Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-ace.ca [4]. R. J. Marzano, J. S. Marzano, and D. Pickering, “Classroom management that works: Research-based strategies for every teacher ASCD” 2003. [5]. W. L. Sanders, S.P. Wright, and S.P. Horn, “Teacher and classroom context effects on student achievement: Implications for teacher evaluation,” Journal of personnel evaluation in education, 11(1), 57-67, 1997. [6]. O. Mango, “Ipad use and student engagement in the classroom,” Turkish Online Journal of Educational Technology-TOJET, 14(1), 53-57, 2015. [7]. B. O'Sullivan-Donnell, “Students' personal mobile devices in the classroom: A case study of a BYOT district” Doctoral dissertation, College of Professional Studies, Northeastern University

Conference Session

Survey and Assessment Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

cultures using mixed methods: Construction of the child and youth resilience measure. Journal of Mixed Methods Research, 1558689811400607.6. Luyt, R. (2012). A framework for mixing methods in quantitative measurement development, validation, and revision a case study. Journal of Mixed Methods Research, 6(4), 294-316.7. Onwuegbuzie, A. J., Bustamante, R. M., & Nelson, J. A. (2010). Mixed research as a tool for developing quantitative instruments. Journal of Mixed Methods Research, 4(1), 56-78.8. Dellinger, A. B., & Leech, N. L. (2007). Toward a unified validation framework in mixed methods research. Journal of Mixed Methods Research, 1(4), 309-332.9. Borrego, M., Douglas, E. P., & Amelink, C. T

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Claudia Elena Vergara, Michigan State University; Michael Cavanaugh, Michigan State University; Subashini Nagendran Sivakumar, Michigan State University; Daina Briedis, Michigan State University; Thomas David Dionise, Michigan State University; Abdol-Hossein Esfahanian, Michigan State University; Jon Sticklen, Michigan Technological University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

. Page 26.1589.32. Project Overview The Collaborative Process to Align Computing Education with Engineering Workforce Needs(CPACE) team developed a partnership among various stakeholders—Michigan State University(MSU) and Lansing Community College (LCC) and business and industry leaders—to redesignthe role of computing within engineering programs at MSU and LCC. The project comprised twophases: CPACE I: a) Based on employer interviews and employee surveys conducted across arepresentative sample of engineering businesses and industries we identified the computationalcompetencies needed in the engineering workplace; b) To translate our research findings intofundamental CS concepts that can be used in curricular implementation we evaluated

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, University of Illinois, Urbana-Champaign; Natasha Aniceto Mamaril, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

  Miles, M. B. & Huberman, A. M. Qualitative data analysis: An expanded sourcebook.  (Sage,  1994).               

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matias Alonso Piña, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chilev; Cristian Ruz, Pontificia Universidad Católica de Chile; Tomás Andrés González, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

Covid-19 on Higher Education around the World. 2020.[2] J. J. B. Joaquin, H. T. Biana, and M. A. Dacela, “The Philippine Higher Education Sector in the Time of COVID-19,” Front. Educ., vol. 5, no. October, pp. 1–6, 2020, doi: 10.3389/feduc.2020.576371.[3] T. Khraishi, “Teaching in the COVID-19 Era: Personal Reflections, Student Surveys and Pre-COVID Comparative Data,” Open J. Soc. Sci., vol. 09, no. 02, pp. 39–53, 2021, doi: 10.4236/jss.2021.92003.[4] D. Chadha et al., “Are the kids alright? Exploring students’ experiences of support mechanisms to enhance wellbeing on an engineering programme in the UK,” Eur. J. Eng. Educ., vol. 0, no. 0, pp. 1–16, 2020, doi: 10.1080/03043797.2020.1835828.[5] M. Schar, A

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Jana Whittington, Purdue University, Calumet; Joy Colwell, Purdue University, Calumet

Tagged Divisions

Educational Research and Methods

paper in more thanone class is not a copyright violation (the expression is the author’s to use), but some considermultiple submissions of the same work to be unethical or a form of plagiarism. A common definition of plagiarism: Plagiarism is defined as presenting someone else's work, including the work of other students, as one's own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered "common knowledge" may differ from course to course. a. A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment. b. A student must give

Conference Session

Student Learning

Collection

2009 Annual Conference & Exposition

Authors

Ricky Castles, Virginia Tech; Vinod Lohani, Virginia Tech

Tagged Divisions

Educational Research and Methods

psychology. New York,: Holt, 1969.[9] D. Hestenes, M. Wells, and G. Swackhamer, "Force concept inventory," The Physics Teacher, vol. 30, pp. 141-158, 1992.[10] B. S. Bloom, Taxonomy of educational objectives : The classification of educational goals. New York: D. McKay Co., Inc., 1956.[11] J. Basque and M. C. Lavoie, "Collaborative concept mapping in education: Major research trends," in 2nd International Conference on Concept Mapping, San Jose, Costa Rica, 2006.[12] A. J. Cañas, G. Hill, R. Carff, N. Suri, J. Lott, T. Eskridge, G. Gómez, M. Arroyo, and R. Carvajal, "Cmaptools: A knowledge modeling and sharing environment," 2004, pp. 125- 133.[13] K. M. Fisher, "Semantic networking: The new kid on the

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas A. Curtis, James Madison University; Robin Anderson, James Madison University; Olga Pierrakos, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, Constantz, & Anderson,2009). Continuing this research line, we wish to (a) contribute to the understanding ofengineering student identity; (b) understand the factors (experiences, situations, and settings) thatfoster the formation and transformation of identity during the undergraduate experience; and (c)gain insight into improving recruitment and retention of engineering students, particularlyunderrepresented students. However, in order to empirically explore the role of identity forengineering students, we must first have a psychometrically sound measure of engineeringstudent identity.Why Care About Identity? A plethora of previous studies have focused intently on retention issues in engineering;however, this research only describes the

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony Ferrar, Temple University; Pete Watkins, Temple University

Tagged Divisions

Educational Research and Methods

Paper ID #25714A Connected Course Approach for Introduction to Engineering Problem Solv-ingDr. Anthony Ferrar, Temple University Tony Ferrar is obsessed with student success. He focuses on preparing students for rewarding careers through pedagogical innovation and incorporating professional development into educational experiences. Anthony received his BS, MS, and PhD in mechanical engineering from Virginia Tech, where his research revolved around air-breathing propulsion. As a graduate student he contributed to Virginia Tech’s Gradu- ate Education Development Institute, Faculty Development Institute, and Networked Learning

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Benson Tongue, University of California-Berkeley

Tagged Divisions

Educational Research and Methods

-world applications of theircourse material, both required and elective. Such an understanding will provide a bettermotivation both before and during the course.This portal has been designed to allow expansion and refinement and is envisioned as verymuch an on-going project. Faculty interested in possible applications to their own universitiesshould contact the author.References [1] Albright, M.J. and Graf, D.L. (1992), Teaching in the information age: The role of educational technology, San Francisco, Jossey-Bass. [2] Broadbent, B., (2002), ABC’s of e-learning: reaping the benefits and avoiding the pitfalls, San Francisco, Jossey Bass/Pfeiffer. [3] Brown, D.G. (ed), (2000), Interactive learning: Vignettes from

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Terry Brumback, University of Alabama; Randal Schumacker, The University of Alabama; Daniel Fonseca, The University of Alabama

Tagged Divisions

Educational Research and Methods

engineering course. Journal of Engineering Education, 92, 263-268.Dori, Y.D., & Belcher, J. (2005). How does technology-enabled active learning affectundergraduate students’ understanding of electromagnetism concepts? Journal of the LearningSciences, 14, 243-279.Fromm, E. (2003). The changing engineering educational paradigm. Journal of EngineeringEducation, 92, 113-121.Jensen, D., Self, B., Rhymer, D., Wood, J., & Bowe, M. (2002). A rocky journey towardeffective assessment of visualization modules for learning enhancement in engineeringmechanics. Educational Technology and Society, 5(3), 150-162.Linsenmeier, R.A., Kanter, D.E., Smith, H.D., Linsenmeier, K.A., & McKenna, A.F. (2008).Evaluation of a challenge-based human metabolism

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Leslie Brunell, Stevens Institute of Technology; Gunnar Tamm, U.S. Military Academy; Ozer Arnas, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

2 0 0 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 IPRs: Good --> Not So Good IPRs: Good --> Not So GoodFigure 1: Standard deviations of (a) all student reviewer and instructor grades and (b) average student reviewer andinstructor grades for eleven IPR 2 reports (USMA, Fall 2005, Heat Transfer)Figure 1b takes the standard deviation of the instructor grade and average student reviewer gradefor each IPR. The average of these

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory Bucks, Ohio Northern University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

question related to understanding of repetition structures may take the followingform: Question: When you are creating a program which requires that a set of actions be repeated, but you do not know how many times, which answer below best represents your response? a) I only know how to use one type of loop, so I will use that and make it work. b) I don’t know which loop I would use, so I would try to use one and, if that didn’t work, try the other. c) It sounds like a situation where I would use one of the two types of loops, so that is the one I would use. d) I can use either type of loop to develop a solution to the problem, so I would pick

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University-Fort Wayne

Tagged Divisions

Educational Research and Methods

of learning by instructors. b. encourage interaction between students and the faculty c. encourage reciprocity and cooperation between students d. prepare students for a different type of leaning by the look of the room when they first enter.The first item in this list is the key goal of this room design, a room that was designed from theground up with active and cooperative learning approaches in mind. The next two are directlyfrom the Chickering and Gamson’s “Good Practices in Undergraduate Education” and are relatedto the first. It was hoped that the room would allow this greater engagement by students witheach other, with the instructor and with the material

Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Stephen Crown; Arturo Fuentes; Bob Freeman

Tagged Divisions

Educational Research and Methods

, Page 13.842.10South Padre Island, Texas, March 28-30, 2007.4. Ames, C. and Ames, R., Research on Motivation in Education, Chapter 1: Wiener, B., Vol 1. Orlando:Academic Press, 1984.5. Malone, T., Towards a Theory of Instrinsically Motivating Instruction. Cognitive Science, 4, 333-369, 1981.6. Norman, D., Twelve Issues for Cognitive Science. Cognitive Science, 4, 1-32, 1980.7. Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.), “How People Learn: Brain, Mind, Experience, andSchool, National Research Council, National Academy Press, Washington, D.C., 1999.8. Brophy, S., and Bransford, J., “Design Methods for Instructional Modules in Bioengineering”, Proceedings ofthe 2001 American Society for Engineering Education, 2001.9. Fuentes, A.A

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Stephen Barner, Oregon State University; Shane A. Brown P.E., Oregon State University; Sean Lyle Gestson, Oregon State University

Tagged Divisions

Educational Research and Methods

of Engineering Education, 100(1), 151-185.[2] Trevelyan, J. (2010). Reconstructing engineering from practice. Engineering Studies, 2(3), 175-195.[3] Trevelyan, James. (2007). Technical coordination in engineering practice. Journal of Engineering Education, 96(3), 191-204.[4] Jonassen, D., Strobel, J., & Lee, C.B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of engineering education, 95(2), 139-151.[5] Newstetter, Wendy C, & Svinicki, Marilla D. (2014). Learning theories for engineering education practice. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 29-46). New York: Cambridge University Press.[6

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cory Hixson, Rowan University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee, Knoxville; Julia M. Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

Paper ID #21616Lean LaunchPad and Customer Discovery as a Form of Qualitative ResearchDr. Cory Hixson, Rowan University Cory is an Assistant Professor of Experiential Engineering Education (ExEEd) at Rowan University. He earned his B.S. in Engineering Science (2007), M.S. in Industrial and System Engineering (2014) and Ph.D. in Engineering Education (2016). Cory has experience as both a professional engineer and high school educator. His professional interests are understanding the interaction between engineering educa- tion pedagogy and entrepreneurship, faculty technology commercialization experiences, and institutional

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Glenn W. Ellis, Smith College; Halimat A. Ipesa-Balogun, Smith College; Yanning Yu, Northwestern University; Yezhezi Zhang, Smith College; Xi Jiang, Smith College

Tagged Divisions

Educational Research and Methods

Learning, 1, 57–87.9. Lin X. (2001). Designing metacognitive activities. Educational Technology Research and Development , 49, 23–40.10. Palloff, R., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass.11. Sawyer, R. K. (2006). Educating for innovation. Thinking Skills and Creativity, 1 (1), 41-48.12. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court.13. Scardamalia, M. and Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education, (2nd ed). New York, NY: Macmillan.14. Scardamalia, M. (2004

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

. Liu, D. Byrne, and L. Devendorf, “Design for collaborative survival: An inquiry into human-fungi relationships,” Conf. Hum. Factors Comput. Syst. - Proc., vol. 2018-April, pp. 1–13, 2018.[16] W. Odom, R. Wakkary, Y. K. Lim, A. Desjardins, B. Hengeveld, and R. Banks, “From research prototype to research product,” Conf. Hum. Factors Comput. Syst. - Proc., pp. 2549–2561, 2016.[17] S. Hauser, D. Oogjes, R. Wakkary, and P. P. Verbeek, “An annotated portfolio on doing postphenomenology through research products,” DIS 2018 - Proc. 2018 Des. Interact. Syst. Conf., pp. 459–472, 2018.[18] S. Hyysalo, C. Kohtala, P. Helminen, S. Mäkinen, V. Miettinen, and L. Muurinen, “Collaborative futuring with and by

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Lanci, Colorado Mesa University; Louis Nadelson, Colorado Mesa University; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Katherine L. Youmans, Utah State University; Adam Lenz, Oregon State University

Tagged Divisions

Educational Research and Methods

Students for Work in the 21st Century, Proceedings of ASEE, AC2011-459, 2011[7] D.R. Fisher, Fostering 21st Century Skills in Engineering Undergraduates through Co-CurricularInvolvement, 121st ASEE Annual Conference & Exposition, Indianapolis, IN, June 2014[8] C. Forest, R.A. Moore, A.S. Jariwala, B.B. Fasse, J. Linsey, W. Newstetter, P. Ngo, & C. Quintero,“The Invention Studio: A University Maker Space and Culture.” Advances in Engineering Education,Summer 2014.[9] T.W. Barrett, C.M. Pizzico, B. Levy, R.L. Nagel, A Review of University Maker Spaces, ASEEAnnual Conference and Exposition, Seattle, WA, June 2015[10] M.Z. Lagoudas, J.E. Froyd, J.L. Wilson, P.S. Hamilton & R. Boehm, R. Assessing impact of makerspace on student learning

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Golnaz Arastoopour, University of Wisconsin, Madison; Naomi C. Chesler, University of Wisconsin, Madison; David Williamson Shaffer; Zachari Swiecki, University of Madison-Wisconsin

Tagged Divisions

Educational Research and Methods

; and faculty members must bequalified and demonstrate abilities to instruct and assess curriculum [4]. Of these broadrecommendations, Criterion 3 (Figure 1) directly addresses student outcomes: what students areexpected to know and be able to do by graduation. Criterion 3c in particular addressesengineering design abilities.(a) an ability to apply knowledge of (b) an ability to design and conductmathematics, science, and engineering experiments, as well as to analyze and interpret data(c) an ability to design a system, (d) an ability to function on multidisciplinarycomponent, or process to meet desired needs teams

Conference Session

Innovative Teaching and Assessment Tools

Collection

2010 Annual Conference & Exposition

Authors

Sean Brophy, Purdue University; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.13. Williams, S. E. (1997). Teachers’ written comments and students’ responses: A socially constructed interaction. Paper presented at the annual meeting of the conference on college composition and communication, Phoenix, Page 15.28.14 AZ.14. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.15

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

Paper ID #7784The Reflective Engineering Advisor: A Paradigm for Learning-Centered Stu-dent AdvisingDr. Emily L. Allen, San Jose State University Dr. Emily Allen is Associate Dean of the Charles W. Davidson College of Engineering at San Jose State University. Her portfolio includes undergraduate programs and accreditation, student success programs, personnel and infrastructure, and K-14 outreach. She has been on the faculty at SJSU since earning her PhD in Materials Science and Engineering from Stanford University in 1992.Mr. Francisco Castillo, College of Engineering, San Jose State University Mr. Francisco Castillo has a

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yonghui Wang, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Wei Zhan P.E., Texas A&M University; Bugrahan Yalvac, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the project team to design the new teaching modules that are student-centered and informed by the HPL framework [11]. Meanwhile students will learn how to usethe tools and gain confidence to become “makers” in the engineering community.How People Learn (HPL) Framework: Research has shown that an ideal learning environmentis characterized as (a) knowledge-centered, (b) learner-centered, (c) assessment-centered, and (d)community-centered [11]. Evidence-based pedagogies are often the ones that are student-centered, and learner-oriented.Maker Movement: As explained at techopedia.com, the maker movement is “primarily the namegiven to the increasing number of people employing do-it-yourself (DIY) and do-it-with-others(DIWO) techniques and processes

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Kejun Xu, University of Washington; Matt Eliot, University of Washington

Tagged Divisions

Educational Research and Methods

AC 2008-2601: EFFECTIVENESS AND PROFESSIONAL PORTFOLIOS: ACONTENT ANALYSIS OF STUDENTS’ PORTFOLIO ANNOTATIONSJennifer Turns, University of WashingtonKejun Xu, University of WashingtonMatt Eliot, University of Washington Page 13.471.1© American Society for Engineering Education, 2008 Effectiveness and professional portfolios: A content analysis of students’ portfolio annotationsAbstractThe engineering education community is exploring activities that can support the learning fromexperience. One such activity involves having students construct professional portfoliosconsisting of: 1) a professional statement in which the student makes claims about

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joachim Walther, University of Georgia; Alice L. Pawley, Purdue University, West Lafayette; Nicki Wendy Sochacka, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12492Exploring Ethical Validation as a Key Consideration in Interpretive ResearchQualityDr. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. References  [1] Beam, T. K., Pierrakos, O., Constantz, J., Johri, A., & Anderson, R. (2009). Preliminary findings on freshmen engineering students' professional identity: Implications for recruitment and retention. Proceedings of the[2] Pierrakos, O., Beam, T. K., Constantz, J., Johri, A., & Anderson, R. (2009). On the development of a professional identity: engineering persisters vs. engineering switchers. Proceedings of the 39th Frontiers in Education Conference, San Antonio, TX. doi: 10.1109/FIE.2009.5350571[3] Matusovich, H. M., Barry, B. E., Meyers, K., & Louis, R. (2011). A multi-institution comparison of students’ development of an identity as an engineer. Proceedings of the 118th ASEE Annual

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University

Tagged Divisions

Educational Research and Methods

. Theseinclude online quizzes before class and a large library of external links that are used forresources. A sample of the first two weeks are displayed in Figure 1. Notice that the plan isdivided into inside and outside class activities, all of which are thoughtfully designed to addmeaning and content to the course. These activities (a) get students ready or prepared forclass, (b) give them opportunities to practice—with prompt feedback via the Wileyplusplatform—doing whatever it is you want them to learn to do, and (c) allow them to reflect ontheir learning. The objective is to produce a sequence of activities that build on each other. Oneparticular activity was the construction of a poster and presentation of a real life failure event,sample of

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

refers to a technique used by physics educationresearchers where a demonstration of a particular phenomena is done for the intervieweeand then they are asked to predict what will happen given the initial conditions 18, 19.Figure 1: Example ranking task used in interviews The overall goal of the interview analysis was to code for student’s logic both intheir talk and their writing during the interviews. This approach can be considered to bethematic analysis 20, 21, with themes being consistent patterns of logic in studentreasoning. For example, in Figure 1 above, a large portion of students believed that thelargest normal stress was at locations A, B, and E, and within that group of students acommon rationale was either that those

Conference Session

Broadening Participation in Engineering

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marie Anne L Mundy, Texas A&M Kingsville; Sel Ozcelik, Texas A&M University Kingsville; Mohamed Abdelrahman, Texas A&M University-Kingsville; David Ramirez, Texas A&M University-Kingsville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #13862CASCaded Mentoring and Design Experiences (CASCADE)Dr. MARIE ANNE L MUNDY, Texas A&M Kingsville My education includes a Master of Science in Research & Evaluation and a Doctor of Philosophy in Education with an emphasis in Higher Education and cognates in Research & Evaluation, and Psychology from the University of Southern Mississippi. I have held positions as assessment and research coordinator at the university level. I served as an M&E (Measurement and Evaluation) consultant for a non-profit company that worked in hurricane disaster zones in Mississippi and Louisiana for 8 years. In