Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

interpretive phenomenology.Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is Education Administrator of the EPICS Program at Purdue University. She received her B.S. and M.S. in electrical engineering and Ph.D. in engineering education, all from Purdue University. She has served as a lecturer in Purdue’s School of Electrical and Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning assessment, leadership, and assistive technology.Dr. William C. Oakes, Purdue University, West Lafayette William (Bill) Oakes is the Director of the EPICS Program and one of the founding faculty members

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Devlin B. Montfort, Washington State University; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Shane A. Brown P.E., Washington State University; Holly M Matusovich, Virginia Tech; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #6315Novice-led paired thematic analysis: A method for conceptual change in en-gineeringDr. Devlin B. Montfort, Washington State UniversityDr. Geoffrey L Herman, University of Illinois, Urbana-Champaign Professor Geoffrey L Herman is a Visiting Assistant Professor with the Illinois Foundry for Innovation in Engineering Education at the University of Illinois at Urbana-Champaign. He earned his Ph.D. in Elec- trical and Computer Engineering at the University of Illinois and conducted post-doctoral research in the School of Engineering Education at Purdue University. He now serves as the Intrinsic Motivation Course

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Irene B Mena, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Paper ID #6270Examining the Experiences and Perceptions of First-Year Engineering Stu-dentsIrene B Mena, Pennsylvania State University, University Park Irene B. Mena has a B.S. and M.S. in industrial engineering, and a Ph.D. in engineering education. Her research interests include first-year engineering and graduate student professional development.Dr. Sarah E Zappe, Pennsylvania State University, University Park Sarah E. Zappe is Director of Assessment and Instructional Support in the Leonhard Center for the En- hancement of Engineering Education at Penn State University. In her current position, Dr. Zappe is re

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Caleb H Farny, Boston University; Sean B Andersson, Boston University

Tagged Divisions

Educational Research and Methods

Paper ID #7619Achieving coherent and interactive instruction in engineering mechanicsDr. Caleb H Farny, Boston University Caleb Farny received his PhD in Mechanical Engineering from Boston University in 2007, working in the area of thermal deposition from acoustically-driven cavitation in tissue media. Following a 3-year postdoctoral fellowship at Harvard Medical School, he returned to the Dept of Mechanical Engineering at Boston University, where he is a Lecturer.Prof. Sean B Andersson, Boston University Sean B. Andersson received a B.S. in engineering and applied physics (Cornell University, 1994), an M.S. in

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B Santoso, Utah State University

Tagged Divisions

Educational Research and Methods

in the area of electrical engineering, he has gained new perspectives on teaching and learning. He has developed and delivered numerous workshops on student-centered learn- ing and online-learning-related topics during his service in Indonesia. Dr. Lawanto’s research interests include cognition, learning, and instruction, and online learning.Mr. Harry B Santoso, Utah State University Harry B. Santoso is a faculty member at Faculty of Computer Science, University of Indonesia. He re- ceived a BS and MS from Universitas Indonesia (UI) in Computer Science. Before pursuing his Ph.D. program majoring Engineering Education at Department of Engineering Education, Utah State Univer- sity, he taught some courses at UI (e.g

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

Tagged Divisions

Educational Research and Methods

positive correlations) • Total concepts and map density (moderate to strong negative correlations) • Total links and map complexity (moderate to strong positive correlations)In each of these cases, the direction/sign of the correlation is as expected; for example, as thenumber of total concepts increases, we expect map density (L ÷ [C × (C − 1)]) to decrease, asconfirmed by the negative correlation we observed.Several interesting correlations can also be seen in Table 2, including (a) the moderate positivecorrelations between map complexity and the total number of cross-links, and (b) the strongpositive correlation between the total number of concepts and the concepts used from the list. Inthe latter case, it is clear that most

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

purpose of our next interview to elicit responses to questions that we have and navigate through the interview. For this next interview 1. Please find 4 pictures (although you may use as many as 6): a. One that represents something about you as a person b. One that represents something about you as a professional c. One that represents your (primary) discipline d. One that represents your cross-disciplinary work 2. Make sure the pictures are in JPEG format. 3. Email your pictures to – [project email] no later than [date]. In the subject line include your name (Last name, First name) and date (mm/dd/yy). (Note: the photos will be on a password protected system) Figure 1. Instructions provided to

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

, many participants’ commented on the challenge of an engineering major inseveral ways, but in general they made it clear that the challenges they faced in majoring inengineering shaped their identity and how they saw others. Ava from HSI1 reported that, “…[B]ut every time I meet an engineer, they’re very passionate about challenges. The morechallenging a question, the better; like the more that they can think like out of the box, thebetter.” Michael from HBCU1 even faced some doubt, “…I thought about changing my majorseveral times. I probably think about changing my major every other week because it is hardand…it’s just hard. It’s difficult, you know.” Daniel from HBCU2 did not share Michael’sdoubt, he stated: I feel like I wanted to be

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, Purdue University, West Lafayette; George D Ricco, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

.0080 .828511 11091 86 3972 .0072 .822512 7843 58 2824 .0074 .8164(table 3) starts with a sub-sample population of 51,970. In hazard rate and absolute numbers thegreatest risk for “attraction” is in semesters 2-5, with a peak in semester 4. By the end of theperiods examined, 82% abstained from switching into STM or 18.36% were attracted into thefield. These results are now displayed in the hazard and survivor functions graphed below. Page 23.1187.8 Figure 1 – Hazard (left) and Survival (right) rates by semester for the three sub-sample populations.Figure 1 shows the hazard (a) and survival (b) function

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Mehmet Ayar, TUBITAK; Dennie L. Smith, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

Turkey.Dr. Dennie L. Smith, Texas A&M University Dennie Smith is a Professor in Teaching, Learning and Culture at Texas A&M University.Dr. Christine Ehlig-Economides, Texas A&M University Dr. Ehlig-Economides has been full professor of petroleum engineering at Texas A&M University in the Albert B. Stevens endowed chair since 2004. Before that she worked for Schlumberger for 20 years in well test design and interpretation, integrated reservoir characterization, modern well construction design, and well stimulation. She has worked in more than 30 countries and authored more than 60 papers. Dr. Ehlig-Economides has received a number of technical awards in including the SPE Formation Evaluation and Lester C

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

.4 In acomplex system, this has a number of implications regarding the iterative development ofmultiple models. In particular, for a target model A and a peripheral model B, changes in modelB can effect model A without the mathematical or descriptive form of model A being adjusted.This is due to the change in focus of the user’s attention. When new features or relationshipsbecome apparent, different aspects of the applicability of model A may become apparent.In the next stage of modeling, evaluation, any number of influences cause a user to considerchanging the target model. Interactions with the target system (use of the model or otherinteraction) or other representations can prompt the evaluation process.32,33

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Educational Research and Methods

Paper ID #5942”You choose between TEAM A, good grades, and a girlfriend - you get tochoose two!” - How a culture of exclusion is constructed and maintained inan engineering design competition teamMs. Cindy E Foor, University of Oklahoma Cindy E. Foor is the Associate Director/Research Associate for the Research Institute for STEM Ed- ucation (RISE) at the University of Oklahoma. Her contribution to the multi-disciplinary team lies in qualitative methodologies, cultural theory and the belief that outliers offer great insight into the workings of power. Her research interests include cultural theory, the cultural/historical

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

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

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Luanna B Prevost, Michigan State University; Kevin C Haudek, Michigan State University; Emily Norton Henry, Michigan State University; Matthew C Berry, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

Paper ID #7131Automated Text Analysis Facilitates Using Written Formative Assessmentsfor Just-in-Time Teaching in Large Enrollment CoursesDr. Luanna B Prevost, Michigan State University Dr. Prevost is a postdoctoral research associate with the Center of Engineering Education at Michigan State University. Her research interests are in student writing, problem solving, and technologies that can be used to assess and teach these skills.Dr. Kevin C Haudek, Michigan State UniversityEmily Norton Henry, Michigan State UniversityMr. Matthew C Berry, Michigan State UniversityDr. Mark Urban-Lurain, Michigan State University Associate

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Larry Burton, North Carolina A&T University (Tech); Robert Cobb Jr., North Carolina A&T State University; Ibraheem A. Kateeb, North Carolina A&T State University; Li-Shiang Tsay, North Carolina A & T State University; Cameron Seay, North Carolina A&T State University; Tony E. Graham I, Department of Built Environment; Chafic Bousaba, NC A&T SU, CST Dept.

Tagged Divisions

Educational Research and Methods

. Graham has served as principal investigator on research projects addressing GIS technology and ed- Page 23.908.1 ucation, including projects on a) the development of a GIS carbon footprint model and b) anti terrorism and airborne contaminants, which recently were presented at the ESRI International GIS Users Confer- ences. From 2006 to 2013, Dr. Graham has presented his research at state, regional and international conferences. Dr. Graham has received several awards including National Black Herstory Task Force c American Society for Engineering Education, 2013

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alisha A Waller, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology; Wendy C Newstetter, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

. Page 23.1366.5 Diagram A B C D E F G 1. Correct system structure N N Y N Y N Y 2a. Species balance N Y Y N Y Y Y 2b. Correct species N N Y N N N N 3a. Number of data missing 3 5 4 4 2 2 1 3b. Located efficiently Y Y Y Y Y Y N 4. Streams labeled N Y Y Y N N N 5. Free of distractions N Y Y N

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Truc T. Ngo, University of San Diego; Susan M Lord, University of San Diego

Tagged Divisions

Educational Research and Methods

of the NSF.References1. Zhang, G. L., Anderson, T. J., Ohland, M. W. & Thorndyke, B. R. Identifying factors influencing engineering student graduation: A longitudinal and cross-institutional study. Journal of Engineering Education 93, 313– 320 (2004).2. Mendez, G., Buskirk, T. D., Lohr, S. & Haag, S. Factors Associated With Persistence in Science and Engineering Majors: An Exploratory Study Using Classification Trees and Random Forests. Journal of Engineering Education 97, 57–70 (2008).3. Besterfield-Sacre, M., Altman, C. J. & Shuman, L. J. Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering. Journal of Engineering Education 86, 139–149

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sarah Jane Grigg, Clemson University; Jennifer Van Dyken, Clemson University; Lisa Benson, Clemson University; Beshoy Morkos

Tagged Divisions

Educational Research and Methods

instructional use with a wide variety of problem types and Page 23.987.7contexts.AcknowledgementsThe authors wish to thank Dr. Pat Gerard for his assistance with the statistical analysis, and theNSF for funding this project (EEC award # EEC – 0935163). We also wish to acknowledgeZahra Baratian-Ghorghi, Courtney Faber, Eliza Gallagher, Allison Godwin, Adam Kirn,Catherine McGough, and Narcrisha Norman for their assistance with the development of theassessment tool.References1. Perry W, Broers A, El-Baz F, Harris W, Healy B, Hillis WD. Grand Challenges for Engineering. In: NationalAcademy of Engineering. Washington, DC; 2008.2. Scheer A-W, Ferri

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

questionssome of their basic assumptions, while on the contrary, individuals who believe that knowledgeis complex, uncertain and constantly evolving may be willing to open up the grammatical spaceand allow new paradigms or theories to be seriously entertained 7." In assigning equilibrium theepistemic framework of a model, there are two assumptions that should be brought to light: "(a)people interpret their experiences using models; and (b) these models consist of conceptualsystems that are expressed using a variety of interacting media (concrete materials, writtensymbols, spoken language) for constructing, describing, explaining, manipulating, predicting orcontrolling systems that occur in the world 19." Although not often explicitly addressed

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

more about this? b. If they do not mention media… Are there any media sources that influenced the picture that you have in your head? Media Articles are show to participants 4. So, if you had a picture in your head just based on these media articles, could you describe that picture to me? 5. From what you just watched...can you tell me about similarities and differences between the picture in your head and the one that is presented in these articles? 6. Would you identify yourself as an engineer?Selection of Media Articles/Bias A significant portion of the interview process centered on the use of several mediaarticles. The media articles were meant to represent a typical portrayal

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nathan Dolenc, University of Virginia

Tagged Divisions

Educational Research and Methods

thecorrect way to perform an engineering design process, but it strips away opportunities by notallowing students to be more engaged and learn by doing it themselves. Students in theapprentice model learn by observing, while students in the autonomous model learn by doing.Furthermore, as these groups of students continue to develop, we can suggest that those whoparticipated in a more heavily mentor team may become dependent and mold into a teammember, whereas a student who participated in a less mentorship team is more likely to becomeindependent and develop into a team leader. Page 23.1130.12References1. Barker, S. B., Ansorge, J. (2007). Robotics

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

realized that some participants were looking formore structure, so I developed a variety of prompts to use as indicated as needed by theparticipant. The complete protocol is included in Table 3. Table 3: Interview protocol: questions only. 1. How did you get to be where you are? 2. Prompts as needed: a. Tell me a little about yourself. b. Tell me a bit about your family. c. Tell me about where you’re going to college. Tell me how you got there. d. What about the structure of college helped or made things difficult? e. What about [SWE, NSBE, AISES, SHPE] helps or makes things difficult? f. What are your plans for the future? g. Anything else

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

-469, doi:10.3102/0034654310370163 (2010).4 Long, B. T. a. K., Michal Do Community Colleges Provide a Viable Pathway to a Baccalaureate Degree? Educational evaluation and policy analysis, 30-53, doi:10.3102/0162373708327756 (2009).5 Fletcher, L. A. & Carter, V. C. The important role of community colleges in undergraduate biology education. CBE life sciences education 9, 382-383, doi:10.1187/cbe.10-09-0112 (2010).6 Kinkead, J. Learning through inquiry: An overview of undergraduate research. New Directions for Teaching and Learning 2003, 5-18, doi:10.1002/tl.85 (2003).7 Hu, S., Kuh, G. D. & Gayles, J. G. Engaging undergraduate students in research activities: Are research

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nadia L. Frye, Washington State University; Devlin Montfort, Washington State University; Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

or could easily be collected in a university setting. Though there is not widegender diversity, representative of the discipline as a whole, there is diversity across participants’backgrounds especially their previous education, ranging from first-time college students tothose working on their second bachelor’s degrees. There is also diversity in participants’personal epistemologies resulting from many combinations of beliefs about simple and certainknowledge and personal justification of knowledge. These dimensions came from Greene et al.5and represent a range from (a) students agreeing that knowledge was simple and certain and didnot feel they played an important role in justifying their knowledge (weak personal justification)to (b) those

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank P.Eng., Queen's University; Ann Shih-yi Chen, Queen's University

Tagged Divisions

Educational Research and Methods

Paper ID #6432Investigating the Impact of Model Eliciting Activities on Development of Crit-ical ThinkingDr. James A. Kaupp, Queen’s University Researcher and Adjunct Professor (Msc ’06, PhD ’12) at Queen’s University, Kingston, Ontario, Canada in the Faculty of Engineering and Applied Science. Educational research interests include engineering education development, critical thinking & problem solving, outcomes based assessment and interactive learning through technology. Scientific interests include regenerative medicine, tissue and biomedical engineering and human biomechanics.Dr. Brian M Frank P.Eng., Queen’s

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #7574The Challenge of Change in Engineering Education: Is it the Diffusion of In-novations or Transformative Learning?Mr. Junaid A. Siddiqui, Purdue University, West Lafayette Junaid A. Siddiqui is a doctoral candidate at the School of Engineering Education, Purdue University. In his graduate work he is exploring the systems of conceptual and social challenges associated with educa- tional change for the development of undergraduate engineering education. Before joining the doctoral program he worked for nine years in a faculty development role at King Fahd University of Petroleum and Minerals (KFUPM), Saudi

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Jeffrey T. Luftig, Engineering Management Program, CEAS, University of Colorado - Boulder; Malinda S Zarske, University of Colorado, Boulder; Jordan Michelle Hornback

Tagged Divisions

Educational Research and Methods

Paper ID #7553The Impact of Inclusive Excellence Programs on the Development of Engi-neering Identity among First-Year Underrepresented StudentsDr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the engineering assessment specialist at the Integrated Teaching and Learning Pro- gram and Laboratory. He holds a BA in psychology from Louisiana State University, and an MS degree in industrial/organizational psychology and PhD degree in counseling psychology, both from the University of Tennessee. Prior to joining the University of Colorado at Boulder, he gained extensive experience in assessment and

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cathy W. Hall, East Carolina University; Karen A. De Urquidi, East Carolina University; Paul J. Kauffmann P.E., East Carolina University; Karl Louis Wuensch, East Carolina University; William W. Swart, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University

Tagged Divisions

Educational Research and Methods

multipliers (βi ) for the observed criterion variable values for each predictor at each step.  OR: the odds ratio which is equal to exp(B), also written eB . This is the multiplicative amount by which the odds of non-persistence change per 1 point of change in the predictor, after the remaining predictors in the model at that step are held constant. For example, the 0.959 odds ratio for conscientiousness in step 1 indicates that the odds of non-persistence are multiplicatively lowered by 0.959 with each one point increase in a respondent’s conscientiousness score.  -2LL and ∆-2LL: These values are relative badness-of-fit indicators, that is, large numbers mean poorer fit of the model to the

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dana Denick, Purdue University, West Lafayette; Aidsa I. Santiago-Román, University of Puerto Rico, Mayaguez Campus; James W Pellegrino, University of Illinois, Chicago; Ruth A. Streveler, Purdue University, West Lafayette; Louis V DiBello, Universtify of Illinois at Chicago

Tagged Divisions

Educational Research and Methods

andrepresent individual pieces of students' knowledge or strategies of reasoning3. These facets wereclustered within particular domains of understanding, such as force and motion. For each cluster,facets were organized as: (a) appropriate or acceptable understanding for introductory physics,(b) arising from formal instruction, but either overgeneralized or undergeneralized in application,or (c) more problematic and needing instructional intervention to prevent student difficulty withthe cluster or ideas in related clusters3. This information was used in turn to develop items inwhich the answer choices were associated with specific facets of student thinking. In summary,Minstrell recommends the use of qualitative research strategies, such as open-ended