Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Il-Seop Shin, Western Illinois University; Eun Go, Western Illinois University; Colin Ross Harbke, Western Illinois University; Thomas Mark Scaife, McGraw-Hill Education

Tagged Divisions

Educational Research and Methods

Description df χ2 p CFI IFI SRMR CAIC Hypothesized Models 1. Direct Effects Only 21 1000.43 < .001 .176 .181 .403 1098.78 2. Indirect Effects Only 12 349.63 < .001 .716 .720 .178 506.99 3. Both Direct & Indirect Effects 6 339.23 < .001 .720 .725 .177 535.94 Additional Bidirectional Paths Correlated Errors A. Among Mediators 9 61.51 < .001 .956 .957 .035 238.54 B. Among Outcomes 9 297.79 < .001 .757 .761 .171 474.82 C. Among Mediators & Outcomes 6

Conference Session

ERM Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Richard Crago, Bucknell University

Tagged Divisions

Educational Research and Methods

AC 2008-618: GUARANTEEING ACHIEVEMENT OF PROGRAMEDUCATIONAL OUTCOMES WHILE PROVIDING DATA FOR PROGRAMIMPROVEMENTRichard Crago, Bucknell University Page 13.658.1© American Society for Engineering Education, 2008 Guaranteeing Achievement of Program Educational Outcomes While Providing Data for Program ImprovementAbstractA direct assessment approach for engineering program outcomes has been developed thatensures all students meet all the outcomes at a threshold level. At the same time, the approachcan be used as part of a strategy for continual improvement of the program. The approach isdescribed and an example of the assessment of one of the program outcomes

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #13454Welcome to the Maker Movement: Parallel Education Pathways of AdultMakersMs. Chrissy Hobson Foster, Arizona State University Chrissy Foster is a Ph.D. candidate in Engineering Education at the Mary Lou Fulton Teachers College of Arizona State University. Her dissertation study explores the approaches to technical innovation within Native American communities.Mr. Aubrey Wigner, Arizona State University Aubrey Wigner is a PhD student in Human and Social Dimensions of Science and Technology at Arizona State University. He has an undergraduate degree in Chemical and Biochemical Engineering and a Masters in

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

Care, 1998. 21(10): p. 1644-1651.25. Husman, J., W. Pitt Derryberry, H. Michael Crowson, and R. Lomax, Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary educational psychology, 2004. 29(1): p. 63-76.26. Schunk, D.H., P.R. Pintrich, and J.L. Meece, Motivation in education : theory, research, and applications. 2008, Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall.27. Porter, S.R., M.E. Whitcomb, and W.H. Weitzer, Multiple surveys of students and survey fatigue. New Directions for Institutional Research, 2004. 2004(121): p. 63-73.28. Marra, R.M., K.A. Rodgers, D. Shen, and B. Bogue, Women engineering students and self-efficacy: A multi

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

board, but other people feel afraid and unsure about what that might mean for them.Finally, the scale of the institution itself can be a barrier to broadening participation in therevolution: [B]ecause of the size of [the institution] and how many things are going on, there are a lot of initiatives, a lot of projects people are working on, which is fantastic but it also kind of overwhelms people in the sense that it's hard to really find momentum in something unless it keeps going, because there's always another initiative that's springing up that people latch on to. So it's a little bit of a challenge to keep people focused on something and follow through.The main idea described here is ‘initiative

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

resources.References1 Creswell, J.W., Plano Clark, V. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Thousand Oaks, CA: Sage Publications.2 NSF Taskforce on Cyberlearning. (2008). Fostering Learning in a Networked World: The Cyberlearning Opportunities and Challenges. Retrieved from: http://www.nsf.gov/pubs/2008/nsf082004/nsf08204_1.pdf3 (Authors, 2012) removed for blind review4 NSF. NSF Annual Reports Retrieved June 10, 2012, from http://www.nsf.gov/about/history/annual-reports.jsp5 Madhavan, K., Xian, H., Vorvoreanu, M., Jesiek, B., Johri, A., Wang, A., Wankat, P. (2010). Interactive Knowledge Networks for Engineering Education Research (iKNEER). Supported by NSF Grant EEC- 0957015, EEC-0935109, EEC

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Caitlin H. Wasilewski, Seattle Pacific University

Tagged Divisions

Educational Research and Methods

to remain in the engineering environment,and other performance measures that are measured on time scales in between the short and thelong haul. This paper reports on preliminary analyses of these measures between two verydifferent university environments. While all measures in this study assess the way a studentfeels about his or her engineering program, different measures look at distinctly different aspectsof the affective experience in how students perceive their (a) own ability (self-efficacy); (b)chosen field and program (task value); (c) allies in the program (peer support and facultysupport); and (d) institutional culture (university belonging

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

-Structured and Ill-Structured Problem- Solving Learning Outcome,” Educational Technology Research and Development, vol. 45, no. 1, pp. 65-94, 1997.[3] W. Hung, “Team‐based complex problem solving: A collective cognition perspective,” Educational Technology Research & Development, vol. 61, no. 3, pp. 365-384, 2013.[4] X. Ge, and S.M. Land, “Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions,” Educational Technology Research and Development, vol. 51 no. 1, pp. 21–38, 2003.[5] C.E. Hmelo-Silver, “Problem-based learning: What and how do students learn?” Educational Psychology Review, pp. 235–266, 2004.[6] B. Barron, “When smart groups fail

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bashirah Ibrahim, Ohio State University; Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

Tagged Divisions

Educational Research and Methods

peer feedbackBased on the feedback, we made six main changes to the instruments. They are: (a) change theLikert scale from 1-5 to 0-10, (b) change the Strongly Disagree/Strongly Agree descriptors toRarely/Most of the time, (c) use a sliding scale to slow down students to minimize the risk ofsuperficial engagement in the task, (d) randomly list intrinsic motivations from extrinsic ones inthe attitudes instrument, and have five sections of four questions for the behaviors instrument, (e)rewrite or replace various items to prevent ambiguity and make them easier to understand, and(f) include a peer assessment section for the behaviors instrument. These changes resulted in anupdated version of

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Jordana Hoegh, Purdue University; Alice Pawley, Purdue University

Tagged Divisions

Educational Research and Methods

study participants for sharing their career stories and for their time. Weappreciate the reviewers of this article for their guidance and encouragement. Their commentswill be even more useful when we work to submit additional articles from this research to peer-reviewed archival journals, if we have not already incorporated them here. This research isbased upon work supported by the National Science Foundation under Grant No. HRD 0811194.Any opinions, findings and conclusions or recommendations expressed in this material are thoseof the author and do not necessarily reflect the views of the National Science Foundation.References1. Hall, R. M., & Sandler, B. R. (1982). The Classroom Climate: A Chilly One for Women? Washington, DC

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brantly Edward McCord, Purdue University, West Lafayette; Ronald Erdei, University of South Carolina; David M. Whittinghill, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

0.093 Yes *Alienation 0.68 *2.520455 *2.542208 0.785 Yes * denotes failure of one or more research goals: subscale a) did not receive a score of >4 (<2 for alienation) and/or b) was significantly different between halves of the semesterTen of the twelve subfactors of positive interdependence did not yield significant results,suggesting that the individual and group-focused halves of the semester did not significantlydiffer, and are therefore worth further scrutiny (see Table 2): positive goal interdependence(p=0.184), resource interdependence (p=0.257), teacher academic support (p=0.063), teacherpersonal support (p=0.124), student academic support (p=0.100), student personal support(p=0.221

Conference Session

Fostering and Assessing Effective Teaming

Collection

2008 Annual Conference & Exposition

Authors

Steve Roach, University of Texas-El Paso; Elsa Villa, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

program.This project employed these essential elements of PLTL with one defining difference: theintentional and deliberate integration of cooperative learning techniques. Research has shownthat these techniques (a) enhance achievement through development of higher-level reasoningskills; (b) facilitate closer relationships among students; (c) promote greater acceptance ofdifferences; and, (d) develop higher self-esteem16. Many features of UTEP PLTL workshops inCS are similar to the original PLTL sessions. They are weekly, mandatory, problem-basedsessions where students meet with trained peer facilitators who are undergraduates withdemonstrated proficiency in targeted courses. The process requires the peer facilitators todevelop and conduct workshop

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Tripp Shealy, Virginia Tech; Darren K. Maczka, Virginia Tech; Mo Hu, Virginia Tech; Robin Panneton, Virginia Tech; Xiao Yang, Virginia Tech, Deparment of Psychology

Tagged Divisions

Educational Research and Methods

generalized causal inference, thenotion that A reliably causes B and that such a relationship is reasonably stable across contexts[3]. In aiming towards causal inference, researchers control and manipulate independentvariables through experimental design in order to study effects on target dependent variables(e.g, the presentation of a tone causing dogs to salivate because of previous pairing with meat inPavlov’s classical conditioning experiments [4]). In a strict interpretation of studying humanbehavior, we cannot study cognition directly, instead we can only observe the products of anindividual’s thinking (e.g., actions taken, answers given to a test, artifacts created). Keepingthese limitations in mind, the emergence of techniques to collect data

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

Tagged Divisions

Educational Research and Methods

technology. Communication Education, 54(1), 20-33.Darling, A. L. & Dannels, D. P. (2003). Practicing engineers talk about the importance of talk: a report on the role of oral communication in the workplace. Communication Education, 52(1), 1-16.Data USA (2018). Architecture & engineering occupations. Retrieved from https://datausa.io/profile/soc/170000/#category_industriesDonnell, J. A., Aller, B. M., Alley, M., & Kedrowicz, A. A. (2011). Why industry says that engineering graduates have poor communication skills: what the literature says. Proceedings of the American Society for Engineering Education 2011 Annual Conference, Vancouver, CA.Gunn, C. J. (2013). Addressing communication issues through faculty/student

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

intervention techniques for the promotion of positive self-efficacy beliefs among students, aimed at ultimately increasing their achievement, success, andretention.Bibliography1. Bandura, A., Self-Efficacy: The Exercise of Control, W. H. Freeman and Company, New York, 1997.2. Pajares, F., "Self-Efficacy Beliefs in Academic Settings," Review of Educational Research, vol. 66, no. 4, 1996,pp. 543-578.3. Lent, R. W., S. D. Brown, J. Schmidt, B. Brenner, H. Lyons and D. Treistman, "Relation of ContextualSupports and Barriers to Choice Behavior in Engineering Majors: Test of Alternative Social Cognitive Models,"Journal of Counseling Psychology, vol. 50, no. 4, 2003, pp. 458-465.4. Schaefers, K. G., D. L. Epperson and M. M. Nauta, "Women's Career Development

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

proceeding. This can help students develop ajoint representation of the problem, which can improve the quality of their interactions.Excerpt 1 – P1:Student 1: “I think we can just take the- no, we can’t take the derivative of that, never mind.”Student 2: “Um, we can move to A.”Student 1” “I don’t know where that’s from.”Student 3: “It says E.”The occurrence of planning and proposing solutions (P2) turns and episodes (Figs.1a and b)suggests that the groups discussed plans and solutions to solve the task as shown in excerpt 2.Research emphasizes the importance of planning by discussing relevant existing knowledgewhen solving an ill-structured task [7]. To further promote this process, we suggest modifyingthe design of the task so that it explicitly

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

. Her current research interests include the effect of instructional technology on student learning and performance, effective teaching strategies for new graduate student instructors, and the impact of GSI mentoring programs on the mentors and mentees.Chris Groscurth , University of Michigan Christopher R. Groscurth is an instructional consultant in the Center for Research on Learning and Teaching (CRLT) at the University of Michigan. At CRLT Chris promotes excellence in teaching and learning through individual consultation, professional development programs, and applied research. He has a Ph.D. from the Department of Speech Communication at the University of Georgia, and his research

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Olivia W. Murch, Purdue University ; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Paper ID #22589Comparing Peer-to-Peer Written Comments and Teamwork Peer Evalua-tions.Dr. Catherine E. Brawner, Research Triangle Educational Consultants Catherine E. Brawner is President of Research Triangle Educational Consultants. She received her Ph.D.in Educational Research and Policy Analysis from NC State University in 1996. She also has an MBA from Indiana University (Bloomington) and a bachelor’s degree from Duke University. She specializes in evaluation and research in engineering education, computer science education, teacher education, and technology education. Dr. Brawner is a founding member and former

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rongrong Yu, Virginia Tech; Denise Rutledge Simmons PE, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #11396Synthesis of Engineering Undergraduate Students’ Out of Class InvolvementMs. Rongrong Yu, Virginia Tech Rongrong Yu is a PhD student at the Educational Research and Evaluation Program in School of Education at Virginia Tech. She holds a B.S. degree in psychology and a M.Ed. degree in educational psychology. Her research interests include K-12 student mathematics and science achievement, STEM and gender, and co-curricular involvement.Dr. Denise Rutledge Simmons PE, Virginia Tech Dr. Denise R. Simmons, PE, is an assistant professor in the Myers-Lawson School of Construction and in Civil &

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cristi L. Bell-Huff, Georgia Institute of Technology; Todd M. Fernandez, Georgia Institute of Technology; Kali Lynn Morgan, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #24660WIP: How Students Externalize Epistemologies: Describing How StudentsExplain, Ground, and Consciously Construct Their Definitions of Engineer-ing and Biomedical EngineeringDr. Cristi L. Bell-Huff, Georgia Institute of Technology Cristi L. Bell-Huff, PhD is a Lecturer in the Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech and Emory University where she is involved in teaching and engineering education inno- vation and research. In addition to her PhD in Chemical Engineering, she also has an MA in Educational Studies. She has industrial experience in pharmaceutical product and process

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

data collected in the second and fourth years, in thespring of 2005 and 2007.Sample and ProcedureIn the three survey questions, engineering students at four institutions were asked to (a) ratetheir confidence in the ability to engage in each of eight engineering design activities, (b)indicate the frequency of engagement with these activities in their courses, and (c) rate howwell their courses are preparing them to engage in each activity. The design activities listedfor each set of questions are drawn from previous research, such as [25-27]. Figure 1, Figure2, and Figure 3 contain the text of the three questions. The first question is hereafter referredto as the confidence question, the second as the perceived course experience question

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana-Champaign; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Anthony Salvatore Margotta, University of Illinois at Urbana-Champaign; Elizabeth Renee Livingston; Mariana Silva, University of Illinois at Urbana-Champaign; Taylor Tucker, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Paper ID #29647Towards the Effective Implementation of Collaborative Problem Solving inUndergraduate Engineering Classrooms: Co-Designing Guidelines forTeaching AssistantsDr. Saadeddine Shehab, University of Illinois at Urbana - Champaign A Postdoc Research Associate at the Siebel Center for Design at the University of Illinois at Urbana- Champaign; studies the role of the teacher in collaborative problem solving in STEM classroomsDr. LuEttaMae Lawrence, University of Illinois at Urbana-Champaign LuEttaMae Lawrence has a PhD in Education from the University of Illinois at Urbana-Champaign in Digital Environments for Learning

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Mark Urban-Lurain, Michigan State University; Jon Sticklen, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Hannah McQuade, The Center for Engineering Education Research; Andrew League, Michigan State University; Chris John Bush, The Center for Engineering Education Research; Michael Cavanaugh, Michigan State University, Center for Engineering Education Research

Tagged Divisions

Educational Research and Methods

computational competencies throughout the engineeringcurricula by integrating problems of disciplinary engineering practice.CPACE Project Overview Page 24.1268.2 The CPACE project is divided in two phases, CPACE I and II. During CPACE I we: a)identified the computational competencies needed in the engineering workplace; b) developed a‘data-to-computer science (CS)-concept map’ to translate our research findings into fundamentalCS concepts that can be used in curricular implementation. Our results are consistent with otherresearch on engineering education13, 14 and details of the process and findings from CPACE I arepresented elsewhere15, 16.CPACE I

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

applied Intelligent Fast Failure principles. Ingeneral, we believe students may apply IFF principles differently due to the presence (or lack) ofdifferent physical resources, different levels of satisfaction, different personal goals, differentstyles of creativity, and/or different prototyping skills. Although some students made only oneattempt before settling on a final Shoe Tower solution, most tried multiple times beforeproducing their final prototype; the exercise did not set a target number of attempts.A brief summary of statistics for the number of Attempts (i.e., Failure Times) is provided inTable 3 (and illustrated in Figures 4a/b) in two forms: using original data, and using normalizeddata based on Templeton’s 2-step approach15. When

Conference Session

ERM Technical Session 22: Perspectives and Evaluation of Engineering Design Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University

Tagged Divisions

Educational Research and Methods

, J., & Sloep, P. (2002). How expert designers design. Performance Improvement Quarterly, 15(4), 86-104.[25] Perez, R. S., Johnson, J. F., & Emery, C. D. (1995). Instructional design expertise: A cognitive model of design. Instructional Science, 23(5-6), 321-349.[26] Ambrose, S., & Norman, M. (2006). Preparing engineering faculty as educators. The Bridge, 36(2), 25–32.[27] Lattuca, L. R., Bergom, I., & Knight, D. B. (2014). Professional development, departmental contexts, and use of instructional strategies. Journal of Engineering Education, 103(4), 549–572.[28] Ziegenfuss, D. H. (2007). A phenomenographic analysis of course design in the academy. Journal of Ethnographic &

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; Kirstin Collette Busch, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

AC 2012-3906: NEGOTIATING STEM EPISTEMIC COMMITMENTS FORENGINEERING DESIGN CHALLENGESDr. Leema Kuhn Berland, University of Texas, AustinMs. Kirstin Collette Busch, University of Texas, Austin K.C. Busch is a graduate student in science education at the University of Texas, Austin. She earned a B.S. in ecology from Iowa State University and taught science in secondary schools for 12 years. Busch’s research interests include argumentation about climate change and classroom-embedded professional de- velopment strategies. She is also investigating decision-making processes of students engaged in design- based engineering curricula

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University, West Lafayette ; Allison Godwin, Purdue University, West Lafayette; Brenda Capobianco, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

funds of knowledge has beenused in STEM education literature by examining the following questions: 1) How is the funds of knowledge framework being utilized to understand math, science and engineering concepts at the secondary and post-secondary level? 2) What are implications for the use of the construct—funds of knowledge—in research related to a) first generation college students, in general, and b) first-generation college students in engineering?Study Methods and FindingsA systematic literature review is a methodology for “making sense of large bodies of information”and a way of contributing answers to questions “about what works and what does not” amongother types of questions (p. 2).17 Additionally, it is

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Jihie Kim, University of Southern California; Jaebong Yoo, Samsung Electronics

Tagged Divisions

Educational Research and Methods

for this sample, so the question was reworded for more consistency within the questiongroup. In addition, two other questions were reworded for clarity. This resulted in the followingnew question items for Q3. Q3 My questions are answered (a) quickly / (b) clearly / (c) completely / (d) by the (a-d) instructor or TA.  Similarly, validation and investigation of the results of Q4, the help-seeking construct, showedthat the questions about contacting an expert personally could be collapsed because we didn’tactually need to distinguish between the instructor and TA, or between email and telephone. Thequestions are now represented by one question, “By email (phone) to instructor or TA”. Inaddition, “searching online” was added

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen Zunkel, Iowa State University; Jason Pontius; Thomas J Brumm, Iowa State University

Tagged Divisions

Educational Research and Methods

calculus I to calculus II sequence and the calculus II to calculus III sequence, students whotook the first course in the sequence as ECC then completed the subsequent course at Iowa Stateperformed at a third of a letter grade lower than expected (e.g. B- compared to a B) compared tostudents who took both the first and second course at Iowa State.Results from student survey and focus groups: Approximately three-quarters of the ECC courses were taught by high school faculty during regular school hours in the high school. Over half of the students reported that at least some of their credits did not apply to their degree requirements for their major. Seventeen percent of the ECC students repeated at least one ECC course

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Guangming Yao, Clarkson University; Kelly Black, University of Georgia; Michael W. Ramsdell, Clarkson University; Matthew K. Voigt, San Diego State University; Kalani Kithuliya Rubasinghe Kattadige, Clarkson University; Wen Li, University of California, Los Angeles

Tagged Divisions

Educational Research and Methods

and their applications. She has served as a reviewer for Journal of Applied Mathematics and Computing, Journal of Credit Risk, Communications in Nonlinear Science and Numerical Simulation, Computers and Mathematics with Applications, Ap- plied Mathematical Modelling, Applied Mathematics and Computation and many others. Professor Yao organized regional mathematics conference, the Mathematics Conference and Competition of Northern New York (MCCNNY), for undergraduate and graduate students since 2014 at Clarkson (once every two years). She served as faculty advisor for McNair Program, honors program at Clarkson, and advised many students through direct studies. She also published over a dozen peer reviewed journal