Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

, R., Oakes, W., and Wankat, P. (2004). "Development of Graduate Programs in Engineering Education," ASEE National Conference Proceedings, Salt Lake City, UT.3. Kohun, F. and Ali, A. (2005). Isolation Feelings in Doctoral Programs: A Case Study Issues in Information Systems, Vol VI, No 1-2, http://www.iacis.org/iis/4. Nyquist, J. N., Manning, L., Wulff, D.H., Austin, A.E., Sprague, J., Fraser, P.K., Calcagno, C., & Woodford, B. (1999). “On the road to becoming a professor: The graduate student experience.” Change, 18-27. http://www.grad.washington.edu/envision/resources/road.html5. Nyquist, J. and Wulff, D.H. Re-envisioning the PhD - Recommendations from National Studies on Doctoral Education, http

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

Michael Alley, Virginia Tech; Madeline Schreiber, Virginia Tech; Katrina Ramsdell, Virginia Tech; John Muffo, Virginia Tech; Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

2006-852: TESTING THE EFFECT OF SENTENCE HEADLINES IN TEACHINGSLIDESMichael Alley, Virginia Tech Michael Alley is an associate professor in the Department of Engineering Education at Virginia Tech. He is the author of The Craft of Scientific Presentations (Springer-Verlag, 2003).Madeline Schreiber, Virginia Tech Madeline Schreiber is an associate professor in the Department of Geosciences at Virginia Tech. She teaches the introductory level course Resources Geology and higher-level courses in hydrogeology. She has an MS and a PhD from the University of Wisconsin-Madison and a BS from Yale University.Katrina Ramsdell, Virginia Tech Katrina Ramsdell is a rising senior in the Department

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Natalia Kapli, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

seemingly successful courses using active learning and thosewhich do not seem to be as successful?The scenario investigated for this report, described in more detail below, involves an instructorwho taught three sections of the same course with varying degrees of success. Students in onesection were less accepting of the active learning techniques and expressed more resistance.Specifically, we hypothesize that the students in the seemingly less successful section will a) findthe course to be less effective, b) express less perceived relevance in the course, c) have lesspositive views on the helpfulness of class activities to learning, and d) have a less positive viewof active learning.MethodsContext of StudyThe course under investigation is

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

. Then, we revised them and added more categories as needed toidentify more specific utterances. Table 2 provides descriptions and examples for each discoursemove.Table 2The Discourse Moves Used to Investigate the Characteristics and Function of the IndividualStudents’ Contribution during Dialogue Moves Description Example Claim Proposing the initial idea; “Metal C has the greatest first response to questions on coefficient” the activity sheet. “So, elastic modulus of metal A is greater than metal B” Accept (1) Expression of acceptance “I agree” and/or agreement with peer’s

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 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, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

using the content categories that emerged during the Lew andSchmidt (2011) study. This study centers around students, however, the content categoriestranslated naturally to ones that might be expected for faculty. To affirm these categories, otherstudies such as Valli (1990) and Tom (1985) were referenced. The prescribed categoriesnaturally fit into the more general categories identified by those studies. The pre-definedcategories comprised: a) self, b) peers, c) products and d) teaching strategies. The emergentcategories comprised: e) students and f) classroom resources (see Table 2).To code for quality (or depth), the reflective statements were reviewed for the dimension ofreflection achieved. Key words and phrases that alluded to specific

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Chen, California Polytechnic State University; Susan M Lord, University of San Diego; Karen J McGaughey, Cal Poly State University

Tagged Divisions

Educational Research and Methods

International, 38, 6467.6. Fisher, M., King, J., & Tague, G. (2001). Self-directed Learning Readiness Scale, Nurse Education Today, 21, 516-525.7. Pintrich P., Smith D., Garcia T., & McKeachie W. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire. Technical Report 91-B-004. Ann Arbor: The Regents of The University of Michigan.8. Chen, J.C., McGaughey, K., & Lord, S.M. (2012). “Measuring Students’ Propensity for Lifelong Learning,” 2012 Australasian Association for Engineering Education (AAEE) Annual Conference, December 2012, Melbourn, Victoria, Australia.9. Trytten, D.A., Wong Lowe, A., & Walden, S.E. (2012). “Asians are Good at Math. What an Awful Stereotype: The Model

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Megan Ellery; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #32840”I Wish I Would Have Known. . . ”: Characterizing Engineering Students’Reflections on Their Graduate ExperiencesMr. Kanembe Shanachilubwa, Pennsylvania State University I am a second-year doctoral candidate at Pennsylvania State University in the mechanical engineering department. Member of the Engineering Cognitive Research Laboratory (ECRL). Current research topics include graduate school attrition and student well-being.Miss Megan ElleryGabriella M. Sallai, Pennsylvania State University Gaby Sallai is currently a graduate student in the mechanical engineering department at Penn State. She is working under

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunsil Lee, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Educational Research and Methods

to be ‘epic’ by gaining knowledge in a real-lifeenvironment, which resulted in valuable and practical advice for our overall research.Reference[1] N. Bennett, Overview of the NSF REU Program and Proposal Review: the GRC Funding Competitiveness Conference, February 18-21, 2015. Arlington, VA: National Science Foundation, 2015[2] National Academies of Sciences, Engineering, and Medicine, Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. Washington, D.C.: National Academies Press, 2017.[3] A.L. McDevitte, M.V. Patel, B. Rose, & A.M. Ellison, “Insights into student gains from undergraduate research using pre-and post-assessments,” BioScience, vol. 66-12, pp. 1070- 1078

Conference Session

Works in Progress I

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Science Foundation under award DUE-1626287.References[1] T. Grose, Ed., “Retention range: The wide variation among 2007 freshmen,” ASEE Connections, Feb. 2016. [Online]. Available: http://createsend.com/t/y-45B6B3EF48CE7A3C#databyte. [Accessed Oct. 4, 2017][2] E. Seymour and N. M. Hewitt, Talking About Leaving: Why Undergraduates Leave the Sciences. Boulder, CO: Westview Press, 1997.[3] R. M. Marra, K. A., Rodgers, D. Shen, and B. Bouge, “Leaving engineering: A multi-year single institution study,” J. Eng. Educ., vol. 101, no. 1, pp. 6–27, Jan. 2012.[4] O. Eris, D. Chachra, H. L. Chen, S. Sheppard, L. Ludlow, C. Rosca, T. Bailey, and G. Toye, “Outcomes of a longitudinal administration of the persistence in

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, Dordrecht, pp. 41-122, 2012.[9] A. R. Brown, C. Morning, and C. Watkins, “Implications of African American engineering student perceptions of campus climate factors,” in 34th Annual Frontiers in Education, 2004. FIE 2004. IEEE, pp. S1G-20.[10] A. R. Brown, C. Morning, and C. Watkins, “Influence of African American engineering student perceptions of campus climate on graduation rates,” J. Eng. Educ., vol. 94, no. 2, pp. 263-271, 2005.[11] K.H. Collins, “Confronting color-blind STEM talent development: Toward a contextual model for Black student STEM identity,” Journal of Advanced Academics, vol. 29, no. 2, pp. 143-168, 2018.[12] B. Berhane, S. Secules, and F. Onuma, F, “Learning while Black: Identity

Conference Session

Professional Skills and the Workplace

Collection

2008 Annual Conference & Exposition

Authors

Betty Harper, Pennsylvania State University, University Park; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

) as cited on p. 519 in Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students, Vol. 2: A third decade of research. San Francisco: Jossey-Bass.10 Jackett, E. J., Croissant, J., & Schneider, B. (1992). Industry, academe, and the values of undergraduate engineers. Research in Higher Education, 33(3), 275-295.11 Dym, C.L., Agogino, A. M., Eris, Ozgur, E., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning, p. 1. Journal of Engineering Education, 94(1), 103-120.12 Litzler, E., Lange, S. E., & Brainard, S. G. (2005). Career outcomes of science and engineering graduates. Paper presented at the 2005 WEPAN/NAMEPA Joint Conference, Las

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter M Ostafichuk, University of British Columbia, Vancouver; James Sibley, University of British Columbia, Vancouver; Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Navid Shirzad, Biomedical Engineering Graduate Program, UBC

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Available as of Feb 2, 2015 from: http://www.abet.org/etac- criteria-2014-2015/4 Oakley, B., D.M. Hanna, Z. Kuzmyn, and R.M. Felder, “Best Practices Involving Teamwork in the Classroom: Results from a Survey of 6435 Engineering Student Respondents,” IEEE Transactions on Education, Vol. 50, No. 3, 266–272 (2007).5 Millis, B.J. and P.G.Cottell, Cooperative Learning for Higher Education Faculty, Oryx Press, (1998).6 Delson, N.J., “Increasing team motivation in engineering design courses,” International Journal of Engineering Education 17(4-5): 359-66 (2001)7 Baker, D.F. “Peer Assessment in Small Groups: A Comparison of Methods.” Journal of Management Education, Vol. 32, No. 2, 183–209 (2008).8 Saavedra, R. and S.K. Kwun

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

Operations Knowledge Post TestReference List1. Anderson, J.R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51, 355-365.2. Anderson, J.R. (1987). Skill acquisition: Compilation of weak-method problem solutions. Psychological Review, 94,192-210.3. Belmont, J.M., Ferretti, R.P., & Mitchell, D.W. (1982). Memorizing: A test of untrained mildly mentally retarded children’s problem-solving. American Journal of Mental Deficiency, 87(2), 197- 210.4. Beyer, B. (1987). Practicing strategies for the teaching of critical thinking. Boston: Allyn and Bacon.5. Brown, A.L., Bransford, J.D., Ferrara, R.A., & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell & E.M

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

possible.References[1] U.S. Bureau of Labor Statistics, “Occupational Outlook Handbook,” 2015.[2] National Academy of Engineering, Educating the engineer of 2020: Adapting engineering education to the new century. National Academies Press, 2005.[3] National Academy of Sciences, National Academy of Engineering, and Institue of Medicine, “Rising above the gathering storm: Energizing and employing America for a brighter economic future.”[4] B. L. Lowell, H. Salzman, H. Bernstein, and E. Henderson, “Steady as she goes? Three generations of students through the science and engineering pipeline,” 2009.[5] B. M. Holloway, T. Reed, P. K. Imbrie, and K. Reid, “Research‐informed policy change: A retrospective on engineering

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jack Elliott, Utah State University; Angela Minichiello P.E., Utah State University; Joshua D. Marquit, Penn State Brandywine

Tagged Divisions

Educational Research and Methods

paths.Survey Data Collection Procedures In addition to gathering informed consent and participant information, Qualtrics surveyswill be used to identify participants’ informal (A), formal (B), and social (C) peer networkconnections as shown in survey excerpt provided in Figure 1. Figure 1. Qualtrics survey question(s) to query students about their peer interactions. Peer network development surveys will be sent out in Canvas for a week at a time, everythree weeks, for a total of five iterations per semester. After each semester, the universityregistrar’s office will provide researchers with the participants’ engineering specific GPA,retention across semesters, and demographics (i.e., age, race, gender, ethnicity, veteran status

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #6120Learning Strategies and Learning Traits Critical to Practicing Engineers af-ter CollegeMr. Daniel Michael Ferguson, Purdue University, West Lafayette Daniel M. Ferguson is a graduate student in the Engineering Education Program at Purdue University and the recipient of NSF awards for research in engineering education. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-professional Studies Program and Senior Lecturer at Illinois Institute of Technology and involved in research in service

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven; Jean Nocito-Gobel, University of New Haven; W. David Harding, University of New Haven

Tagged Divisions

Educational Research and Methods

University of New Haven Faculty, Madison, CT, March, 2003. See NSF Engineering Coalitions Website: http://www.foundationcoalition.org/home/keycomponents/firstyearcurriculum.html http://www.foundationcoalition.org/home/sophomore/index.html6. Collura, M., Daniels, S., Nocito-Gobel, J., Aliane, B, Development of a MultiDisciplinary Engineering Foundation Spiral, ASEE 2004 Annual Conference, Curricular Change Issues, session 26307. Collura, M.A. A Multidisciplinary, Spiral Curricular Foundation for Engineering Programs., NSF Department-Level Reform Planning Grant, EEC-0343077, $99,928 August 14, 2003.8. Bruner, J., Toward a Theory of Instruction, Cambridge, MA, Harvard University Press, 1966.9

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 con- sumer driven businesses over a 25-year career with The Procter & Gamble Company. In 2005, he joined Intuit, Inc. as Senior Vice President and Chief Marketing Officer and initiated a number of consumer package goods marketing best practices, introduced the use of competitive response modeling and ”on- the-fly” A|B testing program to qualify software improvements. Mark is the Co-Founder

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette (College of Engineering); Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Educ. Psychol.​, vol. 106, no. 1, pp. 315, 2014.[19] J. S. Eccles and A. Wigfield, “Motivational beliefs, values, and goals,” ​Annu. Rev. Psychol.​, vol. 53, pp. 109–132, 2002.[20] J. K. Flake, K. E. Barron, C. Hulleman, B. D. McCoach, and M. E. Welsh, “Measuring cost: The forgotten component of expectancy-value theory,” ​Contemp. Educ. Psychol.​, vol. 41, pp. 232–244, Apr. 2015.[21] P. R. Brown, R. E. McCord, H. M. Matusovich, and R. L. Kajfez, “The use of motivation theory in engineering education research: a systematic review of literature,” ​Eur. J. Eng. Educ.​, vol. 40, no. 2, pp. 186–205, 2015.[22] R. P. DeShon and J. Z. Gillespie, “A motivated action theory account of goal orientation,” ​J. Appl. Psychol.​, vol

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Christine Nicometo, University of Wisconsin, Madison; Sandra Courter, University of Wisconsin, Madison; Thomas McGlamery, University of Wisconsin, Madison; Traci Nathans-Kelly, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

This research is supported by the National Science Foundation under Grant No. EEC-0648267. We also acknowledge the support of Mitchell Nathan, L. Allen Phelps and our othercolleagues in the UW-Madison School of Education. Page 15.227.12Bibliography1. Sheppard, S., Macatangay K., Colby, A., Sullivan, W. (2009). Educating Engineers: Designing for the Futureof the Field. The Carnegie Foundation for the Advancement of Teaching. San Francisco, CA: Jossey-Bass.2. Trevelyan, J. (2007). Technical coordination in engineering practice. Journal of Engineering Education, 96 (3),p. 191-204.3. Wirsbinski, S., Anderson, K. J. B., Courter, S. (2009

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

) Project,” Goodman Research Group, Inc., 2002. [Online]. Available: https://files.eric.ed.gov/fulltext/ED507394.pdf [Accessed March 8, 2021].[10] K. E. Barron and C. S. Hulleman, “Expectancy-value-cost model of motivation,” In J.D. Wright (Ed.), International encyclopedia of the social & behavioral sciences, 2nd edition (Vol. 8, pp. 503-509). Oxford: Elsevier, 2015.[11] Seron C, Silbey, S, Cech E, Rubineau, B, Persistence is Cultural: Professional Socialization and the Reproduction of Sex Segregation. Work and Occupations, 43(2), 178-214, 2015.[12] Hrabowski F, “A Time of Urgency,” Inside Higher Ed, 2010. [Online]. Available: https://www.insidehighered.com/views/2010/11/08/hrabowski.[13] Seymour E, Hewitt N

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Ann McKenna, Northwestern University; Robert Linsenmeier, Northwestern University; Matthew Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

AC 2008-2738: CHARACTERIZING COMPUTATIONAL ADAPTIVE EXPERTISEAnn McKenna, Northwestern University Ann McKenna is the Director of Education Improvement in the Robert R. McCormick School of Engineering and Applied Science at Northwestern University. She holds a joint appointment as Assistant Professor in the School of Education and Social Policy and Research Assistant Professor in the Department of Mechanical Engineering. She also serves as Co-Director of the Northwestern Center for Engineering Education Research (NCEER). Dr. McKenna’s research focuses on the role of adaptive expertise in engineering education, design teaching and learning, and teaching approaches of engineering faculty. Dr. McKenna

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Lisa Lattuca, Pennsylvania State University; David Knight, The Pennsylvania State University

Tagged Divisions

Educational Research and Methods

new minors in entrepreneurship or manufacturing design, and other interview protocols forstudents in various academic and co-curricular activities.Data collection was completed by fall 2008. Personal and group interviews were fullytranscribed and entered into Nvivo, a software program that supports the management andanalysis of qualitative data. Each team analyzed the data from the two case studies it conducted.Coding and preliminary analysis of data began when each team completed its visits. Case study Page 15.710.8reports were shared with key informants at each site to a) ensure accuracy in reporting, b) enablesubjects who requested the

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

ASEE/IEEE Frontiers in Education Conference, 2004, pp. F1F-5.[4] P. Steif and A. Dollár, "Reinventing the Teaching of Statics," International Journal of Engineering Education, vol. 21, pp. 723-729, 2005.[5] M. T. H. Chi, et al., "Categorization and representation of physics problems by experts and novices," Cognitive Science, vol. 5, pp. 121-152, 1981.[6] A. A. DiSessa, "Knowledge in Pieces," in Constructivism in the computer age, G. E. Forman and P. B. Pufall, Eds., ed Hillsdale, N.J.: L. Erlbaum, 1988, pp. 49-70.[7] C. Venters and L. D. McNair, "Learning statics: A cognitive approach," presented at the American Society for Engineering Education Southeast Section Conference, Blacksburg, VA, 2010.[8] J

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eunsil Lee, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

] J.M. Keller,”Development and use of the ARCS model of motivational design,” Journal of Instructional Development, vol. 10, no. 3, pp. 2-10, 1987.[12] M. G. Moore, “Theory of transactional distance,” Theoretical Principles of Distance Education, vol. 1, pp. 22-38, 1993.[13] D. R. Garrison, T. Anderson, & W. Archer, “The first decade of the community of inquiry framework: A retrospective,” The internet and higher education, vol. 13, pp. 5-9, 2010.[14] B. D. Jones, M. C. Paretti, S. F. Hein, & T. W. Knott, “An analysis of motivation constructs with first‐year engineering students: Relationships among expectancies, values, achievement, and career plans,” Journal of engineering education, vol. 99, no. 4, pp. 319

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Stanford University Designing Education Lab; Autumn Turpin, Stanford University

Tagged Divisions

Educational Research and Methods

. Grading Rubric and Sample AbstractsTwo additional steps were implemented for the project in general. One was providing thestudents sample abstracts. Providing sample abstracts along with the structured guidelines wasexpected to give a complete picture of how to write an abstract. The samples given wereobtained and edited from students’ work in F13 so that the sample abstracts accurately portrayedthe expectations of the teaching team of student work. .Another step introduced to P2 was providing the students with the grading rubric of the abstract(see Appendix B). The rubric was drafted based on the detailed guidelines in Table 3. The 3-level system was created to simplify the grading system and to allow the students to know howtheir abstracts were

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

authentic opportunities to contribute and work collaborativelytowards a common goal will be correlative to greater participation in and improved performanceof targeted learning outcomes including: a) STEM reasoning skills involved in scientificargumentation and b) understanding of technical STEM content implicated in sustainableengineering and ecological design projects and correlative to measureable changes in a) learnerappreciation for the role and applications of STEM in larger problem-solving contexts and b)  greater awareness of the possibilities for continuing membership and advancement incommunities of practice using STEM to solve local and societal problems and c) greaterconfidence in their own ability to pursue pathways into those

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Emily Parry; Joanna Wright, University of Washington; Lauren Summers, University of Washington

Tagged Divisions

Educational Research and Methods

significance of being a business major and environmentalmajor as predictors of responsibility for sustainability. A third level model added interactionsbetween being a business major and the five variables in Model 2, between being anenvironmental studies major and the five variables in Model 2, and between beliefs about socialjustice and beliefs about sustainability. None of these interactions were significant in the thirdlevel model and are therefore not reported. Table 6: Hierarchical Regression Models (Responsibility for Sustainability) Predictor Variable Model 1 Model 2 Unstandardized Coefficient B (Standard Error

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Gregory Litster, University of Waterloo; Christopher Rennick, University of Waterloo

Tagged Divisions

Educational Research and Methods

A68B7E2761DDE8074C4E160C72FA4DF0F7D180A0437AAF5D8969EDA8B72E5E5F68 69D537BBAE34242. [Accessed: 30-Jan-2020].[9] B. W. Tuckman, “Developmental sequence in small groups.,” Psychological Bulletin, vol. 63, no. 6, p. 384, 19650101, doi: 10.1037/h0022100.[10] A. Somech, H. S. Desivilya, and H. Lidogoster, “Team conflict management and team effectiveness: the effects of task interdependence and team identification,” Journal of Organizational Behavior, vol. 30, no. 3, pp. 359–378, 2009, doi: 10.1002/job.537.

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University; Bryce E. Hughes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). "Understanding student differences." Journal of engineeringeducation 94(1): 57-72.Felder, R. M. and L. K. Silverman (1988). "Learning and teaching styles in engineeringeducation." Engineering education 78(7): 674-681.Felder, R. M. and B. A. Soloman (n.d.). "Index of Learning Styles." Retrieved fromhttp://www.ncsu.edu/felder-public/ILSpage.html.Felder, R. M. and B. A. Soloman (n.d.). "Learning styles and strategies." Retrieved fromhttp://www.ncsu.edu/felder-public/ILSdir/styles.pdf.Fleming, N. D. (2001). Teaching and learning styles: VARK strategies, IGI Global.Gasiewski, J. A., et al. (2012). "From Gatekeeping to Engagement: A Multicontextual, MixedMethod Study of Student Academic Engagement in Introductory STEM Courses." Research inHigher Education 53