Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Todd Fernandez, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Doyle, Florida International University; Dina Verdin, Purdue University, West Lafayette; Hank Boone, University of Nevada - Reno; Adam Kirn, University of Nevada - Reno; Lisa Benson, Clemson University; Geoff Potvin, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, “How do youdescribe your gender” that only allows for a single choice24? Further, including both “Male” and“Transgender Male” in an attempt to correct this problem immediately “othering” (i.e.,intentionally or unintentionally classifying a group as non-normative) the trans people answeringthe survey. Adding a modifier to the normative male communicates that people who identify astrans are not part of the “normal” categories; this is especially true when nonbinary gendersappear after the binary options seemingly as an afterthought. Another example is when binarycategories appear alongside trans and “cisgender”b options. While an improvement overquestions which list “Transgender” as a mutually exclusive category for gender (as opposed to“Male

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

that, “when well integrated,the service learning can strengthen the course curriculum.” The projects “provide students anopportunity to deal with open-ended real-word problems and allow them to use their creativity tosolve problems.” In addition, service learning projects “allow students to deal with sociallyresponsible issues and to provide a social benefit to the community.” International projectsengaged “students in understanding human needs and engineering problems/solutions at a leveldifferent than that commonly encountered in the US; these projects forced students to “(a) lookfor alternative solutions, (b) consider cost and equipment as a major limiting factor, and (c)make decisions on what can be done and not what ideally should be done

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Paul J. Thomas, Purdue University, West Lafayette; Tugba Karabiyik, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

some limitations: (1) Results are based on studentretrospectives containing the reflections of students regarding their teamwork experience. (2) Wecould not interview students, so all results are based on students’ reflections of teamwork. Futurework should explore this further with control groups to better identify if it is online instructionthat lends itself to improved teamwork.References[1] K. S. Koong, L. C. Liu, and X. Liu, “A Study of the Demand for Information Technology Professionals in Selected Internet Job Portals,” vol. 13, p. 9.[2] M. P. Sivitanides, J. R. Cook, R. B. Martin, B. A. Chiodo, and F. Landram, “Verbal Communication Skills Requirements for Information Systems Professionals,” J. Inf. Syst. Educ

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gamze Ozogul, Arizona State University; Martin Reisslein, Arizona State University; Amy Marcelle Johnson, University of Memphis

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

  Bibliography[1] Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198.[2] Goldman, S. (2003). Learning in complex domains: When and why do multiple representations help? Learning and Instruction, 13, 239-244.[3] Mautone, P. D. & Mayer, R. E. (2001). Signaling as a cognitive guide in multimedia learning, Journal of Educational Psychology, 93, 377-389.[4] de Koning, B., Tabbers, H., Rikers, R., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21(2), 113-40.[5] Craig, S.D., Gholson, B., & Driscoll, D.M. (2002). Animated

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette; Nathan M. Hicks, Purdue University, West Lafayette; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

qualitative strand was executed first, through content analysis of all coursedescriptions in the undergraduate catalogs of the institution under study. This process followed acoding framework based on two elements: a) the different data analysis skills described byABET’s Criterion 3.b, and b) the cognitive levels articulated by each description.Coding Scheme. In order to limit the space of exploration in the varied engineering curricula,the data analysis skills described by Criterion 3.b were tied to either 1) Laboratory courses or 2)Statistics courses. The first were expected to cover the design and execution of experiments,while the latter were expected to cover skills to analyze and interpret data. While it isacknowledged that these abilities are

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering students," Journal of Engineering Education, vol. 95, pp. 39-47, 2006.[8] R. M. Marra and B. Bogue, "Women engineering students' self efficacy -- a longitudinal multi-institution study," in Women in Engineering Programs & Advocates Network, Pittsburgh, PA, 2006.[9] L. S. Hirsch, S. Berliner-Heyman, R. Cano, H. Kimmel, and J. Carpinelli, "Middle school girls perceptions of engineers before and after a female only summer enrichment program.," in 2011 Frontiers in Education Conference, Rapid City, SD, 2011.[10] D. M. Marx and J. S. Roman, "Female role models: Protecting women’s math test performance," Personality and Social Psychology Bulletin, vol. 28, pp. 1183-1193, 2002.[11] S. Cheryan, J

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park

Tagged Divisions

Educational Research and Methods

Paper ID #12565Problematizing Best Practices for Pairing in K-12 Student Design TeamsMs. Gina M Quan, University of Maryland, College Park Gina Quan is a doctoral candidate in Physics Education Research at the University of Maryland, Col- lege Park. She graduated in 2012 with a B.A. in Physics from the University of California, Berkeley. Her research interests include understanding community and identity formation, unpacking students’ re- lationships to design, and cultivating institutional change. Ms. Quan is also a founding member of the Access Network, a research-practice community dedicated to fostering supportive

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

. FBD’s are correct 2. Used Factor of Safety Equations correctly for all applicable problems. 3. Internal forces/torque of members were found correctly for all problems 4. Deformation/stress equations were applied correctly for all applicable problems 5. All final answers included proper UNITS and correct directions (positive/negative) 6. All the steps were clear and made sense. Student had a clear idea of solving the problem Section 2: Comments: Point Scale: 4.0 Flawless Work (6/6) 3.0 Quality Work (5/6) 2.0 Average Work (4/6) 1.0 Needs Improvement (3/6)Based on the proposed scale, the instructor confirmed that having an overall average of 2.0 orhigher at the end of the semester, guaranteed students earning a letter grade of B or higher.However

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #25541Co-Designed Research Agenda to Foster Educational Innovation Efforts WithinUndergraduate Engineering at HSIsGemma Henderson, University of Miami Gemma Henderson is a Senior Instructional Designer for the LIFE (Learning, Innovation and Faculty Engagement) team in Academic Technologies at the University of Miami, Coral Gables. Gemma partners with faculty members, academic units, and other university stakeholders to create and assess innovative, effective, and meaningful learning experiences, through learner-centered pedagogies, differentiated teach- ing, and emerging educational technologies. She has

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

and Equity Research (PEER), The Urban Institute, Washington, DC, 2005.[47] M. T. Jones, A. E. L. Barlow and M. Villarejo, "Importance of Undergraduate Research for Minority Persistence and Achievement in Biology," The Journal of Higher Education, vol. 81, no. 1, pp. 82-115, 2010.[48] M. W. Ohland, C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long and e. al., "Race, Gender, and Measures of Success in Engineering Education," Journal of Engineering Education, vol. 100, no. 2, pp. 225-252, 2011.[49] J. A. Raelin, M. B. Bailey, J. Hamann, L. K. Pendleton, R. Reisberg and e. al., "The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention," Journal of Engineering

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Philip Parker, University of Wisconsin, Platteville

Tagged Divisions

Educational Research and Methods

students before they submitted their work.In summary, the test method shows promise as a means of improving student writingeffectiveness. Compared to more traditional methods of teaching writing, the test methodrequires less time commitment for grading and can be tailored to the weaknesses of individualclasses. Moreover, it highlights the fact that requiring students to practice writing multiple timesmight not be the most effective means of improving their writing.References1. Jensen W, Fischer B, Jensen W, Fischer B. Teaching technical writing through student peer-evaluation. Journal of technical writing and communication. 2005;35(1).2. Evans M. Student and faculty guide to improved technical writing. Journal of ProfessionalIssues in

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., University of Wisconsin-Platteville; Annelise Shirley Roti Roti, University of Wisconsin - Platteville; Motahareh Alaei, Minnesota State University, Mankato

Tagged Divisions

Educational Research and Methods

? Page 26.231.8 B. Results from faculty surveyUse of solution manuals has a damaging effect on student learning.As indicated in literature, faculty traditionally believe that solution manuals have a damagingeffect on student learning and use of solution manuals is a type of cheating. The results of thissurvey question indicate that faculty have accepted the fact that problem solutions are availableand students can easily access them. The focus is now how to make the best of the situation andlook at solution manuals as a learning tool. As Figure 6 indicates, there is no strong opinionregarding the possible damaging effects of solution manuals on student learning among faculty. 35% 30% 25% 20% 15% 10% 5% 0% Strongly Agree

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University, North Central; George Stefanek, Purdue University, North Central

Tagged Divisions

Educational Research and Methods

with the instructor.This is evident from their reply to question 7 in the survey:"Did you feel that having the freedom to ask the instructor for guidance within this processcontributed toward building rapport, trust and interaction between you and the instructor (Y /N)?"Grade AnalysisThe percentage scores that each student secured in statics (2013 and 2015), and mechanics ofmaterials (2013) are presented in tables 3, 4, and 5 in Appendix B. The scores for statics (2014)are unavailable and hence not added to this analysis. The civil engineering department wasintroduced at the university in fall 2013. Since it is a new department, the number of students inthe core civil engineering courses (Elementary and advanced structural analysis

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Laura Hirshfield, University of Michigan; Amanda Siebert-Evenstone, University of Wisconsin - Madison; Golnaz Arastoopour Irgens, University of Wisconsin - Madison; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

). Y X C (a) (b) (c)Figure 1. (a) Example stanza window coded for three design codes. (b) Example stanza represented as an adjacency matrix. (c) Example stanza represented as a networkEach utterance is also coded according to speaker, and adjacency matrices are created foreach participant. The adjacency matrices are converted into a cumulative adjacencyvector and then normalized to control for varying lengths of vectors. Thus, participantswho repeated concepts in their discourse are not weighted more heavily than

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

=e59adb2e0267339ae9aa40a0c1da0d94.30. Torres D, Zoltowski CB, Buzzanell PM, Feister MK, Oakes WC. Using Social Network Theory to Elucidate the Impact of Diversity on the Social Processes in Design.31. McPherson M, Smith-Lovin L, Cook JM. Birds of a Feather : Homophily in Social Networks. Annu Rev os Sociol. 2001;27:415-444. http://www.jstor.org/stable/2678628.32. Hoppe B, Reinelt C. Social network analysis and the evaluation of leadership networks. Leadersh Q. 2010;21(4):600-619. doi:10.1016/j.leaqua.2010.06.004.33. Smith DG, Schonfeld NB. The Benefits of Diversity: What the Research Tells Us. About Campus. 2000;5(December):16-23. doi:10.1073/pnas.0703993104.34. Astin AW. What Matters in College? : Four Critical Years Revisited. San Francisco

Conference Session

Working in Teams: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan Mentzer, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Kevin Andrew Richards, Northern Illinois University; Angelika N Zissimopoulos, Purdue University, West Lafayette; Dawn Laux, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #12371Student Perceptions on the Impact of Formative Peer Team Member Effec-tiveness Evaluation in an Introductory Design CourseProf. Nathan Mentzer, Purdue University, West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s educational efforts in pedagogical content knowledge are guided by a research theme centered in student learning of engineer- ing design thinking on the

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

: The causes and consequences of departure from doctoral study.Lanham, MD: Rowman and Littlefield.19. Lovitts, B.E. (2007). Making the implicit explicit: Creating performance expectations for the dissertation.Sterling, VA: Stylus.20. Spradley, J. (1979). The ethnographic interview. New York: Harcourt, Brace, Jovanovich.21. Corbin, J. and Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developinggrounded theory. Thousand Oaks, CA: Sage Publications.22. Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques.Newbury Park, CA: Sage.23. Berg, B. (2001). Qualitative research methods for the social sciences. (4th ed.). Boston: Allyn & Bacon.24. Flanagan, J.C

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Casey Marie Williamson, James Madison University; Mariafé Taeví Panizo, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

different disciplines. Finally, it could be that the student engagement survey does not capture all facets of student engagement, specifically within the domain of engineering. In the future, a different measure of student engagement could be used to see if these relationships hold true.[1] A. Wigfield, and J. S. Eccles, "Expectancy–value theory of achievement motivation," in Contemporaryeducational psychology, vol. 25.1, 2000, pp. 68-81.[2] J. S. Eccles, T. F. Adle, R. Futterman, S. B. Goff, C. M. Kaczala, J. L. Meece, and C. Midgley,"Expectancies, values, and academic behaviors" in Achievement and achievement motives: Psychologicaland sociological approaches, J. T. Spence Eds. San Francisco: W.H. Freeman and Company. 1983, pp. 75–138.[3] K

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] T. G. Duncan and W. J. McKeachie, “The making of the Motivated Strategies for Learning Questionnaire,” Educ. Psychol., vol. 40, no. 2, pp. 117–128, 2005, doi: 10.1207/s15326985ep4002_6.[2] R. H. Liebert and L. W. Morris, “Cognitive and emotional components of test anxiety: A distinction and some initial data,” Psychol. Rep., vol. 20, pp. 975–978, 1967.[3] R. L. Matz et al., “Patterns of gendered performance differences in large introductory courses at five research universities,” AERA Open, 2017, doi: 10.1177/2332858417743754.[4] B. King, “Changing college majors: Does it

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Burkholder, Stanford University; Carl E. Wieman

Tagged Divisions

Educational Research and Methods

of experimental science and instructional laboratory courses, The Physics Teacher 53, 349 (2015), https://doi.org/10.1119/1.4928349. 10. Hsu, L., Brewe, E., Foster, T.M., & Harper, K.A. (2004). Resource letter RPS-1: Research in problem solving. American Journal of Physics 72, 1147. http://dx.doi.org/10.1119/1.1763175 11. M. P. Čančula, G. Planinšič, and E. Etkina, Analyzing patterns in experts’ approaches to solving experimental problems, American Journal of Physics 83, 366 (2015), https://doi.org/10.1119/1.4913528.12. D. Jonassen, “Engineers as Problem Solvers,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 103-118.13

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Denise Rutledge Simmons P.E., Virginia Tech; Larry J. Shuman, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

pathways”. As a resultof the Delphi study, these five primary barriers and needs emerged related to improving anddiversifying pathways of engineering students as follows. A. Study the root causes of why engineering remains a primarily white, male field, identify institutions that have successfully broken the stereotype, and determine how they did it. B. Identify and study those engineering schools and programs that have made substantial progress in increasing under-represented student populations, and determine their best practices. C. Initiate and synthesize engineering education research focused on the "neglected" cohorts (e.g., LGBTQA, disabled, low income). D. Determine why some engineering fields are

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alex Albert, University of Colorado

Tagged Divisions

Educational Research and Methods

measure effect changes. In fact, according to several authors, longitudinal data arethe most reliable and rigorous approach to measure change 6,36,37. Moreover such methods areattributed to possess several advantages such as increased internal validity as inter-participant orgroup differences do not systematically distorted inferences and repeated measures reducemeasurement errors 38.The MBT design, illustrated in Figure 1, involves multiple A-B (before and after) design studiesthat are conducted simultaneously to enhance validity and reliability of inferences 39,40.Specifically, repeated baseline measurements are simultaneously gathered across independentgroups of students to represent the performance prior to the introduction of the

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Kevin Rawson, University of California, Riverside

Tagged Divisions

Educational Research and Methods

particular homework problems to particular exam problems.Consider, for example, the first problem of the first midterm, shown in Figure 7. The amount ofeffort exerted on homework three, problem four was one of the three features selected to predictthe performance on this midterm problem. Interesting, the midterm problem can be considered arotated version of the homework problem. This clearly shows students transferring knowledgefrom the homework problem to solve the midterm problem. Figure 7: Homework three, problem four (a) and midterm one, problem one (b).These results indicate practical changes instructors can make to homework assignments. Namely,this suggests that exam problems which comprise simple extensions to homework problems

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #15322First Generation Students Identification with and Feelings of Belongingnessin EngineeringHank Boone, University of Nevada, Reno Hank Boone is a Graduate Research Assistant and Masters Student at the University of Nevada, Reno. His research focuses on First Generation engineering college students’ engineering identity, belonging- ness, and how they perceive their college experience.He is also on a National Science Foundation project looking at non-normative engineering students and how they may have differing paths to success. His education includes a B.S. in Mechanical Engineering from University of Nevada

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

behaviors. Thistraining would serve not only to improve exam performance, but to educate students in effectiveuse of resources for professional practice where open-book problem solving is the norm.Acknowledgement We wish to thank the National Science Foundation for funding the current work throughgrant # 0909976.ReferencesAgarwal, P.K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876.Baillie, C., & Toohey, S. (1997). The power test: Its impact on student learning in a materials science course for engineering. Assessment & Evaluation in Higher Educaiton, 22(1), 33

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Colorado School of Mines; Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

. This, and subsequent efforts, will help to illuminate barriersto overt reflective practice and mechanisms for developing productive reflective practice. Whatemerges from these studies will provide a foundation for our future work investigating changeefforts at our institutions that aim to positively impact faculty and engineering students’ value ofreflection as a professional engineering skill and their associated reflective practice withinteaching, learning, and engineering work.AcknowledgementThis material is based on work supported by The Leona M. and Harry B. Helmsley CharitableTrust through funding of the Consortium to Promote Reflection in Engineering Education(CPREE), a collaboration of twelve educational institutions http

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, “Gender, values, and occupational interests among children, adolescents, and adults,” Child Development, vol. 81, no. 3, pp. 778–796, 2010. [8] S. Cheryan and V. C. Plaut, “Explaining underrepresentation: A theory of precluded interest,” Sex roles, vol. 63, no. 7, pp. 475–488, 2010. [9] U. Kessels, “Fitting into the stereotype: How gender-stereotyped perceptions of prototypic peers relate to liking for school subjects,” European journal of psychology of education, vol. 20, no. 3, pp. 309–323, 2005.[10] P. M. Niedenthal, N. Cantor, and J. F. Kihlstrom, “Prototype matching: A strategy for social decision making.” Journal of Personality and Social Psychology, vol. 48, no. 3, p. 575, 1985.[11] M. B. Setterlund and P. M. Niedenthal

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Watkins, Vanderbilt University; Merredith D. Portsmore, Tufts University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Educational Research and Methods

[pointing at the EDP representation in her classroom]… [The EDP] goes all over the place. It doesn't have to go in that order… [B]ut I find myself telling my kids, now it doesn't have to go in that order. It can bounce and go all over the place. (Interview 2)Alma talked about the EDP as being more fluid and unpredictable than she previously thought.She grounded this with an example of her own experience jumping between the differentpractices of the design process. For instance, while she was creating her final project for the firstcontent course, she found that she had to go back to ask more questions about a part of herdesign that was not working. She incorporated research throughout the design process, ratherthan containing it

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. , pp. 692–700, Nov. 2016, doi: 10.1016/j.jclepro.2016.07.129.[11] S. Niles, S. Contreras, S. Roudbari, J. Kaminsky, and J. L. Harrison, “Resisting and assisting engagement with public welfare in engineering education,” Journal of Engineering Education, vol. 109, no. 3, pp. 491–507, May 2020, doi: 10.1002/jee.20323.[12] A. F. McKenna, “Adaptive Expertise and Knowledge Fluency in Design and Innovation,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 227–242.[13] S. D. Brookfield, “Self-directed learning: A conceptual and methodological exploration,” Stud. Educ. Adults, vol. 17, no. 1, pp. 19–32, 1985.[14] J. L. Bishop and M. A

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

Paper ID #6066An Analysis of the Fidelity of Implementation of Research-Based Instruc-tional Strategies in the Statics ClassroomStephanie Cutler, Virginia Tech Stephanie Cutler is a PhD Candidate in the Department of Engineering Education at Virginia Tech. Ms. Cutler’s dissertation will focus on how engineering education research is adopted into practice, specifi- cally how Research Based Instructional Strategies are implemented in the statics classroom. Ms. Cutler received her B.S. in Mechanical Engineering from Virginia Commonwealth University and her M.S. in Industrial and Systems Engineering with an emphasis on Human