida International University; Arif Mohaimin Sadri, Florida International University

Tagged Divisions

Educational Research and Methods

women and children) to be an engineer [23].Johri et al. (2018) also examined how different users and activities initiate connectivity overTwitter. Authors explored here how a campaign (#ILookLikeAnEngineer) of social mediaactivism aimed at enhancing the diversity of gender within technology gained momentum in itsearly period. The results showed that varied engagement–of user types–increased activity atcrucial moments. These causes are classified into four types: a) Event-based: the arrangement ofthe project with the issue-related offline incidents (SFO diversity, disruption, etc.); b) Mediabased: news coverage of media events (CNN, BBC, etc.); c) Industry based: the webinvolvement of large organizations (Microsoft, Tesla, Google, Cisco, etc

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Jeongkyu Lee, University of Bridgeport; Jalpa Bani, University of Bridgeport; Ying-ju Chen, University of Bridgeport

Tagged Divisions

Educational Research and Methods

similarity over multiple assignments will be decreased,and vice versa. As shown in Figure 2 (a), the average similarities of the first, second and thirdassignments are 38%, 30%, and 24%, respectively. As students did their writing assignmentsmore and more, the similarities were decreased clearly. In addition, we can find the similarpattern in Figure 2 (b) that is for average similarities over three consecutive semesters. Based onthe results, we can realize that students become aware of pg process by Turnitin.com, and triednot to plagiarize in their assignments. 40% 35% 35% 30% 30

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

undergraduate engineering education and haveprompted a number of calls to protect U.S. global competitiveness. All these reports havechallenged engineering institutions to produce graduates with professional as well as technicalskills by outlining the desired attributes for graduating engineers.Undergraduate research experiences, which are highly promoted and supported by NSF andother agencies, present a great opportunity for our students to learn these essential globallycompetitive skills. Some of the benefits of undergraduate research are: (a) applying skills andknowledge learned in the classroom, (b) working with state-of-the-art processes, equipment, andtools, (c) gaining critical thinking skills, (d) gaining self-confidence, and (e) promoting

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

: Seconds 00 : 00 The program should be designed to end after 1 hour. b). (9 points) AFTER completing problem a), write a python script based on the flow-diagram you constructed for part (a). Points will not be given for this problem unless an attempt to plan an algorithmic solution as described above. Once you begin coding you may correct your flow-diagram as necessary. When you are finished, save your file as exam2_q12_login.py. Submit your file, exam2_q12_login.py, along with all other required exam files, to the appropriate location on Blackboard-Vista at the end of the exam period.One week after the exam, an exam review session was administrated to students. Before thereview session

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #29105Expectations in engineering programs – between social construction andinternalized experienceMr. Hindolo Michael Kamanda, University of Georgia Undergraduate researcher at the University of GeorgiaMr. Davis George Anderson Wilson, University of Georgia Undergraduate researcher at the University of GeorgiaDr. Joachim Walther, University of Georgia Dr. Joachim Walther is a Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gregory L. Heileman, University of New Mexico; Michael Hickman; Ahmad Slim; Chaouki T. Abdallah, University of New Mexico

Tagged Divisions

Educational Research and Methods

as the delay factor of that course. Figure 2shows a curricular pattern consisting of five courses, v1 –v5 . Inside of each node in Figure 2 (a), weshow the blocking factor of that node, and inside of each node in Figure 2 (b) we show the delayfactor associated with that node. We then define the cruciality of a course within a curriculum as v1 v2 v3 v1 v2 v3 4 3 0 4 4 3 v4 v5 v4 v5 1

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Gary Behm, Rochester Institute of Technology; Jeanne Behm, Rochester Institute of Technology; Scott Bellinger, Rochester Institute of Technology (COE); Joseph Stanislow, Rochester Institute of Technology

Tagged Divisions

Educational Research and Methods

preserving all units 9. Check result by substituting the result into the original formula 10. If the answer is wrong or not reasonable, or units in the answer do not match expected Page 15.1093.4 values, redo steps 4-9Repeat steps 4-9 for next part of the question (if needed)A specific illustration follows: A car is traveling at 60 mph. The brakes are applied uniformlyand the car comes to a stop in 15 seconds. A) What is the acceleration rate in feet/sec2? B) How many feet did it take to stop? Step Example1) List the desired goal for the problem A) Acceleration

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

solve problems solve of the world world by making stuff stuff Page 24.902.5 by design design Table 3. Example student responses to ‘In your own works, what is engineering?’ Example A “I would call engineering the application of math and scientific concepts to solve real work problems through creating technologies.” scored 6 of 8 qualifier themes Example B “basically like technical problem

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

of People Learning Engineering Survey (APPLES),” Center for the Advancement of Engineering Education, Seattle, WA, 2010.[3] N. A. Fouad, R. Singh, M. E. Fitzpatrick, and J. P. Liu, “Stemming the tide: Why women leave engineering,” University of Wisconsin-Milwaukee, Milwaukee, WI, 2011.[4] L. Frehill, “Satisfaction: Why do people give up engineering? Surveys of men and women engineers tell an unexpected story,” Mechanical Engineering, vol. 132, no. 1, pp. 38-41, 2010.[5] J. S. Eccles, T. F. Adler, R. Futterman, S. B. Goff, C. M. Kaczala, J. L. Meece, and C. Midgley, “Expectancies, values, and academic behaviors,” in Achievement and Achievement Motivation, J. T. Spence, Ed. San Francisco, CA: W. H

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Meagan C. Pollock, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

-83.24. Strutz, M., (2012), Influences on low-SES first-generation students' decision to pursue engineering. Doctoral dissertation, Purdue University.25. Rhoads, T. R., S. E. Walden, and B. A. Winter. 2004. Sooner Elementary Engineering and Science – a model for after-school science clubs based on university and K-5 partnership. Journal of STEM Education 5: 47-52.26. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.27. Crowley, K., M. A. Callanan, J. L. Jipson, J. Galco, K. Topping, and J. Shrager. 2001. Shared scientific thinking in everyday parent-child activity. Science Education 85 (6): 712-73228. Yin, R. E. (2009). Case Study

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Tanner, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Educational Research and Methods

Onto the STEM Pathway : Factors Affecting Talented Students ’ Declaration of STEM Majors in College,” J. Educ. Gift., vol. 34, no. 6, pp. 876–899, 2011.[3] S. G. Brainard and L. Carlin, “A Longitudinal Study of Undergraduate Women in Engineering and Science,” 1997.[4] B. George, V. P. Wystrach, and R. I. Perkins, “Why Do Students Choose Chemistry as a Major?,” J. Chem. Educ., vol. 64, no. 5, p. 431, 1987.[5] “Preparing the Next Generation of STEM Innovators: Identifying and Developing Our Nation’s Human Capital,” 2010.[6] C. Montmarquette, K. Cannings, and S. Mahseredjian, “How do young people choose college majors?,” Econ. Educ. Rev., vol. 21, no. 6, pp. 543–556, Dec. 2002.[7] R. Darolia, C. Koedel

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Michael L Falk, Johns Hopkins University; Mike Reese, Johns Hopkins University; Camilo Vieira, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #7450Materials Science Students’ Perceptions and Usage Intentions of Computa-tionDr. Alejandra J. Magana, Purdue University, West Lafayette is an Assistant Professor at the Department of Computer and Information Technology at Purdue Univer- sity West Lafayette. Magana’s research interests are centered on the integration of cyberinfrastructure, computation, and computational tools and methods to: (a) leverage the understanding of complex phe- nomena in science and engineering and (b) support scientific inquiry learning and innovation. Specific efforts focus on studying cyberinfrastructure affordances and

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

David Jonassen, University of Missouri; Sanjay Rebello, Kansas State University; Carlos Wexler, University of Missouri; Zdeslav Hrepic, Fort Hays State University; Gregory Triplett, University of Missouri

Tagged Divisions

Educational Research and Methods

average force of airarrow as it leaves the bow? resistance during the pitch?Q1-1 Which of the following quantities are Q2-1 Which of the following quantities aredirectly given in the Problem 1? Select all that directly given in the Problem 2? Select all thatapply. apply.a.) Initial speed of the arrow a.) Initial speed of the softball.b.) Final speed of the arrow b.) Final speed of the softball.c.) Mass of the arrow c.) Mass of the softball.d.) Forces on the arrow d.) Forces on the softball.e.) Distance traveled by the arrow

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University; Russell Korte, George Washington University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the National Science Foundation under GrantNos. 1938744, 1939105, and 1939272. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation..References[1] Stevens, R., Johri, A., & O’Connor, K. (2014). Professional engineering work. In A. Johri & B. Olds (Eds). The Cambridge Handbook of Engineering Education Research (pp. 119- 139). New York, NY: Cambridge University Press.[2] National Academy of Engineering (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, DC: National Academies Press.[3] Stevens, R., O’Connor, K., & Garrison. L. (2005

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

. Pairwise Correlations of SAT, Peer SES, and Relative Peer SES for in-state TypicalFirst-time Students Florida Comparison South Comparison Institution A Institution B Institution C states Carolina statesAcademic year 1993-2000 1994-2001Sample size 20722 15401 6091 64907 10101 64091Corr (SAT, Peer SES) .06 .09 .08 .14 .03 .15Corr (SAT, Relative Peer SES) .12 .12 .09 .19 .04

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Cameron Denson, Utah State University; Nathan Mentzer, Utah State University; Jodi Cullum, Utah State University

Tagged Divisions

Educational Research and Methods

Center for Engineering and Technology Education (NCETE) providedprofessional development with the following goals: a) increase teachers’ subject matterknowledge in engineering design and strengthen their mastery of pedagogical content knowledgerelated to the infusion of design experiences into their courses; b) apply principles and practicesof engineering design as teachers work individually and in small groups to develop solutions totechnical problems; and c) identify and select design challenges and instructional materials thatwill motivate and enable teachers’ students to move efficiently through learning progressions inengineering design 4

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier; Michael Wolf, Rice University; Megan McSpedon, Rice University; Ann Saterbak, Duke University

Tagged Divisions

Educational Research and Methods

., & Prime, G. M. (2012). Supporting STEM education in secondary science contexts. Interdisciplinary Journal of Problem-Based Learning, 6(2), 85–125.[11] Griese, B., Glasmachers, E., Härterich, J., Kallweit, M., & Roesken, B. (2011). Engineering students and their learning of mathematics. In Current state of research on mathematical beliefs (pp. 85–96).[12] Rach, S., & Heinze, A. (2011). Studying mathematics at the university: The influence of learning strategies. Presented at the 35th Conference of the International Group for the Psychology of Mathematics Education, Ankara, Turkey.[13] Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

graduate level education. ABET, formerly the AccreditationBoard for Engineering and Technology, Criterion 3 outcomes a-k recommend that engineering Page 22.454.2programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering, (b) an ability to design and conduct experiments, as well as to analyze and interpret data, (c) an ability to design a system, component, or process to meet desired needs, (d) an ability to function on multidisciplinary teams, (e) an ability to identify, formulate, and solve engineering problems, (f) an understanding of professional and ethical

Conference Session

ERM Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Joshua Gates, Taylor University; Lydia Kilmer, Taylor University; Emily Paladin, Taylor University

Tagged Divisions

Educational Research and Methods

. Johnson, R.T. (1976). The relationship between cooperation and inquiry in science classrooms. Journal of Research in Science Teaching, 31(1), 55-63.16. Beyer, B. (1987). Practicing strategies for the teaching of critical thinking. Boston: Allyn and Bacon.17. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 38, 906-911.18. Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102-116.19. Belmont, J.M., Ferretti, R.P., & Mitchell, D.W. (1982). Memorizing: A test of untrained mildly mentally retarded children’s problem-solving. American Journal of Mental Deficiency, 87(2), 197- 210.20. Brown, A.L

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scottie-Beth Fleming, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

research: discipline, community, or field? Journal of Engineering Education, 98(1), 39-52.11. Burt, R.S. (2004). Structural holes and good ideas. American Journal of Sociology, 110(2), 349-400.12. Coso, A., Louis, R., London, J., Ngambeki, I., and Sattler, B. (2012). Exploring the reasons for collaboration and cooperation among graduate student researchers. Paper presented at the ASEE Conference, San Antonio, TX.13. Olds, B.M. Moskal, B.M. and Miller, R.L. (2005). Assessment in engineering education: Evolution, approaches and future collaborations. Journal of Engineering Education, 94(1), 13-25.14. Mckenna, A.F. Yalvac, B. and Light. G.J. (2009). The role of collaborative reflection on shaping engineering faculty

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) Empathy and Kindness; and 3) Helping. Finally, we discuss our future work andpotential implications for enhancing motivation and interest in engineering statics courses.Motivation, Utility Value, and Success in Engineering EducationMotivation, as defined here, is informed by Eccles’ Expectancy-Value Theory (EVT) (Wigfield &Eccles, 2000). EVT posits that an individual is motivated to engage in a task when they (a) expectto succeed on that task (i.e., expectancy for success) and (b) perceive that task as useful to theirpersonal goals (i.e., task value). This framework has been used in a range of engineering educationcontexts to examine the ways different students derive motivation from their experiences in andbeyond the curriculum (Matusovich

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University

Tagged Divisions

Educational Research and Methods

years as an Apple Distinguished Educator. Professor Yerrick is also a founding Member of the Science Educators for Equity, Diversity and Social Justice. American c Society for Engineering Education, 2021Engineering Problem Typology Based Reflection and Communication ofUndergraduate Engineering Experiences: Professional Engineers’Evaluation of Students’ Mock Interview ResponsesAbstractStudent consideration of technical and professional competencies often occur in disconnectedcontexts, leaving students underprepared for discussing their experiences. Development oftechnical competencies occurs in the context of the classroom while consideration of professionalcompetencies is