Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

, B., & Kay, R. (2016). The relationship between research self-efficacy, research disposition and publication output. Educational Psychology, 36(2), 347-361.9. Pasupathy, R., & Siwatu, K. O. (2014). An investigation of research self-efficacy beliefs and research productivity among faculty members at an emerging research university in the USA. Higher Education Research & Development, 33(4), 728-741.10. Walker, G. E., Golde, C. M., Jones, L., Bueschel, A. C., & Hutchings, P. (2009). The formation of scholars: Rethinking doctoral education for the twenty-first century (Vol. 11). John Wiley & Sons.11. Eagan Jr, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Secil Akinci-Ceylan, Iowa State University; Kristen Sara Cetin P.E., Iowa State University; Renee Fleming; Benjamin Ahn, Iowa State University; Andrea E. Surovek, South Dakota School of Mines and Technology; Bora Cetin, Iowa State University; Paige Taylor

Tagged Divisions

Educational Research and Methods

undergraduate students, facultymembers, and practicing engineers and their approaches to an ill-structured problem using verbalprotocol analysis to document and assess problem solving approaches and evaluate differencesbetween the three groups. Thus far, we have worked on the development of the ill-structuredproblems and are currently in the pilot-test phase. A summary of the procedures followed thus farfor problem formulation and pilot testing are included in Part A of the methodology. This isfollowed by the planned methods to be followed for the remainder of the study in Part B-D.A. Procedures for Problem Formulation The first task includes the design of ill-structured problems that could be presented toparticipants to better understand their

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Hergenrader, University of Southern California, Information Sciences Institute; Joanna Drummond, University of Pittsburgh; Jihie Kim, University of Southern California

Tagged Divisions

Educational Research and Methods

: Cambridge University Press.11 Cohen, J. (1960). A coefficient of agreement for nominal scales, Educational and Psychological Measurement, 20: 1, 37-46.12 Forzano, Lori-Ann B., Gravetter, Frederick J. (2009). Research Methods for the Behavioral Sciences. Belmont: Wadsworth Cengage Learning.13 Cohen, J. (1960).14 Drummond, J., Kim, J. (2011).15 VanLehn, K., Graesser, A., Jackson, G., Jordan, P., Olney, A., and Rosé, C. (2007). When Are Tutorial Dialogues More Effective Than Reading?. Cognitive Science, 31: 1, 3-62.16 Mazzolini, M., and Maddison, S. (2003). Sage, guide, or ghost? The effect of instructor intervention on student participation in online discussion forums. Computers and

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Maria Chierichetti, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

documents that successful course completion is lower in online courses than intraditional face-to-face courses [21]. Both course completion rates and withdrawals are worse inSTEM courses [22], particularly in lower level STEM courses [23]. A lack of engagement andlower successful completion rates have been shown in online physics courses [24] as reported byMurphy and Stewart. Murphy and Stewart used eight years of data with 3,032 students tocompare face-to-face lecture courses with three semesters of a hybrid course with online lecturesand face-to-face laboratories. They found that there was a 11% lower successful completion rate(A/B/C) for students in the hybrid course compared to the solely face-to-face course. Thesefindings in STEM courses are

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

3: I. Fully understands (excellent definitions) a. “Learning the process to learn” b. “For a person to continually learn about new things throughout their lifetime” c. “Being able to identify the need to continuously expand knowledge and adapt to ever evolving technologies.” II. Understands (good definitions) Page 23.479.7 a. “Being able to apply previously learned material and adapt it towards new problems.” b. “To me, lifelong learning means constantly learning new ideas and applying this new knowledge to my everyday life.” c

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

management. - Students need help to learn effective time management [7].Table 2b. Other criteria deemed important for the feasibility of the teaching methodsCriteria Rationale for including criteria a. Need for instructor resources. With large classes, the TMs require a lot with respect to instructor time allocated per student e.g. feedback, grading of assignments. This criterion assesses the overall instructor workload. b. Need for technical resources. The technical feasibility of the TMs must be assessed. Does the approach require advanced technology? This criterion

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

requiredroughly 45 minutes and participants received a $10 gift card for their time. The InstitutionalReview Board approved the study. All of the results presented in this paper come from thesubset of questions shown in Figure 1. The complete set of questions are in Appendix B Duringthe interview, there were some other questions between the four listed in Figure 1. 7) Did you participate in any projects in your engineering classes in your first semester? If so, tell me about the projects. What kinds of activities did you do to complete the project? 8) Is there anything (in or out of class) from the first semester that affects how you approach design now? 12a

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #31462Impacting Students from Economically Disadvantaged Groups in anEngineering Career PathwayDr. Manuel Jimenez, University of Puerto Rico, Mayaguez Campus Dr. Jimenez is a professor at the Electrical and Computer Engineering Department in the University of Puerto Rico Mayaguez (UPRM). He earned his B.S from Universidad Autonoma de Santo Domingo, Do- minican Republic in 1986, M.S. from Univ. of Puerto Rico Mayaguez in 1991, and Ph.D. from Michigan State University in 1999. His current teaching and research interests include design, characterization, and rapid prototyping of information processing systems

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Minichiello P.E., Utah State University; Joel Raymond Hood, Utah State University - Engineering Education; Derrick S. Harkness, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

science, technology,engineering, and mathematics (STEM) educators in an easily accessible and compelling form:that of an online forum student usage model. Recent work in engineering education providesprecedent for the use of personas to communicate research findings [10-12]. Moreover, incommunicating our findings using personas with contextualized scenarios that describe how thepersonas choose to actively engage (or not engage) with the online forum, we anticipate (a)improved transfer of contextual findings to a broad audience of STEM education stakeholdersand (b) heightened motivation and confidence among STEM educators toward implementingonline forums in order to increase participation of diverse, nontraditional undergraduates.Prior Use of

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Doug Reeve P.Eng., University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

the development of WebPA: An on- lne peer moderated marking tool," British Journal of Educational Technology, vol. 40, no. 2, pp. 329-341, 2009.5 M. Ohland, H. R. Pomeranz and H. W. Feinstein, "The Comprehensive Assessment of Team Member Effectiveness: A New Peer Evaluation Instrument," in American Society of Engineering Education Annual Conference, Chicago, IL, 2006. J. E. Deaton, B. Bell, J. Fowlkes, C. Bowers, F. Jentsch and M. A. Bell, "Enhancing Team Training and6 Performance with Automated Performance Assessment Tools," International Journal of Aviation Psychology, Page 24.1293.11 vol. 17, no. 4

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Computer Assisted Learning, vol. 23, pp. 410-424, 2007.[3] D. H. Jonassen, J. Howland, J. Moore, and R. M. Marra, Learning to solve problems with technology: A constructivist perspective. Prentice Hall, 2002.[4] J. van der Meij and T. de Jong, "Supporting students' learning with multiple representations in a dynamic simulation-based learning environment," Learning and Instruction, vol. 16, pp. 199-212, 2006.[5] B. Means, Y. Toyama, R. Murphy, M. Bakia, and K. Jones, "Evaluation of evidence- based practices in online learning: A meta-analysis and review of online learning studies," US Department of Education, 2009.[6] D. G. Elms and C. B. Brown, "Intuitive decisions and heuristics–an alternative

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte

Tagged Divisions

Educational Research and Methods

engineeringeducation. Contrasting research results regarding the importance of “social engagement” in theacademic success and retention of freshman engineering students suggest the way researchershave conceptualized and measured the construct in current research literature may beproblematic.Statement of Research Purpose This paper provides a critical analysis of the existing literature related to the construct of“social engagement,” which has been studied as an important predictor of engineering studentretention and academic success. For the purpose of this paper, we include both behavioral andaffective dimensions of social engagement and conceptualize the construct as having threecategories, a) Participation in co-curricular activities, b

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

[2]  L a a yw W W Figure 1 a) Case Study with Spring-Pulley b) Case Study with Spring-Pulley Pivoted Beam Configuration Configuration• Spring-pulley systems are excellent candidates for classroom demonstration at this pre- knowledge level.• Spring-pulley systems require applications of concepts, including, but not limited to free- body diagrams, static analysis, Hooke’s law, algebraic and trigonometric concepts, and pulley movement concepts.• The system can

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

students who have had the benefit of the new math classes have not alltaken a correlated engineering course, so the team is working on establishing baselines andsubstantive tracking mechanisms. The mechanisms for establishing baselines will include: 1. A survey of current ABET assessment of student math skills, separated under the relevant math topics being examined. Reports from the previous two ABET cycles will be utilized. 2. A set of new questions will be added to the current assessment mechanisms: a. Original questions will provide a map to prior student achievement; b. New questions will capture more in-depth understanding of collateral skill achievement, such as algebra. 3. The 2017 and 2019

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

Tagged Divisions

Educational Research and Methods

work.AcknowledgementsThis research was supported by a grant from the National Science Foundation (#1252372).Bibliography[1] Becker, H. & Blanche Geer (1957). “Participant observation and interviewing: A comparison.” Human Organization, 16(3): 28-32.[2] Becker, H. (1993). How I learned what a crock was. Journal of Contemporary Ethnography, 22:28-35.[3] Stevens, R. Johri, A., O’Connor, K. (2014). Professional Engineering Work. Johri, A., & Olds, B., (Eds). Cambridge Handbook of Engineering Education Research.[4] National Academy of Engineering of the National Academies (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington D.C.: National Academies Press.[5] Stevens, R. (2000). “Divisions

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; daniel ferguson, Illinois Institute of Technology; Elizabeth Howard, Illinois Institute of Technology; June Ferrill, Rice University; Lisa Getzler-Linn, Lehigh University

Tagged Divisions

Educational Research and Methods

able to see a much more comprehensive approach to writing an actual“code” and one to which they could then assign measures.The grading score used by Lehigh was somewhat different than that used by IIT. The Codeswere evaluated relative to their own worksheet options (rather than requiring “1 from column Aand 2 from column B”). For example, if a team ended up with four canons that made sense, theygot 40 out of 40 points for that section. The Overarching Standard was worth 10 points, eachcanon was worth 10 points (minimum of 4) and the overall thoroughness and correct assignmentto the 7 Layers of risks/ behaviors identified was worth 10 points. Thus, a team that wrote fourcanons, scored a 9 for their Overarching standard and an 8 for their

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Chandralekha Singh, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

have with questionsrelated to the force on a charged particle in an external magnetic field:Question (4): A particle with charge +q and speed v enters a region with uniform magnetic fieldof magnitude B pointed opposite to the direction of the particle's initial velocity as shown below.How will the motion of the particle be affected as it moves through this region? Page 13.718.9In response to the question (4) above, students performed significantly better on the post-testcompared to pre-test. The most common incorrect response to question (4) was option (c)followed by options (d) and (e). Interviewed students were asked such questions in the context ofa lecture-demonstration related to the effect of bringing a powerful bar

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

so that I can earn a good grade in the class. If I didn’t feel to pressure to be successful in a course, I would want to develop a deeper understanding of the subject of the course by applying the concepts to real-life situations.” C C C “Rote learning is not rewarded from my experiences in engineering courses. I feel, professors are always emphasizing us to have a deeper intuition. However, quite a bit of the homework can be completed using rote learning. The best I have done in an engineering class is when I have had a deep conceptual understanding of the concepts. The reason being, I struggled less during tests. (sic)” C B

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Daniel Forciniti, Missouri University of Science & Technology

Tagged Divisions

Chemical Engineering, Educational Research and Methods

of using the screenFDSWXUHVRIWZDUHDQGSURGXFLQJWKHYLGHRLVVWLOOLQVWUXFWRU¶VIXOOUHVSRQVLELOLW\. The instructor isrequired to make the time investment needed to learn and use the software, and very often time isa very valuable commodity for faculty members.Finally, another strategy involves creating videos by combining animated slides and pictures onan audio narrative that serve as WKH³VSLQH´RIWKHYLGHRSURGXFWLRQ7. In addition video clip can beincluded in this structure. We found this strategy as effective due to its two major strengths: a) The faculty was able to fully control the instructional materials that were the focus of the produced video; b) This strategy facilitated a better division of labor. The faculty member

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natasa S. Vidic, University of Pittsburgh; Nur Ozge Ozaltin; Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

), ”The Impact of Simulating Real Life Experiences in Engineering Education: A Case for Model Eliciting Activ- ities”, to be submitted to Journal of Engineering Education. • Vidic, N. and Norman, B. (2013), ”Dynamic Assignment: One-cycle and two-cycle math formulations” submitted to International Journal of Opera- tions and Production Management. • Barbot, E., Vidic, N., Gregory, K., Vidic, R.D. (2013) ”Spatial and Temporal Correlation of Water Quality Parameters of Produced Waters from Devonian-age Shale follow- ing Hydraulic Fracturing”, Environmental Science & Technology, 47, 2562-2569. • Kelmendi-Doko A., K. G. Marra, N. Vidic, H. Tan, J. P Rubin (2013) ”Adipogenic Growth Factor-Loaded Microspheres In

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou

Tagged Divisions

Educational Research and Methods

possibly variably-sized clusters. In this analysis the silhouettescore, a graphical representation of how similar an object is to other objects within its cluster,should be maximized for the optimal number of clusters.[28] Figure 3b shows that the optimalnumber of clusters is between 3 and 4, in agreement with the results of the K-Means Clusteringmethod. Manual inspection of the resulting clusters suggests that four clusters are reasonable.Therefore, we find that including non-participants, there are five clusters of participation.Figure 3. (a) Sum of squared distance of different number of clusters for determining the numberof clusters in the K-Means Clustering algorithm, and (b) the silhouette score used fordetermining the number of clusters in

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

or corrections? Please verify the following information about your plans following the completion of your undergraduate degree. P1 Plans for after graduation: P2 How have your plans changed since you have been at the school? P3 Other than going to graduate school, what other options did you consider after graduating from college? P4 Please describe those in more detail. a Graduate School: b Working: c Other: Please tell us about how you chose your dual degree master’s program. M1 How did you search for graduate school

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Stickgold-Sarah, Massachusetts Institute of Technology; Rebecca Thorndike-Breeze, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

: (a) as guidelines for students drafting the proposal; (b) as a template for feedback from communication instructors; (c) as a structure for students giving peer review; and (d) in a modified format as a final grade sheet for the proposal.Teaching students the rhetorical moves necessary to make those tacit assumptions explicitenabled our communication instructors to guide students through a difficult bottleneck. Becausestudents working in these research labs are essentially novice engineers, they may elide thelogical progression that links their own work to a real-world problem. As communicationinstructors teach the rhetorical moves of the problem statement - focusing in particular on thefirst three, and on student

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

team (A). “Whereas in A I have, you know, a lot of people who can help and like conflicting opinions are usually a good thing when you working on a project like this scale because Page 22.1447.9 there I mean usually if we work something out it is going to be the best solution. Where if I only have 3 people who can tell me what to do in Team B then I feel like I am going to get a much worse solution.”Communication, trust, and mutual respect were also important components of the students‟discussions of interdisciplinary engineering teams. Sarah, for example, described, “I think as long as there is mutual

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

only moderately correlated across course contexts (.44 < r < .46, n = 94), butstrongly correlated across time (r = .71, n = 79).We predicted intrinsic and extrinsic goal orientation using a linear model of the form Y = β0 + βterm (Fall 2020) + βtime (Week 11) + βint (Fall 2020 and Week 11) (1)Two models were considered: (A) a model considering only main effects βterm and βtime , and (B)a model including an interaction effect βint allowing for different changes in motivation over timein the two cohorts. The dependent variable has been scaled to have µ = 0 and σ = 1. Thus βtermrepresents the effect size for cohort (COVID and non-COVID) and βtime represents the effect sizefor time point within the term (week 11 vs. week 3

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical University, Daytona Beach; Kari L. Jordan, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

with professional characteristics affect which stage ofchange faculty are involved in, a significant regression equation was found (F(27,30) = 2.177, ρ< .05) with an R2 of .662. The following factors were found to significantly influence facultyusage of active learning:  Availability of physical resources (equipment, technology, supplies, etc.) (B = -.706, p < .01)  Self-confidence to implement alternative teaching techniques (B = .486, p < .01)  Number of classes taught per term (B = -.508, p < .005)  Number of students enrolled in the class (B = .444, p < .05)Availability of physical resources is neither a driving nor restricting force among respondentswhen they are at the pre-contemplation stage (without

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science and Technology; Ioan Gelu Ionas, University of Missouri Columbia; Harvest Collier, Missouri University of Science and Technology

Tagged Divisions

Educational Research and Methods

.Self-explanation and deep learningThe term self-explanation or self-generated explanation 2 refers to the explanation a learnergenerates on his or her own as opposed to the explanations provided by an external source suchas an instructor or a book. Reported gains in science education attributed to the use of self-explanation are overwhelming, with self-explainers sometimes performing twice as well as thenon-self-explainers 4. Self-explanations are usually more effective than the explanationsprovided by others because (a) they require students to actively elaborate their prior knowledge,thus triggering more constructive processes, and (b) self-explanations are usually very welltargeted toward the student’s specific problem or issue.The effect

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; Ann Sitomer, Oregon State University; John Ivanovitch, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

job descriptions. Thus, change initiatives should assess these features prior to commencing.This assessment should lead to the development of change strategies to support individual andinstitutional characteristics that promote the use of evidence-based instructional practices.Prior to the start of a university-wide change initiative, we focus on identifying the features ofthree engineering academic departments that are likely to influence improvement in teachingpractices. This research was guided by two questions: (a) Within a doctoral-research institution,what are the characteristics of three engineering academic departments and of individuals withinan academic department that influence the improvement of teaching and learning? (b) Using

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Educational Research and Methods

assessment are10: a. Length. Number and length of items in an assessment must not distract unreasonably from project and class time (5-10 minutes per administration). b. Coverage. Coverage of topics within the domain of interest must span elements of motivation of importance in a capstone project. c. Format. Item type (e.g., multiple choice, open-ended, performance) must fit the component of motivation assessed and distinguish the level of achievement. d. Readability. Language and vocabulary used in test items must be understandable and relevant to respondents. e. Fairness. Items must take into account the diversity of the target audience and avoid biases among subgroups.Assessment Categories and

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

female and minoritized student representation. We will alsowork to identify other department-level metrics that could help explain disciplinary differencesin persistence.ReferencesAstin, A. W. (1985). Achieving educational excellence: A critical assessment of priorities and practices in higher education. San Francisco: Jossey-Bass.Astin, A. W. (1993). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.Berger, J. B., & Milem, J. F. (2000). Organizational behavior in higher education and student outcomes. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. XV, pp. 268–338). Agathon.Brawner, C. E., Lord, S. M., Layton, R. A., Ohland, M. W., & Long, R. A. (2015). Factors