Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Researcher Development, 2009. [4] A. K. Scaffidi and J. E. Berman, “A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment,” High. Educ, vol. 62, no. 6, p. 685–698, 2011. [5] J. M. Faupel–Badger, K. Raue, D. E. Nelson, and S. Tsakraklides, “Alumni perspectives on career preparation during a postdoctoral training program: A qualitative study,” CBE—Life Sciences Education, vol. 14, no. 1, p. ar1, 2015. [6] C. Hess, B. Gault, and Y. Yi, “Accelerating change for women faculty of color in stem: Policy, action, and collaboration.” Institute for Women’s Policy Research, 2013. [7] “Survey of graduate students and postdoctorates in science

Conference Session

Student Misconceptions and Problem Solving Abiltiy

Collection

2006 Annual Conference & Exposition

Authors

Michael Prince, Bucknell University; Margot Vigeant, Bucknell University

Tagged Divisions

Educational Research and Methods

even more dramaticresults using active-engagement methods coupled with inquiry-based laboratory modules. Themeaning of “inquiry-based” has many slightly different definitions [8], all of which share the keycharacteristic that students pose and answer questions through physical experience and directobservation rather than by listening to lecture or following a highly prescribed laboratoryprocedure. In this work, we define inquiry-based learning to be that which incorporates thedefining features shown in Table 1 [6]. Table 1: Elements of Inquiry-Based Activity Modules [6] (a) Use peer instruction and collaborative work (b) Use activity-based guided-inquiry curricular materials (c) Use

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University (Eng. & Eng. Tech.); Alice L. Pawley, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-Term Goals. Journal of Personality and Social Psychology 92 (6): 1087-1101.21. Riley, D.; Slaton, A. E.; and Pawley, A. L. (2014). Social Justice and Inclusion: Women and Minorities in Engineering. In A. Johri and B. Olds, eds., Cambridge Handbook for Engineering Education Research (pp. 335-356). Cambridge: Cambridge University Press.22. Biesta, G. and Burbules, N.C. (2003). Pragmatism and Educational Research. Lanham, MD: Roman & Littlefield.23. Shapin, S. (1995). A Social History of Truth. Chicago, University of Chicago Press.24. Law, J. and Lien, M.E. (2013). Slippery: Field Notes in Empirical Ontology. Social Studies of Science 43 (3): 363-378,25. Britzman, D. (1995). Is There a Queer Pedagogy? Or, Stop Reading Straight

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

Engineering Education, 93(4): 269-277.[16] Marra, R. M., Palmer, B. & Litzinger, T.A. (2000). The effects of a first-year engineeringdesign course on student intellectual development as measured by the Perry scheme. Journal ofEngineering Education, 89(1): 39-45.[17] Wise, J.C., Lee, S.H., Litzinger, T., Marra, R.M. &Palmer, B. (2004). A report on a four-year longitudinal study of intellectual development of engineering undergraduates. Journal ofAdult Development, 11(2): 103-110.[18] Marra, R. M. & Palmer, B. (2004). Encouraging intellectual growth: Senior college studentprofiles. Journal of Adult Development, 11(2): 111-122.[19] Prince, M. J. & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions,comparisons, and

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

Paper ID #12078Video-Annotated Peer Review (VAPR): Considerations for Development andImplementationMs. Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona BeachDr. James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona BeachDr. Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach Yosef Allam is an Assistant Professor in the Freshman Engineering Department at Embry-Riddle Aero- nautical University. He graduated from The Ohio State University with B.S. and M.S. degrees in Industrial and Systems Engineering and a Ph.D. in Engineering Education. Dr. Allam’s interests are in spatial visu- alization, the use

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Van Beek, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

-technology nexus: ALTC priority project #627 ," Australian Learning &Teaching Council, Australia, 2008.[14] Steelcase Education, "Active learning center: Grant proposal guide," Steelcase Education,2015.[15] L. B. Nilson, Teaching at its Best: A Research-Based Resource for College Educators. ThirdEdition. San Francisco, CA: Jossey-Bass, 2010.[16] C. Guarino and B. Stacy, "Review of gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains," National Educational PolicyCenter, Boulder, CO, 2012.[17] A. H. Cash et al, "Rater calibration when observational assessment occurs at large scale:Degree of calibration and characteristics of raters associated with calibration," Early ChildhoodResearch

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado-Boulder; Lawrence Carlson, University of Colorado-Boulder; Derek Reamon, University of Colorado

Tagged Divisions

Educational Research and Methods

Discussion Question(Open-Ended Question)Groups reporting out to class Movie Clip Classroom Response SystemOne-minute reflection paper 10 minute lecture Table 2: Example of how activities and the types of activities can be rotated in the high-level interactivity (HLI) class.Part 1 – Casting Products (3 minutes to complete this portion)List five products that are made using casting processes.Part 2 – Chvorinov’s Rule (10 minutes to complete this portion)1. What is Chvorinov's rule?2. Use Chvorinov's rule to determine the relative solidification times for castings of the following geometries which each have the same volume. a) a sphere b) a cylinder with height equal to diameter

Conference Session

Teaching and Learning Strategies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut-Ilgu, Iowa State University; Charles T. Jahren P.E., Iowa State University

Tagged Divisions

Educational Research and Methods

AppliedResearch EDUCAUSE, 2004, accessed June 12, 2014 https://net.educause.edu/ir/library/pdf/erb0407.pdf 4. Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K., "Evaluation of Evidence-Based Practicesin Online Learning: A Meta-Analysis and Review of Online Learning Studies." Washington DC: U.S.Department ofEducation, Office of Planning, Evaluation, and Policy Development, 2010. 5. Graham, C. R. "Blended Learning Systems: Definition, Current Trends, and Future Directions.". InHandbook of Blended Learning: Global Perspectives, Local Designs, edited by C. J. Bonk and C. R. Graham, 3-21.San Francisco, CA: Pfeiffer Publishing, 2006. 6. Vignare, K., "Longitudinal Success Measures of Online Learning Students at the Rochester

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Chitra R. Nayak, Tuskegee University; Vimal Kumar Viswanathan, San Jose State University

Tagged Divisions

Educational Research and Methods

Educational Psychology Vol. 82, No. 1, 1990, pp. 3.[5] Ames, C., and Ames, R., "Research on Motivation in Education, vol. 1: Student motivation, vol. 2: The classroom milieu": Academic Press, Harcourt Brace Jovanovich, New York, 1984.[6] Bloom, B. S., "Taxonomy of Educational Objectives, Handbook I:The Cognitive Domain. New York: David McKay Co Inc, 1956.[7] Pohl, M., Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic: Hawker Brownlow, 2000.[8] Bonwell, Charles C, and James A Eison. 1991. Active Learning: Creating Excitement in the Classroom. 1991 ASHE-ERIC Higher Education Reports: ERIC.[9] Brown, J. S., Growing Up Digital: How the Web Changes Work, Education

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

DeeDee Conway, Southern Methodist University; David Deggs, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #26767Work in Progress: Adult Learner Pathways to Prosperity through STEMDr. DeeDee Conway, Southern Methodist University DeeDee Conway serves as the Associate Dean of Operations at the Lyle School of Engineering at Southern Methodist University. Prior to joining the Dean’s Office, DeeDee worked in accounting in both Univer- sity and Corporate settings. DeeDee holds a BBA from American Public University, a Master’s Degree in Educational Leadership and an EdD in Higher Education from Southern Methodist University. A li- censed real estate agent and a notary public in the State of Texas, DeeDee also holds

Conference Session

Student Teams and Design Skills

Collection

2006 Annual Conference & Exposition

Authors

Tamara Moore, Purdue University; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

4:1. a. If your team chooses a footprint for this department of 320 feet by 125 feet, does this footprint meet the requirements of the extrusion department? If not, why not? b. If your team chooses a footprint for this department of 500 feet by 80 feet, does this footprint meet the requirements of the extrusion department? If not, why not? c. If your team chooses a footprint for this department of 360 feet by 90 feet, does this footprint meet the requirements of the extrusion department? If not, why not?Data Collection InstrumentsThere were three types of data collected for this study. First, the team solutions for the MEAwere collected electronically. The solutions were then graded by the researcher

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Candice Stefanou, Bucknell University; Michael J. Prince, Bucknell University; John Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

information available in the environment in combination withwhat they already know, (b) learners can control and regulate aspects of their thinking, motivation,and behavior and in some instances their environment, (c) learners compares their progress toward agoal against some criterion and this comparison informs the learner of the status of progress towardthe goal, and (d) self-regulatory mechanisms mediate between the person, the context, andachievement (pp 387-388). Zimmerman emphasized that in addition to metacognitive skill,students need a sense of self-efficacy and personal agency for success in self-directedenvironments. 16 From these descriptions, it is clear that self-regulation involves many forms ofautonomy.Based on this description of

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Jonathan Stolk, Franklin W. Olin College of Engineering; John Geddes, Franklin W. Olin College of Engineering; Mark Somerville, Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

AC 2008-1596: ENGINEERING STUDENTS’ CONCEPTIONS OFSELF-DIRECTED LEARNINGJonathan Stolk, Franklin W. Olin College of EngineeringJohn Geddes, Franklin W. Olin College of EngineeringMark Somerville, Franklin W. Olin College of EngineeringRobert Martello, Franklin W. Olin College of Engineering Page 13.527.1© American Society for Engineering Education, 2008 Engineering Students’ Conceptions of Self-Directed LearningAbstractResearchers have developed numerous theories and developmental models to describe self-directed learning, lifelong learning, and self-regulated learning. The literature includes a largebody of research that illustrates the cognitive, metacognitive

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

possibly which subscalesincrease at faster or slower rates than other subscales. Additionally, future studies will addressthe test-retest reliability and gather sufficient data to re-analyze the component factor analysis.The last part of the future research direction is to involve multiple Universities to try and captureregional and cultural differences in problem-solving perceptions and development.AcknowledgementsThis work was made possible by the Samuel H. and Patricia W. Smith Teaching and LearningGrant at Washington State University.References[1] R. Clarke, H. B. Gelatt, and L.Levine, “A decision-making paradigm for logical guidance research, Personnel and Guidance Journal, vol. 44, pp. 40-51, 1965.[2] J. Dewey, How we think, New York, NY

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Angelica Carrion, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

), 2011 (pp. F1C-1). IEEE.[10] Gilbuena, D. M., Sherrett, B. U., Gummer, E. S., Champagne, A. B., & Koretsky, M. D. (2015). Feedback on professional skills as enculturation into communities of practice. Journal of Engineering Education, 104(1), 7-34.[11] Litchfield, K., Javernick‐Will, A., & Maul, A. (2016). Technical and professional skills of engineers involved and not involved in engineering service. Journal of Engineering Education, 105(1), 70- 92.[12] Walther, J., Miller, S. E., & Sochacka, N. W. (2017). A model of empathy in engineering as a core skill, practice orientation, and professional way of being. Journal of Engineering Education, 106(1), 123-148.

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Aldeman, Illinois State University; Theodore J. Branoff, Illinois State University

Tagged Divisions

Educational Research and Methods

the 32 plots shown in Figures 1-4 have a negative skewness value. Acrossall of the plots in Figures 1-4, the average skewness value is -0.65. The skew of the distributionscan also be observed by comparing the mean and median values in Tables 2-5. In most cases, themedian values are larger than the mean values. Because of this, the data cannot be assumed tofollow a normal distribution, and thus standard parametric tests (e.g. t-tests) are not valid tests fordetecting statistically significant differences between the distributions. In the following section,the non-parametric statistical methods for comparing the distributions will be described. a. b

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Suzanne Eyerman, Fairhaven Research and Evaluation

Tagged Divisions

Educational Research and Methods

connections to pastactivities girls completed the week before with designing cars. While she leads girls’ responsesthrough deliberate questioning, girls’ ideas about potential energy are elicited, and girls are giventime to share their responses with a peer before sharing with the larger group. This guideddiscussion is meant to prepare participants for the engineering design activity, creating a“cognitive structure” to support use of prior knowledge in the upcoming challenge [12].B. Constraints and criteria define the goals of the activity As Teresa introduces the follow-up lesson to the gravity cars they discussed the previous week, she puts a slide on the screen with two columns, one with “criteria” and one with “constraints.” Teresa

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

. Page 25.305.8We compute the occurrences of each of these kinds of transitions for each student andnormalize by the total number of transitions, yielding a transition frequency. Figure 4shows the average transition frequencies on each homework assignment for both the SE andSO students. We used a t-test to determine if the differences between transition frequenciesfor the two groups are significant. The problems for which the differences are significantare indicated in the figure. (a) Backtrack (b) In-Order (c) SkipFigure 4: Average transition frequencies for the SE and SO groups for each homeworkassignment. An asterisk (*) next to the homework number

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diane Grayson, University of Pretoria; Erika Müller, University of Pretoria

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

analysis of centre of mass for the structure.Teachers of the additional courses also meet regularly with teachers of mainstream courses toidentify aspects of mainstream courses that students typically struggle with, as well askeeping appraised of what is being covered and when. This enables ENGAGE teachers todesign their curricula in a way that provides appropriate scaffolding for students’ learning.Individual student performance is monitored, and, when necessary, students are referred to acounsellor or adviser for support.ResultsA survey was administered to all ENGAGE students at the end of their first year on theprogram. The response rates from those who completed the year were 80% (209/260) for2010 and 67% (238/354) for 2011 b. Table 1 shows

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #34274Comparing Wellbeing Indicators, Perception of Stress, Competition, andAchievement Between Undergraduate Engineering, Other STEM, and Non-STEMMajorsMatilde Luz Sanchez-Pena, University at Buffalo Matilde Sanchez-Pena is an Assistant Professor in engineering education at University at Buffalo - SUNY. Her current research areas include (a) advancing institutional diversity, (b) cultures of health in engineer- ing education, and (c) data analysis skills of engineers. She aims to promote a more equitable engineering field in which students of all backgrounds can acquire the knowledge and skills to achieve their

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Sislena Ledbetter, Howard University; Dawn Williams, Howard University; Janice McCain, Howard University

Tagged Divisions

Educational Research and Methods

suggested that instead of trying tofight with shifting paradigms, they would prefer to blend into the background instead of fight theethnic battles. Given their level of assimilation both in physical presentation and in ideals, thesestudents too made a choice.MethodologyData were collected as part of a larger study of engineering undergraduate students from fourdistinct U.S. Universities whom initially enrolled during the 2003-2004 academic year. For thepurpose of this study we have ascribed pseudonyms to each institution: A) Technical PublicInstitution (TPI), a public mid-western university specializing in teaching engineering andtechnology; B) Urban Private University (UPU), a private Historically Black University mid-Atlantic institution; C

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Joachim Walther, University of Queensland; David Radcliffe, University of Queensland

Tagged Divisions

Educational Research and Methods

interventions. “Education is what survives when what has been learned has been forgotten”1 B. F. Skinner (1904 - 1990)1. Introduction: Outcomes-based education in engineering educationThe rapid societal and technological changes of the last decade have resulted in a sustainedtransformation of engineering work and the engineering profession. Engineering graduates todayare expected to be equipped with a whole set of new technical abilities as well as an awareness ofthe social and environmental implications of engineering work. In many countries thesepressures have led to reforms of the engineering education system in an attempt to better equipstudents for the changed and changing

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

AC 2011-599: APPROACHES TO ENGAGING STUDENTS IN ENGINEER-ING DESIGN AND PROBLEM SOLVINGAnn F. McKenna, Arizona State University, Polytechnic campus Ann McKenna is an Associate Professor in the Department of Engineering in the College of Technology and Innovation at Arizona State University (ASU). Prior to joining ASU she served as a program officer at the National Science Foundation in the Division of Undergraduate Education and was on the faculty of the Segal Design Institute and Department of Mechanical Engineering at Northwestern University. Dr. McKenna’s research focuses on understanding the cognitive and social processes of design and innova- tion, design teaching and learning, the role of adaptive expertise in

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

,” J. Mark. Educ., vol. 36, no. 1, pp. 5–19, 2014.[7] S. Singer and K. A. Smith, “Discipline‐based education research: Understanding and improving learning in undergraduate science and engineering,” J. Eng. Educ., vol. 102, no. 4, pp. 468–471, 2013.[8] J. E. Froyd, P. C. Wankat, and K. A. Smith, “Five major shifts in 100 years of engineering education,” Proc IEEE, vol. 100, no. Special Centennial Issue, pp. 1344–1360, 2012.[9] J. L. Chiu et al., “WISEngineering: Supporting precollege engineering design and mathematical understanding,” Comput. Educ., vol. 67, pp. 142–155, 2013.[10] B. Galand, B. Raucent, and M. Frenay, “Engineering students’ self-regulation, study strategies, and motivational

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

motivation, non-academic competencies, and commitmentto STEM disciplines.14 Other scholars argue that service learning opportunities enhance students’engagement through, and well beyond, the college experience.15Research on SCB learning experiences in engineering suggests similarly robust studentoutcomes, as well as other engineering-specific learning outcomes mandated by theAccreditation Board of Engineering and Technology (ABET). For example, Ropers-Huilman etal. found that SCB learning experiences promote students’ ability to (a) design systems to meetreal-world needs, (b) perform on multi-disciplinary teams, and (c) communicate their workeffectively.16 Other studies of service-learning experiences in engineering suggest participantsdevelop a

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

attrition and contributing factors. International Journal of Engineering Education, 23, 929-940.[4] Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.[5] Jaeger, B., Whalen, R., Payne, R., & Freeman, S. (2010, June 20–23). Successful students: Smart or tough? ASEE Annual Conference and Exposition, Louisville, KY.[6] Chen, J. C., McGaughey, K, J., Janzen, D. S., Teramoto Pedrotti, J., & Widmann, J. M. (2015, July 13–15). Grit and its role in achievement among engineering students. Presented at the Sixth

Conference Session

Teaching and Learning Strategies II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matias Recabarren, Universidad de los Andes; Claudio Alvarez, Facultad de Ingenieria y Ciencias Aplicadas, Universidad de los Andes; María Ignacia Díaz, Universidad de los Andes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, 1(1), 29–44.[13] Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class.Science, 332(6031), 862-864.[14] Henderson, C., & Dancy, M. (2009). Impact of physics education research on the teaching of introductoryquantitative physics in the United States. Physical Review Special Topics - Physics Education Research, 5(2).[15] Mazur, E. (2009). Farewell, lecture. Science, 323(5910), 50-51.[16] Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, andresearch bases. Journal of Engineering Education, 95(2), 123-138.[17] Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

AC 2011-408: UNDERGRADUATE ENGINEERING STUDENT PERCEP-TIONS OF GRADUATE SCHOOL AND THE DECISION TO ENROLLErin Crede, Virginia Tech Erin D. Crede is a PhD candidate at Virginia Tech, where she also completed her B.S and M.S in Aerospace Engineering. Her doctoral research focuses on the social aspects of graduate education in engineering departments with internationally diverse populations using a mixed methods approach.Maura J. Borrego, Virginia Tech Maura Borrego is an Associate Professor in the Department of Engineering Education at Virginia Tech. She is currently serving a AAAS Science and Technology Policy Fellowship at the National Science Foundation. Her research interests focus on interdisciplinary faculty

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

. Educ., vol. 24, no. 2, pp. 153–172, 2001, doi: 10.1353/rhe.2000.0030.[6] B. A. Burt, K. L. Williams, and W. A. Smith, “Into the Storm: Ecological and Sociological Impediments to Black Males’ Persistence in Engineering Graduate Programs,” Am. Educ. Res. J., 2018.[7] C. M. Golde, “Beginning Graduate School: Explaining First-Year Doctoral Attrition,” New Dir. High. Educ., vol. 1998, no. 101, pp. 55–64, 1998, doi: 10.1002/he.10105.[8] C. M. Golde, “The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments,” J. Higher Educ., vol. 76, no. 6, pp. 669–700, 2016, doi: 10.1080/00221546.2005.11772304org/10.1080/00221546.2005.11772304.[9] C. P. Brus, “Seeking Balance in

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University; Eunsil Lee, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(a) and 2(b). From Fig 2(a), it can beconcluded that, with increase in the score on the perceptions of instructor practices, there is arelatively greater increase in the score on the persistence intentions of women than men. From Fig2(b), it is observed that, with increase (or decrease) in perceptions of instructor practices there isrelatively less increase (or decrease) in persistence intentions of veterans than other students.Table 7 shows the multi-level modeling results of seven models built with persistence intentionsas dependent variable, perceptions of peer support, time, and demographic variables as theindependent variables. All these models included an interaction term between two variables, theperceptions of peer support and the