Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M. Abrams, Ohio State University; Robert J. Gustafson, Ohio State University; Sharnnia Artis, Ohio State University

Tagged Divisions

Educational Research and Methods

exercises. Each student was asked to follow a defined protocol of contacting the faculty member to ask for cooperation in this exercise, distributing the publication, and arranging for a 30-45 minute interview time. Students interviewed their assigned faculty member using a set of prepared questions for guidance. Students were instructed to ask that they be able to take notes in order to complete the class assignment. The student informed the faculty member that a summary of the interviews may be shared with the class. The question set and suggested interview format is provided in Appendix B. The students were asked to complete a post-interview summary form which is provided in Appendix C. These summary forms were summarized for discussion during a

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University; Angela Minichiello P.E., Utah State University; Theresa Green, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.), SAGE encyclopedia of communication research methods (pp. 722-724). Thousand Oaks, CA: SAGE. 13Maxwell, J. A. (2010). Using numbers in qualitative research. Qualitative Inquiry, 16(6), 457- 482.Mentzer, N., Becker, K., & Sutton, M. (2015). Engineering design thinking: High school students’ performance and knowledge. Journal of Engineering Education, 104(4), 417- 432.Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.Moss, P. A., Phillips, D. C., Erickson, F. D., Floden, R. E., Lather, P. A., & Schneider, B. L. (2009). Learning from our differences: A dialogue across perspectives on

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph E Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin, Madison

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Count Average σ Grade 9 46 4.17 1.30 10 41 3.82 1.51 11 44 4.44 1.51 12 43 4.37 1.40 Teacher A 23 4.01 1.14 B 35 3.79 1.54 C 23 4.33 1.46 D 43 4.43 1.52 E 46 4.42 1.31 F 4 3.45 2.09 Gender Male 75 4.58 1.31 Female 99 3.92 1.47 Major Undecided 95 4.01 1.32 STEM 41 4.70 1.59 Humanities

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

development. in (2012).8. Borrego, M., Froyd, J. E. & Hall, T. S. Diffusion of Engineering Education Innovations: A Survey of Awareness and Adoption Rates in U.S. Engineering Departments. J. Eng. Educ. 99, 185–207 (2010).9. Henderson, C., Dancy, M. & Niewiadomska-Bugaj, M. Use of research-based instructional strategies in introductory physics: Where do faculty leave the innovation-decision process? Phys. Rev. Spec. Top. - Phys. Educ. Res. 8, 020104 (2012).10. Hazen, B. T., Wu, Y. & Sankar, C. S. Factors That Influence Dissemination in Engineering Education. IEEE Trans. Educ. 55, 384–393 (2012).11. Henderson, C. & Dancy, M. H. Increasing the impact and diffusion of STEM education innovations. (National Academy of

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhilin Zhang, University of Illinois at Urbana-Champaign; Bhavya Bhavya, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; Yun Huang, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

and searching interface of ClassTranscribe. Fig 1. Video Interface of ClassTranscribe. Closed captions can be turned on and configured. Captions on the side are provided with spacing to facilitate reading by users with dyslexia. (a) (b)Fig 2. The Searching Interface of ClassTranscribe; captions appear on the right side of a lecturevideo. (a) matching captions found in the same lecture video as the one being currently viewed. (b) matching captions found in other lecture videos.Table 1 summarizes a mapping of ClassTranscribe features to the UDL framework. The authors’opinion is that the caption-based video search functionality should be mapped into the

Conference Session

Curricular Innovations 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura E. Sullivan-Green, San Jose State University; Ravisha Mathur, San Jose State University; Andrew Hale Feinstein, San Jose State University

Tagged Divisions

Educational Research and Methods

repeating the course, while only 2% were repeating the course in the traditional lecture. It isunclear whether this influenced the instruction in the course, but further follow up will explorewhether this influenced the pace of the course or the instruction. The flipped classroom mode ofinstruction did result in a higher percentage of the repeat students passing the course the secondtime taking it (75% in the traditional course versus 84% in the flipped course), a promising resultfor these highly at-risk students who already have experienced failure in the course. Total Students Pass (A/B/C) Fail (C-/D/F/W) Trad Flip Trad Flip Trad Flip Trad Flip Trad

Conference Session

Using Technology to Enhance Education

Collection

2009 Annual Conference & Exposition

Authors

Paul Blowers, University of Arizona

Tagged Divisions

Educational Research and Methods

academicallyusing any tools they have at hand.One other student had similar access patterns to Figure 6 on the surface, but that student alsovisited each file repeatedly, up to 10 times. This student performed much better in the course,receiving a B as their final grade. Again, repeated and reflective use of the OneNote files may have aided their academic 30 performance. Another one Average Aggregate Days from Posting to Student of the students spent an 25 average of 20 minutes with

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Educational Research and Methods

international student.Procedures for Measuring Creative CapabilitiesForty students agreed to complete 5 instruments designed to measure unique aspects of creativecapability during the conceptual phase of their senior design projects in ECET396. The creativecapabilities and metrics selected for inclusion in this project included:(a) Ideational abilities: The Adult Torrance Test of Abilities (ATTA) 11;(b) Cognitive style: The Cognitive Style Index (CSI) 12;(c) Learning style: The Approaches and Study Skills Inventory for Students (ASSIST) 13;(d) Motivation: The Work Preference Inventory (WPI) 14; and(e) Personality traits and behaviors: Katina-Torrance Creative Perception Inventory (KTCPI) 15.(f) Student knowledge of the rules and procedures of the

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Russ Pimmel, University of Alabama; Roger K. Seals, Louisiana State University; Stephanie M. Beard, Louisiana State University

Tagged Divisions

Educational Research and Methods

instructionalapproaches where participant motivation may be as important as content. Although ourIWBWs were offered independently, the series that we have offered contained the samematerial as our daylong, face-to-face ASEE workshop with several segments distributedin time. Thus we believe that longer programs can be presented virtually through a seriesof short sessions in a cost-effective efficient way without geographical limitations andthere is evidence that faulty will participate. 4, 5, 16,24References  1. Anderson, W., U. Banerjee, C. Drennan, S. Elgin, I. Epstein, J. Handelsman, F. Hatfull, R. Losick, D. O’Dowd, B. Olivera, S. Strobel, C. Walker and I. Warner (2011). Changing the culture of science

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Adam R. Carberry, Arizona State University

Tagged Divisions

Educational Research and Methods

, "Reviewing Intuitive Decision-Making and Uncertainty: The Implications for Medical Education," Medical Education, vol. 36, no. 3, pp. 216-224, 2002.[22] B. Adelson, "Problem solving and the development of abstract categories in programming languages," Memory & Cognition, vol. 9, no. 4, pp. 422-433, 1981.[23] D. P. Simon and H. A. Simon, "Individual differences in solving physics problems," in Children's thinking: What develops?, Hillsdale, NJ, Lawrence Erlbaum Associates, 1978, pp. 325-348.[24] E. M. Miskioglu and K. M. Martin, "Is it Rocket Science or Brain Science? Developing an Instrument to Measure 'Engineering Intuition'," in Proceedings of the 126th ASEE Annual Conference & Exposition, Tampa, FL, 2019.[25] T. J

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin Lewis Van De Bogart, University of Maine; MacKenzie R. Stetzer, University of Maine

Tagged Divisions

Educational Research and Methods

when predicting the behavior of the biasing network. To this end, we designed a taskto further investigate the nature of student difficulties with biasing networks. Although therehave been previous work on filters and phase relations in ac circuits in engineering courses5,6, to Fig. 1. (a) Standard schematic of a typical biasing network encountered in a transistor amplifier circuit. (b) Thévenin equivalent circuit for the same biasing network, which is the circuit used in this assessment. the best of our knowledge, this is the first investigation of student understanding of ac biasing(and

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Jane Wilson Orndoff Esq., Florida Southwestern State College; Elizabeth W. Schott, Florida Southwestern State College

Tagged Divisions

Educational Research and Methods

even thoughSTEM activities and outreach have greatly increased, there is still a widespread lack ofunderstanding as to the degree of math and science that is required to obtain an engineeringdegree.References[1] S. S. Steinberg, "The Relations of Secondary Mathematics to Engineering Education," Mathematical Teacher, vol. 42, no. 8, pp. 386-388, 1949.[2] B. Amadeci and N. Hewitt, "Talking about Leaving: Why Undergraduates Leave the Sciences," Higher Education, vol. 36, no. 1, pp. 115-116, 1998.[3] B. N. Geisinger and D. R. Raman, "Why They Leave: Understanding Student Attrition from Engineering Majors," International Journal of Engineering Education, vol. 29, no. 4, p. 914–925, 2013.[4] C. J. Atman, S. D. Sheppard, J. Turns, R. S

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jinjushang Chen, Florida State University; Jeannine E. Turner, Florida State University; Min Tang, College of Education, Learning and Cognition Program,Florida State University

Tagged Divisions

Educational Research and Methods

, or believed they eventually would understand them on their own.Table 1 Researchers’ definitions and range of acceptable answers for each of the dimensionsTable 2 Mean cognitive validity scores by items Item Related Coherent Global Sum a Interpretation Elaboration a Response a Score b Source of Knowledge 1.17 1.2 1.5 3.87 Source of Knowledge 2 1.67 1.6 1.6 4.87 Justification for Knowing 1.3 1.43 1.83 4.57 Simplicity of Knowledge 1 0.83 1.27

Conference Session

Special Session: Innovation through Improv

Collection

2010 Annual Conference & Exposition

Authors

Peter Ludovice, Georgia Institute of Technology; Lew Lefton, Georgia Institute of Technology; Richard Catrambone, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

circles) such asthe plastic-metal laminate film commonly used in food packaging. Questions about Metal films who is on base A B Literal name interpretation Plastic films FIGURE 1. Schematic of Koestler’s Bisociation Theory applied to a joke (A) and a technical problem (B). The left diagram depicts the classic “Who’s on First” gag of Abbott and Costello where each open circle represents an individual joke. The right diagram explores the common application of plastic and metal films. Each circle on the right represents various ways of combining metal and plastics. Most of these are impractical

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elliot Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

representations of the information:“…just trying to picture things in your head and then how would you solve a problem...”, “…thislittle diagram that I drew here…’cause that helps your visualize as well.” Mike, in contrast, usedonly mental representations of the data: “I started drawing a linear relationship in my head.” “Ijust went straight through trying to notice the different ratios.” On one of the multiple choicequestions, Alice provided a visual description of the mental process she used to select among thechoices: “Even though I’ve thrown those out, they’re [choices A and B] still kind of on theside”,”…when I finally make my decision then…I feel very sure about C…so now D is now inthe margin for me”, “They’re [choices A and B] in the garbage

Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nora Siewiorek, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Natasa S. Vidic, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Scott Streiner, University of Pittsburgh; Jeffrey Coull

Tagged Divisions

Educational Research and Methods

-value of 0.10. Which of the following must be correct? a) The test statistic fell within the rejection region at the α = 0.05 significance level b) The power of the test statistic used was 90% c) Assuming H0 is true, there is a 10% possibility that the observed value is due to chance d) The probability that the null hypothesis is not true is 0.10 Page 25.1196.20

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; Kacey Beddoes; Rachel Miriam Vriend Croninger, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

, pp. 71-103, Feb. 2010.[8] K. Huutoniemi, “Communicating and compromising on disciplinary expertise in the peer review of research proposals,” Social Stud. of Sci., vol. 42, no. 6, pp. 897-921, Dec. 2012.[9] B. Paltridge, “Referees’ comments on submissions to peer-reviewed journals: When is a suggestion not a suggestion?” Stud. in Higher Edu., vol. 40, no. 1, pp. 106-122, Feb. 2015.[10] W. Lopworth and I. Kerridge, “Shifting power relations and the ethics of journal peer review,” Social Epistemology: A J. of Knowledge, Culture and Policy, vol. 25, no. 1, pp. 97-121, Jan. 2011.[11] M. Eisenhart, “The paradox of peer review: Admitting too much or allowing too little?” Res. in Sci. Edu., vol. 32, no. 2, pp

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

., Adams, R., Pawley, A., & Radcliffe, D. (2009). Work in progress - The affordances of photo elicitation as a research and pedagogical method. Paper presented at the ASEE/IEEE Frontiers in Education Conference, San Antonio, TX.Kellam, N., Boklage, A., & Coley, B. (2016). A narrative inquiry approach to understand engineering students’ identity formation. Paper presented at the American Society for Engineering Education, New Orleans, LA.Koro-Ljungberg, M., & Douglas, E. P. (2008). State of qualitative research in engineering education: Meta-analysis of JEE articles, 2005-2006. Journal of Engineering Education, 97, 163-175.Mazzei, L. A. (2004). Silent listenings: Deconstructive practices

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Virginia Polytechnic and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. ReferencesCharmaz, K. (2006). Constructing grounded theory. Thousand Oaks, Calif; London: Sage.Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed method approaches (4th ed.). Thousand Oaks, Calif: Sage Publications.Creswell, J. W. (2014). A concise introduction to mixed methods research. Sage Publications.Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.Glaser, B. G. (1978). Theoretical sensitivity: advances in the methodology of grounded theory. Mill Valley, Calif U6 Book: Sociology

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

Paper ID #21972The Challenges and Affordances of Engineering Identity as an Analytic LensMs. Christine Allison Gray, Northern Arizona University Christine Allison Gray is a doctoral student in the College of Education at Northern Arizona University. She also serves as a graduate assistant on the Reshaping Norms project in the College of Engineering, Forestry and Natural Sciences.Dr. Robin Tuchscherer P.E., Northern Arizona University Dr. Tuchscherer currently serves as an Associate Professor at Northern Arizona University where he has taught since 2011. Prior to academia, he accumulated eight years of professional

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jonathan C. Hilpert, Georgia Southern University; Gwen C. Marchand, University of Nevada, Las Vegas

Tagged Divisions

Educational Research and Methods

Technology Education, 2(1), 49-52.Borrego, M., & Newswander, L. K. (2008). Characteristics of successful cross-disciplinary engineering education collaborations. Journal of Engineering Education, 97(2), 123.Borrego, M., Froyd, J. E., & Hall, T. S. (2010). Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments. Journal of Engineering Education, 99(3), 185-207.Bozeman, B., & Boardman, C. (2004). The NSF Engineering Research Centers and the university– industry research revolution: a brief history featuring an interview with Erich Bloch. The Journal of Technology Transfer, 29(3-4), 365-375.Bozeman, B., Dietz, J. S., & Gaughan, M. (2001). Scientific and

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Clemson University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

studies: Histories, trends, and trajectories." (2016): E11-E13.3. Aultman, B. "Cisgender." TSQ: Transgender studies quarterly 1.1-2 (2014): 61-62.4. Green, Eli R. "Debating trans inclusion in the feminist movement: A trans-positive analysis." Journal of lesbian studies 10.1-2 (2006): 231-248.5. Johnson, Julia R. "Cisgender privilege, intersectionality, and the criminalization of CeCe McDonald: Why intercultural communication needs transgender studies." Journal of International and Intercultural Communication 6.2 (2013): 135-144.6. Blumer, Markie LC, Y. Gavriel Ansara, and Courtney M. Watson. "Cisgenderism in family therapy: How everyday clinical practices can delegitimize people's gender self-designations." Journal

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Cynthia J. Finelli, University of Michigan; Prateek Shekhar, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

about student resistance, (b) questions aboutthe efficacy of the teaching method, (c) concerns about preparation time and (d) concerns aboutability to cover the syllabus15-19. Among these barriers, one area most in need of additionalresearch is that concerning student resistance. Although student resistance can be a significantdiscouragement to faculty attempting new teaching practices, it is a natural response to newteaching methods not typically used in the classroom. Weimer20 states that student resistance toactive learning methods is often a result of the additional effort needed on behalf of the student,causing anxiety about their ability to succeed within this new classroom environment. Weimer20also noted that student resistance can often

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; Roberta Harvey, Rowan University

Tagged Divisions

Educational Research and Methods

: understanding the learning processes of engineering students through theInteractive Learning Model™,” Proceedings of the Annual Conference of the American Society for EngineeringEducation, 2004.14 K. D. Dahm, R. Harvey, “Using Awareness of Learning Processes to Help Students Develop Effective LearningStrategies,” ASEE Annual Conference and Exposition, June 2007, Honolulu, HI.15 J. Newell, K. Dahm, R. Harvey, and H. Newell, “Developing metacognitive engineering teams,” ChemicalEngineering Education, Fall 2004, 316-320.16 Von Lockette, P., Riddell, W., Dahm, K., Harvey, R., Courtney, J., Pietrucha, B., Diao, C., Accini, D., “BottleRockets and Parametric Design in a Converging-Diverging Design Strategy,” ASEE Annual Conference andExposition, June 2006

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

, 2019.[8] A. Sithole, E. T. Chiyaka, P. McCarthy, D. M. Mupinga, B. K. Bucklein, and J. Kibirige, “Student attraction, persistence and retention in stem programs: successes and continuing challenges.,” High. Educ. Stud., vol. 7, no. 1, pp. 46–59, 2017.[9] M. C. Savaria and K. A. Monteiro, “A critical discourse analysis of engineering course syllabi and recommendations for increasing engagement among women in STEM,” J. STEM Educ. Innov. Res., vol. 18, no. 1, 2017.[10] F. Bahrami, “Identifying college students’ course-taking patterns in STEM fields,” The Ph.D. dissertation, University of Vermont, 2019.[11] K. A. Nguyen, J. E. Husman, M. J. Borrego, P. Shekhar, M. J. Prince, and M. Demonbrun, “Students’ expectations, types

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Juyeon Yun, Purdue University; Monica Cardella, Purdue University; Senay Purzer, Purdue University; Ming-Chien Hsu, Purdue University; Yoojung Chae, Purdue University

Tagged Divisions

Educational Research and Methods

=37. a. Knowledge: 5-point Likert Scale (1=Strongly disagree, 2=Disagree, 3=Neutral, 4=Agree, and 5=Strongly agree) b. Attitude: 5-point Likert Scale (1=Strongly disagree, 2=Disagree, 3=Neutral, 4=Agree, and 5=Strongly agree) c. Behavior: 5-point Likert Scale (1=Never, 2=Less than once a year, 3=Once or twice a year, 4=About once a month, and 5=At least once a week)Table 3 shows the responses for a subset of the items from PEAS. Through the knowledge items,we see that parents (or caregivers) are aware of the importance and benefits of engineering to thesociety and the relevance of engineering to other STEM areas. In particular, item 5 and item 4showed the highest means under knowledge items: ‘I

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; George K. Karway, Arizona State University; Mohammad Zaid Alrajhi, Arizona State University; King Saud University; Brian Carl Nelson, Arizona State University; Seungki Shin, Seoul National University of Education

Tagged Divisions

Educational Research and Methods

Backward design. Design process changes thinking and cognitive and metacognitive based on a) environment, b) stakeholders, skills c) the goal of the design, etc. 3 Experiences Organization of the learning environment to Classroom organization is very important promote independent and self-directed to give students the appropriate learning, conducting focus groups to debate experiences. However, classroom on key issues related to school and teachers’ organization is based on resources role and mission, etc. availability. 4 Systems Early design

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Karolina Doulougeri, Eindhoven University of Technology; Gunter Bombaerts, Eindhoven University of Technology

Tagged Divisions

Educational Research and Methods

, asstudents had to initiate and accomplish a project by themselves, where teachers played amentoring role. However, not all choices mattered in the same way for students. The mostimportant choices that students felt that increased their perceived autonomy were:a) Autonomy over the choice of topic for the assignment and the project, “You have the freedom to work on whatever interest you and that is really motivating” “I thought you had enough freedom to choose which way you would approach the problem, free enough to come up with solutions to the problem”b) Autonomy over organizing teamwork and distribution of workload (e.g. defining their owntiming and deadlines). “…I like the way it's set up, cause it fits exactly with what

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Rhey Butler, Purdue University; Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

exercises, b) sessions oflight physical activity, or c) no breaks at all. Students who performed active learning exerciseshad a higher probability of answering exercise-related questions correctly, compared to the othertwo groups. However, students who performed active learning exercises did not exhibit betterrecall of information presented immediately after such breaks. Students who performed physicalactivity showed no difference in recall of information presented immediately after those breaks,compared to the recall of students who took no breaks. Our data suggest that learning value, notsimple activity/wakefulness, is the critical element of active learning.Introduction“Active learning” is a term used to refer to situations in which an

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

acceptable.John also considered alternative designs for the MWF problem. “There’s a lot of different Page 12.321.15configurations of retaining walls. Some are, um, built in place or cast in place, whatever, andsome can be, a lot of things are modularly done ahead, dropped in…” After recalling retaining 14wall solutions he’d seen, John “…wonder[ed] if, if berm, berm, B-E-R-M, berms might be analternative in some areas. Um, versus retaining wall.”Costs and BenefitsAlternative designs sometimes seemed a natural outgrowth of a thought process that went backand