Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Mentoring Relationship,” Commun. Educ., vol. 61, no. 4, pp. 309–334, Oct. 2012.[19] C. M. Ruud, E. S. Saclarides, C. E. George-Jackson, and S. T. Lubienski, “Tipping Points: Doctoral Students and Consideration of Departure,” J. Coll. Student Retent. Res. Theory Pract., vol. 0, no. 0, pp. 1–22, 2016.[20] B. J. Barnes, “The nature of exemplary doctoral advisors' expectations and the ways they may influence doctoral persistence," vol. 11, no. 3, pp. 323–343, 2010.[21] C. G. P. Berdanier, C. Whitehair, A. Kirn, and D. Satterfield, “Analysis of Social Media Forums to Elicit Narratives of Graduate Engineering Student Attrition,” J. Eng. Educ

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Camila Aguirre, Universidad de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

is felt positively. They are willing to participatemore and interact with their professors. For some students, the professor made a keydifference in their understanding of the subject matter. In the second semester, in [introduction to] algebra, I got a 5.0 [equivalent to a B] in my first test. I was happy because I was understanding it. After that, I realized that it was a professor’s influence. [The math professor] talked, explained and checked for understanding with questions. Then, there was a quiz, and then he explained and worked with examples. Moreover, he made us participate in class. He was a bit tough, he started saying, “you! Solve

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

between clusters andalso minimizing variance within the clusters. Promax rotation was utilized to adjust for the factthat some of the factors in our survey were correlated; more details about correlation amongfactors and utilizing rotation in a cluster analysis may be found in the literature40,41.Phase IIIn Spring 2015, students enrolled in the same sophomore level IE course in Fall 2014 wererecruited to participate in semi-structured interviews (see Appendix B) addressing their views ofthe future and how they regulate their learning. Four students volunteered for the interviews, andeach student was given a $20 Amazon card as incentive for participating. Interviews weretranscribed, and the text was analyzed with RQDA using directed content

Conference Session

Teaching Assistants, Supplemental Instruction, and Classroom Support

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David John Orser, University of Minnesota, Twin Cities; Kyle Dukart, University of Minnesota, Twin Cities; Changhyun Choi, University of Minnesota, Twin Cities; Frances Wood, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

. The benefits of peer mentoring and PLAs span more than just the outcomes of thestudents taking the targeted course. Many studies [11, 12] have emphasized the benefits to thementors, the mentees, professors, and the university.It is important to differentiate a PLA, in this work, from normal TAs. The PLAs role is to helpstudents with all aspects of a course, including homework, exams, labs, and project work. Theydo not grade student work. PLAs are undergraduate students who have taken the course inquestion and performed reasonably well (usually A and B grade students.) Selection for the PLAposition is usually based on the student’s ability to communicate and their drive to help otherslearn. Table 1 illustrates the basic differences of the two

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. 95, no. 1, p. 25, 2006.7. R. Stevens, K. O’Connor, L. Garrison, A. Jocuns, and D. M. Amos, “Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning. Research Brief.,” Center for the Advancement of Engineering Education (NJ1), 2008.8. H. Matusovich, R. Streveler, R. Miller, and B. Olds, “I’m Graduating This Year! So What Is An Engineer Anyway?,” in Proceedings of the 2009 ASEE Annual Conference & Exposition, Austin, TX, 2009, p. 14.821.1-14.821.18.9. Pierrakos, T. K. Beam, H. Watson, E. Thompson, and R. Anderson, “Gender differences in freshman engineering students’ identification with engineering,” in 2010 IEEE Frontiers in Education Conference (FIE), 2010.10. O. Pierrakos, T. K. Beam, J. Constantz

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

William Sanchez, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Peter Bermel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Analysis and Optimization: An Exploratory Study (Evidence-based Practice)Background and MotivationThere is a long-standing interest and focus in educational research on electricity-related concepts, due totwo essential reasons: (a) electricity is one of the central areas of science, technology, and engineeringcurricula at all levels of education, and (b) its concepts are particularly difficult to teach and learn becausethey are abstract and complex 1. Therefore, both educators and students face several challengesthroughout the learning process 2. Students often develop their own conceptions of electricity, which maybe in conflict with the formal science perspectives 3. When these students’ interpretations of

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

tinkering because all ofthe modeling and Making is encapsulated within kits that the students purchase, but the creationelement is still present. The instructor references that the students are “inventors” because they arecreating something that is new to them. Even though this is a supportive/ mezzanine course it isessentially a project course in which the students are tasked to create a functional robot, and theymust learn how to meet this goal by the end of the semester. Making and the creation of thisartifact is a key component to the success of students in this course. There appears to be a high“overhead cost” in that the professor spends substantial time planning the semester projects.Case B focuses on a sophomore level required course on

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jaclyn Marie Esqueda, University of Wisconsin, Platteville; Christina Curras, University of Wisconsin, Platteville

Tagged Divisions

Educational Research and Methods

events. In addition, feeling comfortable and welcomed in a space will build students’ sense of belonging. Survey results indicated that the atmosphere was the second strongest factor in determining the likelihood of a student returning to the center.3. Study center spaces should provide access to resources, including technology. Being able to access computers, software, printers, and other resources contributes to the functionality of the location. It makes the space more convenient because it acts as a one-stop-shop for effective study and makes it more likely that students will a) stay longer when they come and b) return more frequently. This is the third biggest factor influencing students to return to the space, according to

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

be used forindividual, group, or full-class learning experiences. If the students come well-prepared and theexercises are well-designed, then it is hoped that students will leave the face-to-face time with adeeper understanding of the core concepts, one which they have worked to develop through theirown efforts with the support of their peers and the instructor.The inverted classroom approach has a basis in three well-known principles of the science oflearning: (a) Vygotsky’s Zone of Proximal Development 1, (b) Bloom’s Taxonomy of Learning 2,and (c) “How the Brain Learns” and the retention of core material 3. Lev Vygotsky introducedthe concept of a zone of proximal development (ZPD) to describe the intermediary state betweenthe things a

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. O'Hara, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Lisa Benson, Clemson University; Rachel Lanning, Clemson University

Tagged Divisions

Educational Research and Methods

grant from the National Science Foundation (Award # EEC-1730576). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors are grateful to Catherine McGough and Rachel Lanning fortheir assistance in collecting and analyzing survey data.References[1] W. Sarasua, N. Kaye, J. Ogle, N. Benaissa, L. Benson, B. Putman and A. Pfirman, “Engaging Civil Engineering Students Through a ‘Capstone-like’ Experience in their Sophomore Year.” Proceedings of the 2020 Annual American Society of Engineering Education (ASEE) Conference and Exposition, Virtual Conference, June 21 – 24, 2020.[2] Ogle, J.H., Bolding

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, Virginia Polytechnic Institute and State University; Cherie D. Edwards, Virginia Commonwealth University

Tagged Divisions

Educational Research and Methods

Indicators of ‘Yield’ From Mixed Methods Studies. Journal of Mixed Methods Research, 1(2), 147-163. [8] Mark, M. M. (2015). Mixed and multimethods in predominantly quantitative studies, especially experiments and quasi-experiments. In S. Hesse-Biber & B. Johnson (Eds.), Oxford handbook of multimethod and mixed methods research inquiry. (p. 21-41). New York: Oxford University Press. [9] Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of mixed methods research, 1(2), 112-133. [10] Reeping, D., Taylor, A. R., Knight, D. B., & Edwards, C. (2019). Mixed methods analysis strategies in program evaluation beyond “a little quant here, a little qual

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Ahmed Ashraf Butt, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Dev., vol. 46, no. 3, pp. 223–236, 2005.[3] E. A. Linnenbrink and P. R. Pintrich, "Motivation as an enabler for academic success," School Psych. Rev., vol. 31, no. 3, p. 313, 2002.[4] A. C. Koenka, L. Linnenbrink-Garcia, H. Moshontz, K. M. Atkinson, C. E. Sanchez, and H. Cooper, "A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback," Educ. Psychol., pp. 1–22, 2019.[5] R. E. Clark and B. Saxberg, "Engineering motivation using the belief-expectancy-control framework," Interdiscip. Educ. Psychol., vol. 2, no. 1, pp. 1–26, 2018.[6] M. Bong, "Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs," J

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Steven Weiner, School for the Future of Innovation in Society, Arizona State University; Micah Lande, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

prepare the next generation’s STEM-savvy citizensto be ready for the complex and unknown challenges and opportunities the future holds.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1329321. We would like to extend our thanks to the participants of this study and their families,as well as to Maker Faire for allowing us to connect with our participants.ReferencesAnderson, C. (2014). Makers: The New Industrial Revolution. Crown Business.Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368Bean, J., & Rosner, D. (2014). Making: movement or brand

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hayden Fennell, Purdue University Polytechnic Institute; Camilo Vieira, Purdue University; Genisson Silva Coutinho, Instituto Federal de Educação, Ciência e Tecnologia da Bahia; Alejandra J. Magana, Purdue University, West Lafayette; R. Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

cell phone. This semester, 35 different projects weresubmitted and analyzed. To guide the students during the projects, the instructor provided a detailedassessment rubric, as well as some general guidelines for each project. These guidelines includedrecommendations for viability analysis, literature review, model validation, optimal electrolyte/saltconcentration, and specific guidelines depending on the type of technology selected. No recommendationsconcerning the use of representations was included. As mentioned on the rubric, the projects were gradedbased on the students’ rationale about each step of the following modeling and simulation process adaptedfrom Shiflet and Shiflet 23: (a) problem description, (b) problem framing, (c) model

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

’.Main motifs were then selected as representative of the themes identified as described above.After three main motifs were identified, themes were reviewed for existing I-statements. Afterdoing this categorization , the researchers realized that it would be critical to separate two ofGee’s1 categories, a) State and Action, and b) Ability and Constraint into four separatecategories. This decision was important given that participants made distinct reference to thesecategories and to converge them would have given a faulty representation of participants’experiences. Conversely, the researchers decided to eliminate the Achievement Statementcategory due to the absence of this category in the data. Later in the analysis process the topthree

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wajid Hussain, The Islamic University in Madinah; Fong K. Mak P.E., Gannon University; Mohammad Faroug Addas, The Islamic University in Madinah

Tagged Divisions

Educational Research and Methods

the status of the old action items. The Program Term Review module of EvalTools® 6 consistsof three parts a) Learning Domains Evaluation b) PIs Evaluation and c) ABET SOs Evaluation asper our specific requests and requirements. The PIs and SOs evaluation is focused on failing SOsand PIs for analysis and discussions relating to improvement [37]. Weighted average values ofABET SOs and PIs [34] with a scientific color coding scheme as per PVT heuristic rules shown inFigure 12 indicate failures for investigation. Courses contributing to failing PIs and SOs areexamined [37]. The action items generated in the FCAR are at times evaluated to become tasks forthe standing committees for actual CQI action.The Faculty of Engineering has presented an

Conference Session

Knowing Our Students III

Collection

2006 Annual Conference & Exposition

Authors

Guili Zhang, University of Florida; YoungKyoung Min, University of Florida; Matthew Ohland, Clemson University; Timothy Anderson, University of Florida

Tagged Divisions

Educational Research and Methods

2006-1336: THE ROLE OF ACADEMIC PERFORMANCE IN ENGINEERINGATTRITIONGuili Zhang, University of Florida Guili Zhang is research assistant professor in College of Engineering, University of Florida. She received a Ph.D. in Research and Evaluation Methodology at the University of Florida. She also received a B.A. in British and American Language and Literature at Shandong University, China, and a Master of Education degree at Georgia Southern University. Previously, she served as a staff development specialist and researcher at Jinan District Education Commission, China, and took part in the writing and revision of the National Unified Text Books and Teacher’s Reference Books. She

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

change in university STEM education (No. arXiv: 1412.3037).Sarabia-Cobo, C. M., Sarabia-Cobo, A. B., Pérez, V., Hermosilla, C., Nuñez, M. J., & de Lorena, P. (2015). Barriers in implementing research among registered nurses working in the care of the elderly: a multicenter study in Spain. Applied Nursing Research, 28(4), 352–355. https://doi.org/10.1016/J.APNR.2015.03.003Steering Committee of the National Engineering Education Research Colloquies (2006). Special report: The research agenda for the new discipline of engineering education. Journal of Engineering Education, 95(4), 259–261.Subcommittee of Education Reform, U.S. Congress, U. S. H. of R. (2002). From research to practice: Improving America’s schools

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric L Huerta-Manzanilla, Universidad Autónoma de Querétaro; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

density functions usingthe maximum likelihood method. This made it possible to quantify the observations made in thechart. The results are shown in Table 2. Persisters Non-Persisters Institution Scale (m) Shape Scale (m) Shape A (53%) 15.99 0.46 7.73 0.59 B (38%) 6.43 0.74 3.47 0.81 C (50%) 41.67 0.58 14.29 0.65 D (31%) 13.26 0.68 4.50 0.77 E (57%) 37.74

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Brian Self, California Polytechnic State University; Ronald Miller, Colorado School of Mines; Tamara Moore, University of Minnesota; John Christ; Eric Hamilton, Pepperdine University; Barbara Olds, Colorado School of Mines; Heidi Diefes-Dux

Tagged Divisions

Educational Research and Methods

AC 2010-1756: SPECIAL SESSION: NEXT GENERATION PROBLEM-SOLVING:RESULTS TO DATE - MODELS AND MODELING USING MEASLarry Shuman, University of Pittsburgh Larry J. Shuman is Senior Associate Dean for Academics and Professor of Industrial Engineering at the University of Pittsburgh. His research focuses on improving the engineering educational experience with an emphasis on assessment of design and problem solving, and the study of the ethical behavior of engineers and engineering managers. A former senior editor of the Journal of Engineering Education, Dr. Shuman is the founding editor of Advances in Engineering Education. He has published widely in the engineering education literature, and is co-author

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Tuba Pinar Yildirim, University of Pittsburgh; Joel Townsend, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

subjectstransition between the various attributes 17.References1. Lincoln, Y. S. and E. G. Guba, Naturalistic Inquiry. Newbury Park, CA, SAGE Publications, 1985.2. Miles, M. B. and A. M. Huberman, Qualitative Data Analysis. Beverly Hills, Sage Publications, 1984.3. Bucciarelli, L. L. Designing Engineers. The MIT Press, Cambridge, MA, 1994.4. Brereton, M.F., et al. An Exploration of Engineering Learning. in ASME - Design Theory and Methodology. 1993.5. Besterfield-Sacre, M., E. Newcome, L. Shuman, and H. Wolfe, “Extending Work Sampling to Behavioral and Cognitive Concepts,” Industrial Engineering Research Conference, Houston, TX, May 16 – 18, 2004 (CD- ROM - 6 pgs.).6. Aft, L., Work Measurement and Methods Improvement, John

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay McCormack, University of Idaho; Ashley Ater Kranov, ABET; Steven W. Beyerlein, University of Idaho, Moscow; Patrick D. Pedrow P.E., Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Divisions

Educational Research and Methods

in the application of the rubric to future transcripts. The generaldecision rules are found on the first page of the rubric, which is located in Appendix B. Scoringrules per ABET skill are located on the corresponding ABET skill page in the rubric. Thesescoring aides allowed the research team to have only two research participants score each of thesubsequent transcripts. By reducing the number of participants, scoring time was reduced toapproximately 2 hours per transcript (2x45 minutes of scoring by individual raters + 30 minutesof sharing scores and forming consensus). The subsequent scores are shown in Table 6 whereraters produced a singular consensus score. This effort has produced a number of best practicesfor annotating transcripts

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yukiko Maeda, Purdue University; So Yoon Yoon, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

measurementframeworks: Classical Test Theory (CTT) and Item Response Theory (IRT); and (b) toinvestigate its relationship with academic-related variables to provide validity evidence.Approximately 600 freshmen enrolled in the fall 2010 FYE Program in a large Midwesternpublic university completed the Revised PSVT:R. Students’ academic performance, such asSAT/ACT subject scores and high school core GPA, were retrieved from the university archivesalong with students’ demographic backgrounds. The results indicated that the revised PSVT:Rmeasures a unidimentional subcomponent of spatial ability and the scores are reliable formeasuring spatial visualization ability of FYE students. They also indicated that the test isrelatively easy for this population.1

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Gloria Starns, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Educational Research and Methods

, and b) how can the informationobtained from student evaluation be used to improve student learning and instructional methods?Concept maps, rather than beginning with a single idea or topic begin with a “focus question”.Furthermore, concept maps promote the development of a student’s understanding by requiringthem to “link” one idea to another with a single word or phrase. Mind maps tend to encouragethe generation of ideas, while concept maps encourage the linking of concepts. Furthermore, 15concept maps are defined as tools for organizing and representing knowledge , and researchers

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Dale Baker, Arizona State University; Stephen Krause, Arizona State University

Tagged Divisions

Educational Research and Methods

. Knowledge/Background corresponded with Outcome (h) thebroad education necessary to understand the impact of engineering solutions in a societalcontext, and Outcome (j), a knowledge of contemporary issues. Math and Theory correspondedwith Outcome (a) an ability to apply mathematics, science and engineering appropriate to thediscipline. Problem Solving corresponded with Outcome (a) an ability to apply mathematics,science and engineering appropriate to the discipline, and Outcome (e) an ability to identify,formulate and solve engineering problems. Concepts, Think/Reason, and Logic correspondedwith Outcome (e) an ability to identify, formulate and solve engineering problems, Analyticalcorresponded with Outcome (b) an ability to design and conduct

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Uzma Shaikh, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Camilo Vieira, Purdue University; R Edwin García, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

categorize a problem better if thereexists an understanding of the deep structure of a problem, and this supports the problem solverin the quest of finding the correct solution approaches 17.Therefore, to effectively integrate these tools in engineering contexts, students can also developproblem solving and design skills in addition to inquiry skills, the adoption of a “practiceperspective” is needed 3. In a practice perspective the focus of learning is on participation inauthentic contexts where the learning experiences: (a) are personally meaningful to the learner,(b) relate to the real-world, and (c) provide an opportunity to think in the modes of a particulardiscipline 4. Since practice consists of a process of action and reflection in context 5

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Sergio Celis, Universidad de Chile; Mar Pérez-Sanagustín, Université Paul Sabatier Toulouse III; Jorge Baier, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

education at the University of Michigan.Dr. Mar P´erez-Sanagust´ın, Universit´e Paul Sabatier Toulouse III Mar P´erez-Sanagust´ın is a researcher and Associate Professor at the Computer Science Department of the Universit´e Paul Sabatier and associate researcher at the Pontificia Universidad Cat´olica de Chile. Her research interests are technology-enhanced learning, engineering education, Self-Regulated Learning, MOOCs and b-learning.Dr. Jorge Baier, Pontificia Universidad Cat´olica de Chile He is an associate professor in the Computer Science Department and Associate Dean for Engineering Education at the Engineering School in Pontificia Universidad Cat´olica de Chile. Jorge holds a PhD in Computer Science from

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

variables added statistically significantly to the prediction, p < .05. Regressioncoefficients and concomitant statistics can be found in Table 2 (below).Table 2. Multiple regression results for Academic achievement goals Academic B 95% CI for B SE B  R2 ΔR2 achievement goals LL UL Model .49 .24*** (Constant) 5.16*** 2.57 7.76 1.32 Academic motivation .899*** .69 1.11 .11 .35*** Confidence at .316*** .20 .44 .06 .21*** completing a degree

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Elnaz Douzali, University of Illinois, Chicago; Fazle Shahnawaz Muhibul Karim, University of Illinois, Chicago; Samuel Thomas Harford, University of Illinois, Chicago, PROMINENT Labs; Hereford Johnson, University of Illinois, Chicago

Tagged Divisions

Educational Research and Methods

, advance in their career, maintain personal finances, andobtain background on what it means to become and entrepreneur. These are essential topics inthe growth of individual engineers and in the field of Science, Technology, Engineering, andMathematics.Prior to entering university, engineering students may have been offered a high school coursesuch as Consumer’s Education. Consumer’s Education utilizes a multidisciplinary approach toteach high school students about the marketplace, decision making, money management,housing, basic necessities, and other relevant topics13. Each of these lessons aims to teachstudents about real life scenarios involving money and their future. B. Douglas Bernheim andDaniel M. Garrett have studied the long term effects

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Matthew K. Miller, Clemson University; Marian S. Kennedy, Clemson University

Tagged Divisions

Educational Research and Methods

; Snijders, T. A. B. (2003). A comparison of measures for individual social capital. Paper presented at the Creation of and Returns to Social Capital. Retrieved from http://www.xs4all.nl/~gaag/work/comparison_paper.pdf.16. Trenor, J.M., Gipson, K., and Miller, M.K. (2011). Developing a Survey Instrument to Characterize Social Capital Resources Impacting Undergraduates' Decisions to Enter and Persist in Engineering. Proceedings of the 2011 Frontiers in Education Conference, Rapid City, South Dakota.17. Merriam, S. B. (2002). Qualitative research in practice: Examples for discussion and analysis. San Francisco: Jossey-Bass.18. Van Note Chism, Douglas, and Hilson (2008). Qualitative Research Basics: A Guide for Engineering Educators