Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amman Fasil Asfaw, California State Polytechnic University, San Luis Obispo; Storm Randolph, California Polytechnic State University, San Luis Obispo; Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Rosa Aguilar, California Polytechnic State University, San Luis Obispo ; Emily Flores; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and the remaining three can befound in Appendix B. The left side and right side of the diagrams represent the pre-CAR andpost-CAR survey responses, respectively. The lengths of the black bars on each side of thediagrams are approximate indicators of the distribution of responses for each survey. For thepurpose of the alluvial diagram, “strongly disagree” and “disagree” responses are grouped into asingular “Disagree” category while “strongly agree” and “agree” responses are grouped into asingular “Agree” category. The diagrams holistically illustrate any shifts and trends amongststudents who completed both surveys. Nearly all student shifts, except for a few outliers, eithershifted towards promoting a more inclusive classroom setting or did

Conference Session

Educational Research and Methods Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Purdue University, West Lafayette; Miles Griffin Evans; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

approaches in research on K-12 engineering education.Bibliography1. Katehi, L., Pearson, G., & Feder, M. (Eds.). (2009). Engineering in K-12 education: Understanding the status and improving the prospects (Committee on K-12 Engineering Education, National Academy of Engineering and National Research Council). Washington, DC: National Academies Press.2. Capobianco, B. M., Diefes-Dux, H. A., & Mena, I. B. (2011, June). Elementary school teachers’ attempts at integrating engineering design: Transformation or assimilation? Paper presented at the 2011 American Society of Engineering Education Annual Conference, Vancouver, Canada.3. Cunningham, C. M., Lachapelle, C. P., & Keenan, K. (2010). Elementary teachers

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International 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

. Bates, C. Allendoerfer, D. Jones, J. Crawford, and T. Floyd Smith, “The relationship between belonging and ability in computer science,” in Proceeding of the 44th ACM technical symposium on Computer science education - SIGCSE ’13, 2013, p. 65.[4] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi- Year Single Institution Study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, 2012.[5] B. Geisinger and D. R. Raman, “Why They Leave: Understanding Student Attrition from Engineering Majors,” Int. J. Eng. Educ., vol. 29, no. 4, pp. 914–925, 2013.[6] J. L. Smith, K. L. Lewis, L. Hawthorne, and S. D. Hodges, “When Trying Hard Isn’t Natural: Women’s Belonging with and Motivation for

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress, University of Dayton; Patrick W. Thomas, University of Dayton

Tagged Divisions

Educational Research and Methods

. 62, no. 1, pp. 27-42, Mar. 2019.[6] V. B. Mansilla, “Assessing Student Work at Disciplinary Crossroads”, ​Change: The Magazine of Higher Learning,​ vol. 37, no. 1, pp. 14-21, Jan. 2005.[7] V. B. Mansilla and et. al., “Quality Assessment in Interdisciplinary Research and Education”, ​Research Evaluation​, vol. 15, no. 1, pp. 69-74, Apr. 2006.[8] R. K. Yin, ​Case Study Research: Design and Methods, Applied Social Research Methods Series,​ 5th ed., Los Angeles, CA: Sage Publications, 2013.[9] S. B. Merriam, ​Qualitative Research: A Guide to Design and Implementation​, San Francisco, CA: Jossey-Bass, 2009.[10] D. Wicks, “The Coding Manual for Qualitative Researchers”, ​Qualitative Research in Organizations and

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

experiences for all students. Rotterdam, the Netherlands: Sense Publishers. 4. Diefes-Dux, H.A., Hjalmarson, M., Zawojewski, J., and Bowman, K. (2006). “Quantifying Aluminum Crystal Size Part 1: The Model-Eliciting Activity,” Journal of STEM Education: Innovations and Research, 7(1&2):51-63. 5. Bowman, K.J and Siegmund, T. (2008). "Chapter 5: Designing Modeling Activities for Upper-Level Engineering Classes" In Zawojewski, J. S., Diefes-Dux, H., & Bowman, K. (Eds.) Models and modeling in Engineering Education: Designing experiences for all students. Rotterdam, the Netherlands: Sense Publishers. 6. Lesh, R., Hoover, M., Hole, B., Kelly, A., and Post, T., “Principles for developing thought-revealing

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. 2, pp. 143–159, 2009.[13] B. L. Fredrickson, “What good are positive emotions?,” Rev. Gen. Psychol., vol. 2, no. 3, pp. 300–319, 1998.[14] C. Peterson, N. Park, and M. E. P. Seligman, “Orientations to happiness and life satisfaction: the full life versus the empty life,” J. Happiness Stud., vol. 6, no. 1, pp. 25– 41, 2005.[15] W. Damon, J. Menon, and K. Cotton Bronk, “The development of purpose during adolescence,” Appl. Dev. Sci., vol. 7, no. 3, pp. 119–128, 2003.[16] T. Noble and H. Mcgrath, “The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing,” Educ. Child Psychol., vol. 25, no. 2, pp. 119–134, 2008.[17] M. E. P

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Mendoza-Garcia, University of Florida; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Engineering Programs to First-Year Engineering,” Ph.D. dissertation, Dept. Eng. Educa. Purdue Univ., West Lafayette, IN, 2014.[14] M.-C. Hsu, “Undergraduate engineering students’ experiences of interdisciplinary learning: a phenomenographic perspective,” Ph.D. dissertation, Dept. Eng. Educa. Purdue Univ., West Lafayette, IN, 2015.[15] C. B. Zoltowski, W. Oakes, and M. Cardella, “Students’ Ways of Experiencing Human-Centered Design,” J. Eng. Educ., vol. 101, no. 1, pp. 28–59, 2012.[16] A. Magana and S. Brophy, “Instructors’ intended learning outcomes for using computational simulations as learning tools,” J. Eng. Educ., vol. 101, no. 2, pp. 220–243, 2012.[17] E. Dringenberg, “A phenomenographic analysis of first

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Janel Sutkus, Carnegie Mellon University; Donald Carpenter, Lawrence Technological University; Cynthia Finelli, University of Michigan; Trevor Harding

Tagged Divisions

Educational Research and Methods

AC 2009-368: AN EXAMINATION OF STUDENT EXPERIENCES RELATED TOENGINEERING ETHICS: INITIAL FINDINGSJanel Sutkus, Carnegie Mellon University Dr. Janel Sutkus is Director of Institutional Research and Analysis at Carnegie Mellon University in Pittsburgh, Pennsylvania. She received her doctorate from the Center for the Study of Higher and Postsecondary Education at the University of Michigan, and also holds degrees from Cornell College (BA in psychology and music) and the University of Iowa (MA in higher education administration). Prior to earning her Ph.D. she was a college administrator for 15 years at two small, private liberal arts colleges. While at the University of Michigan, she taught

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

performance can be achieved; b) If achieved,performance will lead to desired outcomes; and c) Those outcomes will lead to satisfaction.7Research applying Expectancy x Value theory has shown that engineering students who havehigher expectations will have better academic performance 8, and those who see higher value fora task will persist longer.7 Expectancy x Value theory has been developed to examine students'motivations toward long-term goals at a degree or course level.7Expectancy was operationalized to assess how students expected to do in an introductoryengineering course. Survey items evaluating expectancy include, “I expect to do well in thisengineering course” and, “I am confident I can do an excellent job on the assignments and testsin this

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Russell Korte, University Of Minnesota; Karl Smith, University of Minnesota

Tagged Divisions

Educational Research and Methods

problems. Furthermore, they found that students who stayed often received help (often bychance) at critical decision points contributing to their decisions to stay in the major—students Page 12.1162.4who left often did not receive help when it could have made a difference in their decision toleave.Seymour and Hewitt reviewed several early studies on S.M.E. students and found two majorreasons for attrition among S.M.E. majors: (a) students who left S.M.E. majors found othermajors more attractive and (b) students who left found the work too difficult.2 Additionalfindings included perceptions that incoming freshman were unprepared for the rigors of

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

: Multi-year program plan. Retrieved from: http://apps1.eere.energy.gov/buildings/publications/pdfs/ssl/ssl_mypp2011_web.pdf12. Kelley, T., & Littman, J. (2001). The art of innovation: Lessons in creativity from IDEO, America’s leading design firm. New York: Doubleday.13. Smith, S. M., Ward, T. B., & Schumacher, J. S. (1993). Constraining effects of examples in a creative idea generation task. Memory & Cognition, 21(6), 837–845.14. Amabile, T. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43(5), 997–1013.15. Christiaans, H. H. C. M. (2005). Creativity as a design criterion. Creativity Research Journal, 14(1), 41–54

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

handbook for faculty development.Blackmore, J. A. (2005). A critical evaluation of peer review via teaching observation within higher education. International Journal of Educational Management, 19(3), 218-232.Boatright, B., & Gallucci, C. (2008). Coaching for instructional improvement: Themes in research and practice. Washington State Kappan, 2(1), 3-5.Borrego, M., & Henderson, C. (2014). Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies. Journal of Engineering Education, 103(2), 220-252.Coggins, C. T., Stoddard, P., & Cutler, E. (2003). Improving Instructional Capacity through School-Based Reform Coaches.Cornett, J., & Knight, J. (2009

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

Tagged Divisions

Educational Research and Methods

questions atdifferent cognitive levels of the Bloom’s taxonomy aligned to the course and specificlearning outcomes spread across various continuous assessment tests (CAT). A sampleassessment framework for a typical course is shown in TABLE I. TABLE I: Assessment Framework of a Typical Course End Semester: Evaluation Type CAT 1
Outcomes 1 to 3 CAT 2
Outcomes 1 to 4 CAT 3
Outcomes 1 to 5 
Outcomes 1 to 5 Section (marks) A
(1) B
(3) C
(10) A
(1) B
(3) C
(10) A
(1) B
(3

Conference Session

Understanding the Discipline of Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Tingerthal P.E., Northern Arizona University

Tagged Divisions

Educational Research and Methods

. 2005;134(3):52-59. http://www.jstor.org/stable/20027998.5. Lucas B, Hanson J, Claxton G. Thinking like an Engineer Implications for the Education System.; 2014. http://www.raeng.org.uk/publications/reports/thinking-like-an-engineer-implications-summary.6. ABET Engineering Accreditation Commission. Criteria for Accrediting Engineering Programs, 2017 & 2018. 2017. view-source:http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2017-2018/. Accessed February 11, 2017.7. National Society of Professional Engineers. What is a PE? 2017. https://www.nspe.org/resources/licensure/what-pe. Accessed February 11, 2017.8. Sheppard SD, Macatangay K, Colby A, Sullivan WM

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Donald William Rhymer Ph.D., U.S. Air Force Academy; Richard T. Buckley Ph.D., U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

AC 2012-5140: THE EFFECT OF STUDENT NARRATION ON SENIOR-LEVEL ENGINEERING CLASSESLt. Col. Donald William Rhymer Ph.D., U.S. Air Force Academy Donald Rhymer is an Assistant Professor and the Deputy for Curriculum in the Department of Engi- neering Mechanics at the U.S. Air Force Academy in Colorado. He is a 1995 graduate of the academy with a bachelor’s of science in engineering mechanics and holds both an M.S. and Ph.D. in mechanical engineering from the Georgia Institute of Technology. He has taught mechanical engineering for more than five years at the Air Force Academy and while his graduate research and teaching emphasis is in the mechanics of materials, he has just as high a passion for excellence in education

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

57.3%Note: “Teams” contains the following subcategories with the following number of articles coded to them: cross-functional (1), multidisciplinary (14), vertically integrated (1), and virtual (1).The Educational Technology subcategory codes technologies used to improve teaching andlearning typically in a “real-time” classroom or laboratory setting. It was the second mostfrequently coded subcategory, with 18.5 percent of all interventions. Within this subcategory,multimedia, simulation, and interactive technologies were the most common (see Table 2.b). Page 11.496.6Table 2.b. Interventions related to educational technology

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology

Tagged Divisions

Educational Research and Methods

the exam? AC All Clear (no problems) There's not much that is bothering. B Both concepts and procedures I need to further review the integrated rate law and graphing of the different rate orders. C Concepts What remains unclear to me is how or why the vant' hoff factor varies theoretically vs experimentally. G General or Generic: Not specific So far nothing seems unclear to me however I definitely need to concept or procedure memorize the formulas and calculations since there is a huge

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Cynthia Atman, University of Washington; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Ronald Miller, Colorado School of Mines; Karl Smith, University of Minnesota; Reed Stevens, University of Washington; Ruth Streveler, Purdue University; Christine Loucks-Jaret, University of Washington; Dennis Lund, University of Washington

Tagged Divisions

Educational Research and Methods

AC 2008-1307: MOVING FROM PIPELINE THINKING TO UNDERSTANDINGPATHWAYS: FINDINGS FROM THE ACADEMIC PATHWAYS STUDY OFENGINEERING UNDERGRADUATESCynthia Atman, University of Washington CYNTHIA J. ATMAN, Ph.D., is the founding Director of the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington and the Director of the NSF funded Center for the Advancement of Engineering Education(CAEE). Dr. Atman is a Professor in Industrial Engineering. Her research focuses on design learning and engineering education.Sheri Sheppard, Stanford University SHERI D. SHEPPARD, Ph.D., P.E., is a professor of Mechanical Engineering at Stanford

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Lisa McNair, Virginia Tech; Tamara Knott, Virginia Tech; Mary Leigh Wolfe, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Conference & Exposition, Portland, OR.5 Open Source Portfolio Initiative (OSPI). Accessed Jan 18, 2006. Last updated November 18, 2005.6 Walvoord, B. E. and Anderson, V.J. (1998). Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey Bass. Page 11.390.11

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yike Li, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

] J. Gainsburg, C. Rodriguez-Lluesma and D. A. Bailey, “knowledge profile of an engineering occupation: temporal patterns in the use of engineering knowledge,” Engineering Studies, vol. 2, no.3, pp. 197-219, 2010.[15] K. J. B. Anderson, S. S. Courter, T. McGlamery, T. M. Nathans-Kelly and C. G. Nicometo, “Understanding engineering work and identity: A cross-case analysis of engineers within six firms,” Engineering Studies, vol. 2, no. 3, pp.153-174, 2010.[16] S. A. Male, M. B. Bush, E. S. Chapman, “Identification of competencies required by engineers graduating in Australia,” Conference paper of the Australasian Association for Engineering Education, Adelaide, 2009.[17] K. E. Watkins, V. J. Marsick, “Towards a

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Toni Ivey, Oklahoma State University; Nicole M. Colston, Oklahoma State University; Julie Thomas, University of Nebraska, Lincoln; Juliana Utley, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

preliminary findings from thestudy. Specifically, this paper addresses some preliminary research questions related to thepotential impact of training workshops on the engineering knowledge of rural teachers andstudents: how did participating in the RREE professional development affect (a) teachers’ andstudents’ knowledge and perceptions regarding engineering, (b) teachers’ self-efficacy ofteaching engineering, and (c) students’ attitudes about science and mathematics?Related Literature There is a nationwide emphasis on integrating engineering education into P-12 learning.The impetus in the U.S. stems from a projected need to increase the quantity and quality (anddiversity) of future engineers.11, 12 However, a number of barriers and

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Damji Heo Stratton, Purdue University; Saira Anwar, Purdue University, West Lafayette (College of Engineering); Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Paper ID #18597How Do Engineering Students’ Achievement Goals Relate to their ReflectionBehaviors and Learning Outcomes?Miss Damji Heo, Purdue University Damji Heo received B. A. degrees in Educational Technology and Psychology from Ewha Womans Uni- versity in 2012 and M. Ed. degree in Educational Psychology from the University of Texas at Austin in 2014 respectively. Currently, she is doing her Ph. D. in Learning, Design, and Technology program at Purdue University since 2015 and a graduate research assistant in School of Engineering Education at the same university. Her main areas of research interest are learning

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Robert Renaud PhD, University of Manitoba

Tagged Divisions

Educational Research and Methods

Education 95 (1): 85–91. doi: 10.1002/j.2168-9830.2006.tb00879.x.7. Jiusto, S., and Di Biasio, D. 2006. “Experiential Learning Environments: Do They Prepare Our Students to be Self- Directed, Lifelong Learners?” Journal of Engineering Education 95 (3): 195–204. doi: 10.1002/j.2168- 9830.2006.tb00892.x.8. Yalvac, B., H. D. Smith, J. B. Troy, and P. L. Hirsch. 2007. “Promoting Advanced Writing Skills in an Upper- Level Engineering Class.” Journal of Engineering Education 96 (2): 117–128. doi: 10.1002/j.2168- 9830.2007.tb00922.x.9. Colby, A., and W. M. Sullivan. 2008. “Ethics Teaching in Undergraduate Engineering Education.” Journal of Engineering Education 97 (3): 327–338. doi: 10.1002/j.2168-9830.2008.tb00982.x.10. Hanson J

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan Elizabeth Anderson, University of Washington; Denise Wilson, University of Washington; Ziyan Bai, University of Washington; Neha Kardam, University of Washington; Shruti Misra, University of Washington

Tagged Divisions

Educational Research and Methods

support the evaluation of RQ1, an independent samples t-test was first used to compare twogroups: (a) students enrolled in remote learning classes and (b) students enrolled in traditionalclasses. Additional independent samples t-tests were used as needed to account for course bycourse variation. Homogeneity of variance was not assumed, and Bonferroni’s correction wasused in all analyses of means to account for multiple hypothesis testing and to reduce Type 1error. Though non-parametric Mann Whitney tests are typically used for ordinal, Likert-scaledata, a recent study [33] demonstrates t-tests and non-parametric Mann Whitney tests yield nearidentical Type 1 error rates without major compromise to statistical power. Thus, independentsamples t

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Penny Kinnear, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

of how this shared conceptual space is built from student interactions,is described below in, Figure 2-1. This framework is used in subsequent sections to analyse theinteractions of the teams in their meetings, (a) (b)Figure 2-1: Conceptual Framework of how shared space is (a) constructed and (b) notconstructed through the interactions of the team members.3. Study Design, Methods and PopulationThis study involved non-participatory observation of five first-year engineering design teamsduring their team meetings from two different cornerstone design courses. The study took placeat a large, publicly-funded, research-intensive university, with a first-year student population

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Reem Nasr, Boston University; Steven Hall, Massachusetts Institute of Technology; Peter Garik, Boston University

Tagged Divisions

Educational Research and Methods

AC 2007-1919: STUDENT UNDERSTANDING IN SIGNALS AND SYSTEMS: THEROLE OF INTERVAL MATCHING IN STUDENT REASONINGReem Nasr, Boston UniversitySteven Hall, Massachusetts Institute of TechnologyPeter Garik, Boston University Page 12.1317.1© American Society for Engineering Education, 2007 Student Understanding in Signals and Systems: The Role of Interval Matching in Student ReasoningAbstractThis study was designed to investigate student understanding in signals and systems, particularlythe study of continuous-time linear, time-invariant systems. In this paper, we report on a principalfinding of this investigation, namely, the importance of the interval

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Donald McEachron, Drexel University; Fred Allen, Drexel University; Elisabeth Papazoglou, Drexel University; Mustafa Sualp, Untra Corporation; David Delaine, Drexel University; David Hansberry, Drexel University

Tagged Divisions

Educational Research and Methods

. (2010). Decision Support Systems – DSS (definition). Downloaded from http://www.informationbuilders.com/decision-support-systems-dss.html17) Ishiyama, J. (2005). The structure of an undergraduate major and student learning: A cross-institutional study of political science programs at thirty-two colleges and universities. The Social Science Journal, 42: 359-366.18) Kunzman, R. (2002). Extracurricular activities: Learning from the margin to rethink the whole. Knowledge Quest, 30: 22-25.19) Li, O., McCoach, B., Swaminathan, H. and Tang, J. (2008). Development of an instrument to measure perspectives of engineering education among college students. Journal of Engineering Education, 97: 47- 56.20) Litzinger, T, Lee, S. H., Wise, J

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

impact of financial aid and institutional scholarships on communitycollege students” (Doctoral dissertation, Northern Illinois University), 2009[4] L. V. Tuttle, “Financial aid and the persistence of associate of arts graduates transferring to asenior university” (Doctoral dissertation, Florida International University), 2007.[5] B. W. Bean, “Institutional, financial, and student characteristics affecting persistence ofscholarship recipients: A case study of first, second, and third year student retention for DanielsFund scholars” (Doctoral dissertation, University of Denver), 2008.[6] R. J. Light, “Making the most of college: Students speak their minds,” Cambridge, MA:Harvard University Press, 2001[7] J. K. Drake, “The role of academic advising

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan E. Canney, CYS Structural Engineers Inc.; Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Educational Research and Methods

Holistic Design of Effective Learning Experiences for the Twenty-first Century Engineer," Journal of Engineering Education, vol. 98, no. 1, pp. 67-81, 2009.2. M. Polmear, A. R. Bielefeldt, D. Knight, C. Swan and N. E. Canney, "Faculty Perceptions of Challenges to Educating Engineering and Computing Students About Ethics and Societal Impacts," in ASEE Annual Conference & Exposition, Salt Lake City, UT, 2018.3. N. E. Canney, M. Polmear, A. R. Bielefeldt, D. Knight, C. Swan and E. Simon, "Challenges and Opportunities: Faculty Views on the State of Macroethical Education in Engineering," in ASEE Annual Conference & Exposition, Columbus, OH, 2017.4. B. Newberry, "The Dilemma of Ethics in Engineering Education

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Matthew Verleger, Purdue University; Judith Zawojewski, Illinois Institute of Technology; Margret Hjalmarson, George Mason University

Tagged Divisions

Educational Research and Methods

present results (Item III). Why? A client would want to see results. Without results, your team has only attempted part of the task (provided the client with a solution); your team would not have provided evidence that it actually works.).Item IV includes any other requested information.” Page 14.891.5 TO: Name, Title FROM: Team # RE: Subject I. Introduction A. In your own words, restate the task that was assigned to your team (~1-2 sentences). This is your team’s consensus on who the client is and what solution the client needs. B. Describe what the