Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Nicholas Greenfield, Georgia Institute of Technology; Emily Orton, Georgia Institute of Technology; Rohan Banerjee, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

,recommendation, or favoring by the United States Government or any agency thereof. The viewsand opinions of authors expressed herein do not necessarily state or reflect those of the UnitedStates Government or any agency thereof.References[1] P. Maxigas, "Hacklabs and hackerspaces:Tracing two genealogies," Journal of Peer Production, no.2, Jul. 2012, Accessed: Jun. 29, 2020. [Online]. Available: https://eprints.lancs.ac.uk/id/eprint/88024/.[2] S. Mersand, "The State of Makerspace Research: a Review of the Literature," TechTrends, vol. 65, no. 2, pp. 174–186, Mar. 2021.[3] R. Dattakumar and R. Jagadeesh, "A review of literature on benchmarking," Benchmarking: An International Journal, vol. 10, no. 3, pp. 176–209, Jan. 2003.[4] R. M. Epper

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bill M. Diong, Kennesaw State University; Craig A. Chin, Kennesaw State University; Sandip Das, Kennesaw State University; Ayse Tekes, Kennesaw State University; Walter Thain, Kennesaw State University

Tagged Divisions

Educational Research and Methods

students along with the resulting output waveform of the amplifieras presented in Figure 2(b2). Students were asked to analyze the given circuit to identify thepossible reason(s) why the output waveform was distorted (the lower half was cut-off).Since the modality, the student population, and the challenge questions were different in the Fall2019 and Spring 2020 semesters due to the ongoing pandemic, a direct comparison of theassessment results cannot be made. However, assessment results for both modes reflect somecommon areas of improvement and provides a qualitative understanding of the student skilllevels in this course. Based on our preliminary assessment results, we plan to develop a rigoroustroubleshooting skill improvement instructional

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

is seen either via the lens of structural componentpresence/absence or via their thought process (content, discursiveness and reflectivity). Thisleads to the observation that students focus on articulating the claim rather than justification ofthe claim. Seah and Magana (2019) note that student arguments were not supported by sufficientor quality evidence to justify their design choices in Information Technology.IMPLICATIONSThese findings have implications for future research, for the development of instructionalmaterials for engineering classrooms, and for undergraduate engineering degree programs. Asengineering educators and researchers begin to explore this topic, they have many lessons tolearn from the extant research in science and math

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

Requirements Through 2018. LuminaFoundation, 2010.[4] A. P. Carnevale, N. Smith, and J. Strohl, “Recovery: Job Growth And EducationRequirements Through 2020,” Jul. 2013.[5] G. Markle, “Factors Influencing Persistence Among Nontraditional University Students,”Adult Educ. Q., vol. 65, no. 3, pp. 267–285, Aug. 2015.[6] “National Center for Educational Statistics: Enrollment in Postsecondary Institutions Fall2011 and graduation rates, selected cohorts 2003-2008. Retrieved fromhttps://nces.ed.gov/programs/digest/d11/tables/dt11_200.asp.”[7] C. Hittepole, “Nontraditional Students: Supporting Changing Student Populations.” StudentAffairs Administration in Higher Education, 2015.[8] R. Brindley and A. Parker, “Transitioning to the classroom: reflections of

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou, University of Michigan

Tagged Divisions

Educational Research and Methods

,” J. STEM Educ., vol. 18, no. 2, pp. 10–17, 2017.[4] T. Kinoshita, G. Young, and D. B. Knight, “Learning after learning: Perceptions of engineering alumni on skill development,” Proc. - Front. Educ. Conf. FIE, vol. 2015- Febru, no. February, 2015.[5] L. C. Strauss and P. T. Terenzini, “The Effects of Students’ In- and Out-of-Class Experiences on their Analytical and Group Skills: A Study of Engineering Education,” Res. High. Educ., vol. 48, no. 8, pp. 967–992, Dec. 2007.[6] G. Young, D. B. Knight, and D. R. Simmons, “Co-curricular experiences link to nontechnical skill development for African-American engineers: Communication, Teamwork, Professionalism, Lifelong Learning, and Reflective Behavior Skills,” in 2014

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afroditi Vennie Filippas, Virginia Commonwealth University; Rebecca Segal, Virginia Commonwealth University ; Alen Docef, Virginia Commonwealth University

Tagged Divisions

Educational Research and Methods

. Question pertained to the topics currently covered in theDifferential Equations course and their perceived importance by the respondents. There is avariation between these topics and those surveyed in 2017; this reflects the desire of the team tooffer some other topics not covered in 2017.Question 2: What is your perception of what the students learn and/or the level of instruction inMATH 301 (Differential Equations – in terms of topics covered) (Conditional on answering“yes” to Question 1 above).Fourteen people answered this question; the results can be seen in Graph 3. As can be noted, noengineering faculty chose “Exceeded Expectations”, thus confirming the necessity of thisinitiative, but 71% claimed that the course and/or student achievement

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team and survey participants fortheir engagement with this study.References [1] M. Credé and N. R. Kuncel, “Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance,” Perspectives on Psychological Science, vol. 3, no. 6, pp. 425-453, 2008. [2] A. Godwin, “Unpacking Latent Diversity,” in American Society for Engineering Education (ASEE) Annual Conference and Exposition, Columbus, OH, 2017. [3] J. J. Lin, P. K. Imbrie, K. J. Reid, and J. Wang, “Work in progress—Modeling academic success of female and minority engineering students using the student attitudinal

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

rebecca devasher, Rose-Hulman Institute of Technology; Patrick Ferro, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley; David Mutchler, Rose-Hulman Institute of Technology; shannon sexton, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

differently from students in RH 330and PH 113. Therefore, post-course comparisons were run after computing difference scores foreach course. This was done by subtracting students’ post-course ratings from their pre-courseratings. An ANOVA to compare courses was then run on the difference scores. This is done sothat any differences found better reflect actual differences between courses rather than inflateddifferences due to the unequal starting point. Page 12.514.6When comparing student survey responses across courses, 1 statistically significant differenceappeared. Students in CSSE 371 reported a significantly lower increase in tablet PC usage frompre

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia; Sabbia Tilli, University of Western Australia

Tagged Divisions

Educational Research and Methods

, consulting and reassessing as and when necessary iv. Metacognitive monitoring of oneself, people needing attention and the general process of the case, problem, project or situation.The time dimension provides for instant reflex actions (short term), and deliberative diagnosisand action with review and reflection (long term). The survival dimension involves theconstruction of learned routines that become tacit over time enabling the professional to respondquickly to situations with increasing responsibility and complexity.None of these studies provide detailed information on what the graduates are actually doing intheir work and hence can provide information to evaluate in detail the strengths and weaknessesof their undergraduate

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Holly Matusovich; Ruth Streveler, Purdue University; Heidi Loshbaugh, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

change with time and relate toexperiences they are having on campus.In his third year, Joe talks about balancing skills and knowledge with “willingness to learn andexplore”. During this time he is trying to decide if he should pursue industry or research and hisinterview responses reflect his struggle with this decision. His basis for distinguishing thebetween two career avenues is not clear.By her fourth year, Anna’s beliefs about skills needed for success are more grounded inengineering. Similar to Hillary’s answer in the first year, Anna’s answers are generic. Annatalks about having “many, many skills: writing skills; people skills; management skills; skills tobe aware of, of umm, the project as a whole and where you’re going with it” and

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Kristyn Jackson, Stanford University; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

) and do not necessarily reflect the views of the National Science Foundation. Inaddition, the authors thank Dr. George Toye for tending to the database storage needs of theproject, Elizabeth Lee for her assistance in coding the data, Mia Clark for her assistance inediting, and Patrick Ferguson for providing data on the School, as well as Claire Dwan and hertranscription services.References1. S.D. Sheppard, K. Silva, "Descriptions of Engineering Education: Faculty, Student and Engineering PractitionerPerspectives," 2001 Frontiers in Education Conference Proceedings, October 9-11, 2001, Reno, NV.2. L. Saks, “Undergraduate Science Majors

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Emily Wischow, Purdue University, West Lafayette; Lynn Bryan, Purdue University; Shanna Daly, Purdue University

Tagged Divisions

Educational Research and Methods

secondary classroom, and the application/presentation component. This willprovide more closure to the lesson and allow teachers the opportunity to synthesize the data thatthey collect and make sense of it. Additionally, while teachers work on their presentations, theywill have opportunities to interact with members of the professional development team anddiscuss conceptual questions in small groups. The post-lesson discussion period will also bemore directed towards means of classroom implementation to provide a more organized forumfor teachers to reflect on implementation.It is important to note that although we were interested in exploring how teachers connectedconcepts from quantum dots to their curricula (research question 1), we were not able

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Gillian Nicholls, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

order to apply the findings ofthis research to future school settings, the data collection would have to be limited to a quantityand scope that would not be onerous to busy educators. Thus a strategic decision was made tolimit the set of potential variables to a more manageable size. The BY data from 8th grade wasthe earliest data collected about the students and represented the earliest point in the NELS studyat which academic assessments could be made. Prior research findings in the literature were Page 13.55.5used to select a smaller set of variables to be tested. A set of 66 variables was selected. Thesevariables reflected aspects of

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Mary Anderson-Rowland, Arizona State University

Tagged Divisions

Educational Research and Methods

students in an academic scholarship program going intograduate school full-time and over a 30% rate of such transfer students.I. IntroductionFor some time, there has been a growing concern about the future of the United States in terms Page 13.1287.2of new discoveries and inventions. One of the people leading this battle cry is Professor Romer,“a big-name Stanford University economist.”1 He argues that discoveries don’t simply appearwhen inspiration strikes, but reflect the effort put into innovating. The bottom line for thisconcern is that the number of undergraduate engineering degrees being earned in the UnitedStates has been declining since 1996

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

program. This approach isholistic, comprehensive in nature and includes developers, designers, instructors, students andevaluators with a broad focus on the effectiveness of the program and is consistence with theapplied research. Type I studies can be characterized by their reliance upon contextually specificprojects and contextually specific conclusions.3 This approach includes improvements in theinstructional program and the conditions which are conducive to efficient design, development,and/or evaluation of the instructional program.4,5,6, 7 Additionally, some Type I developmentalstudies reflect traditional evaluations in which the actual development process is not formallyaddressed; rather, only the product or program evaluation is described

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

structure, knowledge is gained by support, participation and nurturingwith others17,18. These areas of motivation were assessed because of their strong connection toachievement, spending time on complex activities, learning and growth goals, the use of deeperand more reflective strategies for learning, more risk taking and the focus on the learningprocess21.Valuing Science It is a goal of the HARP program for students to learn to value science education,discovery and future careers in science. This goal will be assessed specifically by measuring theincrease in students valuing the problem solving process, the calibration process, the scientificmethod in application to real life problems, documenting for repeatability, data analysis

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Joanna Garner, Pennsylvania State University; Allen Gaudelli, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Michael Alley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

the research on learning and multimedia presentationdesign, which emphasizes the importance of providing images that promote integration betweenconcepts. Not reflected in Table 3 are the decorative images from the use of PowerPoint defaultbackgrounds, such as those shown in Figure 5. In our survey, we determined that 47% of theslide sets examined of slides used such a background. As asserted by Carney and Levin,19 suchdecorative images slightly reduce the comprehension by audiences.Table 3. Common practice statistics on image level.Classification Definition StatisticsDecorates Not relevant to text 5%Partially Represents

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Robert Leicht, Pennsylvania State University; John Messner, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Hyeon Woo Lee, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

the videos in order tolearn the material necessary to be successful in the quizzes. This helps to assure that studentswill be prepared for the in-class activities. Second, the instructor can use the results of thequizzes as a launching point for discussion and adjust the class plan as necessary to address anystudent misconceptions or lack of understanding, in a form of just-in-time teaching. 8The classroom flip method may be perceived to be particularly beneficial to students who prefercertain types of learning environments. According to the Felder-Solomon Learning Styles Index,students may classify themselves along four dimensions as being a certain type of learner:active/reflective, sensing/intuitive, visual/verbal, and sequential/global

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Richard Layton, Rose-Hulman Institute of Technology; Susan Lord, University of San Diego; Matthew Ohland, Purdue University

Tagged Divisions

Educational Research and Methods

consider new ways to thinkabout our data. As Tufte says, “if displays of data are to be truthful and revealing, then the logicof the display design must reflect the logic of analysis”.5 Multiway plots assist us in extractingthe story the data tell. Page 14.1009.4Method and results: transforming column charts to multiway plotsEighth-semester persistence data. To interpret multiway plots in contexts that speak toengineering education audiences, we use categorical data from MIDFIELD (the Multiple-Institution Database for Investigating Engineering Longitudinal Development) on eighthsemester persistence disaggregated by race and gender. MIDFIELD data

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Rick Covington, California State University-Northridge; G. Michael Barnes, California State University-Northridge

Tagged Divisions

Educational Research and Methods

based on the work students self reported they had donewith respect to course and project assignments. Again, the purpose of the assessment and itsevaluation was to have the student’s reflect upon their time management periodically during thecourse. The six assessment surveys are posted on the web7. The class had two medium-sizedprogramming assignments, a midterm, and a final. Each programming assignment was to becompleted within 6 weeks. All grades were percentages.In study 1 we report results from two analyses. First, we test our hypothesis by examining thecorrelation between all 47 student assessment, exam, and program grades. Second, we examinethe fourth and sixth assessment scores to evaluate the validity of the assessment questions. Wehope

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Nadia N. Kellam, Arizona State University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Donna M. Riley, Virginia Polytechnic Institute and State University; Diane T. Rover, Iowa State University; Noah Salzman, Boise State University; James D. Sweeney, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: built into the key program features were evaluation criteriathat efforts be “radically, suddenly, or completely new; producing fundamental, structuralchange; or going outside of or beyond existing norms and principles” [6]. With an innovativedepartment head or dean at the helm, change had to be rooted in engineering education research,a social science understanding of organizations, and a theoretical change framework that couldmove research to practice, with team composition reflecting this varied expertise. Facultydevelopment efforts, incorporation of professional practice, and a plan for scalability thatcountered anticipated obstacles had to be baked in to the original vision and project plan.With NSF investing relatively large amounts of

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana Jaleh Arya, University of California, Santa Barbara; Noreen Balos, University of California, Santa Barbara; Maria Teresa Napoli, University of California, Santa Barbara; Elizabeth Sciaky, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

& Lechuga, 2017; Trowler, 2014).Researching such learning communities involves a systematic exploration of many contextualaspects, including “the culture of the institution, the administrative hierarchy, students, faculty,and external constituencies” (Pasque & Lechuga, 2017, p. 2).The recent surge in ethnographic or participant-centered, qualitative research in higher educationaligns with an increased awareness that classrooms, programs, lectures, work sessions and thelike all operate within a system that is multilayered and often hierarchical (Bryk, Sebring,Allensworth, Easton, & Luppescu, 2010). As such, final scores or reflections may hint at thecomponents, activities, and resources most useful to, or constraining the

Conference Session

Motivation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Michele Carolynn Williams, University of Texas, El Paso

Tagged Divisions

Educational Research and Methods

of Peer Designed Instruction? 2. Does Peer Designed Instruction increase student motivation when compared to other courses students have taken at the University of Texas at El Paso? 3. Does motivation in this context change based on gender? 4. Does motivation in this context change based on the student having been a Student Instructor?To answer these questions, a mixed-methods approach was used to collect student feedback via athree-part survey. In the first part, a series of multiple choice and open-ended questions wereincluded to allow students the opportunity to reflect on their experience. Questions one throughten are a set of introductory open-ended questions related to the

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sixing Lu, University of Arizona; Loukas Lazos, University of Arizona; Roman Lysecky, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the total activity time and total lecture time on a specific concept. From ​Figure9(b), we observe that the basics concept had the highest weight in the exam. However, the pointsallocated to exam questions on conditions and functions does not align well with the timeallocated for class time. Conditions, which has the least class time, accounted for 9.17% of theexam grade, whereas functions accounted only for 5.42%, despite devoting the highest amount ofclass time. This analysis empowers instructors to design fair exams based on their in-class timeallocation or adjust the in-class activities to reflect the exam expectations.Preceptor SurveyTo measure the overhead of the FEAL form administration and its impact on the preceptors’ability to

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods

information independently[66]. This mechanism reduces the cognitive load of storing information and allows for greaterinformation processing capacity.When engaging in problem solving, experts have been shown to participate in systematic real-time “reasonability” checks, contrasted with novices who proceed to the end without taking timeto reflect [67]. This behavior of expert problem-solvers perfectly aligns with our definition ofengineering intuition as the ability to assess solutions. In real-world engineering, ill-definedproblems are of particular interest. Studies have shown that ill-defined problems are often notsolved systematically, but rather through reactionary, intuitive processes to navigate thedecisions of problem-solving [68].Motivation

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Educational Research and Methods

, Effective Learning.”, Palo Alto, CA: Davies-blackPublishing, 1995.11. Dale, E., “Audiovisual Methods in Teaching,” (3rd ed.), New York: Dryden Press, 1996.12. Wankat, P.H., “Reflective Analysis of Student Learning in a Sophomore Engineering Course,” Journal ofEngineering Education, Vol.88, no.2, 1999, pp.195 -203.13. Finelli, C., Klinger, A., & Budny, D.D. (2001), “Strategies for Improving the Classroom Environment,” Journalof Engineering Education, Vol 90, no.4, 2001, pp. 491-497.14. Smith, K.A., Sheppard, A.D., Johnson, D.W. & Johnson, R.T. (2005), “Pedagogies of Engagement: Classroom-Based Practices,” Journal of Engineering Education, Vol. 94, no.1, 2005, pp. 87-101..

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maya Denton, University of Texas, Austin; Nathan Hyungsok Choe, University of Texas, Austin; Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; David B. Knight, Virginia Tech; Whitney Wall Bortz, Virginia Tech; Timothy Kinoshita, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the experiences theygain through their funding. Additional attention should focus on the role of postdoctoralpositions both in industry and academia on engineering doctoral career advancement. Educationwas categorized for all positions within academia and K-12 employment. Future work shouldinvolve looking at what types of positions graduates obtain within Education, such as tenure-track faculty positions or lecturer or other part-time positions.AcknowledgementsThis research was funded by the National Science Foundation through grants #1535462 and#1535226. Any opinions, findings, and conclusions in this article are the authors’ and do notnecessarily reflect the views of the National Science Foundation.ReferencesAustin, A.E. (2002). Preparing

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

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stefanos Papanikolaou, West Virginia University

Tagged Divisions

Educational Research and Methods

outcomes, reflecting the skills and attributes that all MechanicalEngineering students are expected to possess at the time of graduation. These student outcomesare based on documentation collected during the annual assessment process and represent acombination of direct and indirect measures, such as the performance of student work, FE examresults, formal survey data, as well as data of specific curriculum courses' completion. Thecourse of Thermodynamics represents a significant portion of the FE exam (~10%). In thisevidence-based practice study, students were tested weekly under the FE exam format (3 minutesper question, 4-5 questions) in a pre-set time interval. The exams were administered throughGoogle Classroom and Google Forms, and students

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

researchprojects that were funded by the universities. The data presented in this study has been collectedfrom a total of 13 research projects in the fields of architecture and manufacturing. Both currentand past research projects have been included to reflect on if undergraduate research (UR)encouraged them in future research opportunities, whether UR encouraged them to enter intograduate schools, or UR impacted their professional development. All the data presented for eachproject including students current position has been tracked over time and collected by theauthors. Student demographic data has been presented in the study to see if there is any effect ofgender, students’ academic year, GPA, immigration status, on their willingness to be engaged