Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University

Tagged Divisions

Educational Research and Methods

Paper ID #10674Accuracy in Student Placement DataDr. Cynthia B. Paschal, Vanderbilt University Dr. Paschal is Associate Dean of the Vanderbilt University School of Engineering and is a faculty member in the Department of Biomedical Engineering. She has research experience in medical imaging and engineering education. Paschal earned the bachelor and master degrees in nuclear engineering from the Massachusetts Institute of Technology and the doctor of philosophy in biomedical engineering from Case Western Reserve University

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Paper ID #9851The Distribution of Family Friendly Benefits Policies across Higher Educa-tion Institutions: A Cluster AnalysisMr. Corey T Schimpf, Purdue University, West Lafayette Corey Schimpf is a PhD candidate in Engineering Education. His research interests include examining how cyberlearning and informal learning environments can be brought into the engineering curriculum, how educational policies affect academic pathways for faculty and students and design research. His dissertation explores how a gaming platform can be used to facilitate early college engineering students skills development.Dr. Joyce B. Main, Purdue

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora B. Honken, University of Louisville; Patricia A Ralston, University of Louisville; Kate E. Snyder, University of Louisville

Tagged Divisions

Educational Research and Methods

Paper ID #8649Exploring Engineering Students’ Beliefs on Effort and IntelligenceNora B. Honken, University of Louisville Nora Honken holds degrees in industrial engineering from Virginia Tech and Arizona State University. She will receive a PHD in Education Leadership, Foundations and Human Development from the Uni- versity of Louisville in May 2014. She has held positions in engineering and management for Axxess Technologies, Varian, Amoco and Corning, and has taught in industry, at community college and at the graduate and undergraduate levels. Her research interests include engineering student performance and

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Educational Research and Methods

Paper ID #8669Engineering Practice in the Academic Plan: External Influences, Faculty, andtheir Teaching RolesMr. Michael Geoffrey Brown, University of Michigan Michael is a second year doctoral student at the University of Michigan in Higher Education. His research interests focus on organizational communication and curriculum planning in post-secondary education.Dr. David B Knight, Virginia Tech Department of Engineering Education David Knight is an Assistant Professor in the Department of Engineering Education and affiliate faculty with the Higher Education Program at Virginia Tech. His research focuses on student learning

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gerard P. Lennon, Lehigh University; John B. Ochs, Lehigh University; Derick G. Brown P.E., Lehigh University

Tagged Divisions

Educational Research and Methods

. Institutional level 2000 2012 b. Unit (college, student affairs, etc.) level 2000 2012 c. Program level 2000 2012 d. Course level 2000 2012 3 Those with a vested interest in the learning outcomes, and are involved in developing, articulating, and assessing them at the 2000 2012 Program or major curriculum level 4 Statements of program-level expected learning out-comes are made available to current and prospective

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Steven A. Freeman, Iowa State University; Mack Shelley, Iowa State University

Tagged Divisions

Educational Research and Methods

introductory, fundamental engineering classes.The theme strongly suggests that instructor and students work together to create newunderstandings 29. In this new approach, learners would be able to make choices and form theirown perspective on ideas that are important to them and possess freedom to think, observe, andask questions 34. The researchers of this study wish to transfer the concept of this “new learning”and investigate that when instructor and students in IFEM courses participate in a curriculum thatis generated by active and cooperative learning, as suggested by Dewey and numerous otherscholars, does a stronger development of student learning in engineering concepts occur?B. Role of the Instructor in Developing a New Curriculum in

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

24.328.4analysis of five cases that are presented in the next section.    Table 1: Categories of Development of a STEM Identity B: STEM C: University A: Faculty Engagement/ Stage Curricular/Co- Leadership/ Community Level Descriptor Curricular Activities Systems  Faculty work independently on coursework, projects, etc. Little to no discussion on pedagogy

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric L. Wang, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

individual’s truecontribution to the group’s work.References 1. Oakley, B., Felder, R.M, Brent, R., Elhajj, I. (2004), “Turning Student Groups into Effective Teams,” Journal of Student Centered Learning, 2(1):9-34. 2. Clark, N., Davies, P., and Skeers, R. (2005), "Self and peer assessment in software engineering projects." Proceedings of the 7th Australasian conference on Computing education-Volume 42. Australian Computer Society. 3. Jassawalla, A., Sashittal, H., and Malshe, A. (2009), “Students’ Perceptions of Social Loafing: It’s Antecedents and Consequences in undergraduate Business Classroom Teams,” Academy of Management Learning and Education, 8:42-54. 4

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

Paper ID #9695Faculty Perceptions of Student Engagement: A Qualitative InquiryMariaf´e Taev´ı Panizo, James Madison University Mariaf´e Panizo is a second year graduate student in JMU’s Graduate Psychology program. She has been working on engineering education research projects for one and a half years, focusing on non-cognitive factors that impact engineering student success. She is currently working on her M.A. thesis on Beliefs on Depression.Mr. John Hollander, James Madison UniversityDr. Jesse Pappas, James Madison UniversityDr. Olga Pierrakos, James Madison University OLGA PIERRAKOS is an associate professor and

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa R. Lattuca, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education; Michael Geoffrey Brown, University of Michigan-CSHPE

Tagged Divisions

Educational Research and Methods

Path A Unit Level Influences Adjustment For example: • Faculty • Discipline • Student characteristics Evaluate & Adjust Environment Path B Path C Modify Perceptions & Interpretations of Educational EffectivenessThe academic plan model is also informed by two studies48, 49 that clarified the components thatToombs and Tierney identified. These studies defined the content dimension as including thosethings that faculty members bring to the table when they plan a course: their backgroundcharacteristics and experiences, their views of their

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, Virginia Tech; Michael J. Prince, Bucknell University; Christopher Evan Nellis, Virginia Tech; Prateek Shekhar, Virginia Tech; Cindy Waters, North Carolina A&T State University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

solve a problem? When afaculty tries something that requires student involvement in class, does it usually work? What ifit doesn’t work? Site B is a smaller public institution in the Southeast designated a Historically Black Collegeor University (HBCU). It is designated as the nation’s leading producer of African-Americanengineers. Focus groups were conducted with 9 participants in 3 sessions. Students were allrecruited through their introductory materials science and engineering course by their instructor.The focus groups were conducted by researchers visiting from another institution. Mostparticipants were underrepresented minorities, consistent with the HBCU mission of Site B.Sample items from the focus group protocol include:Q. How would

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

generalizability of critical thinking: Multiple perspectives on an educational ideal. (Teachers College Press, 1992).18. Yinger, R. J. Can we really teach them to think? New Dir. Teach. Learn. 1980, 11–31 (1980).19. Paul, R. W. Critical Thinking: Fundamental to Education for a Free Society. Educ. Leadersh. 42, n1 (1984).20. Walsh, D. & Paul, R. W. The Goal of Critical Thinking: from Educational Ideal to Educational Reality. (1986). at 21. Mason, M. Critical thinking and learning. Educ. Philos. Theory 39, 339–349 (2007).22. Ennis, R. H. A taxonomy of critical thinking dispositions and abilities. (1987). at 23. Watson, G. B. & Glaser, E. M. Watson-Glaser Critical Thinking Appraisal: Manual. (Psychological Corporation, 1980).24. Beyer, B

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of North Carolina at Chapel Hill

Tagged Divisions

Educational Research and Methods

Engineering Student Identity. International Journal of Engineering Education, 26(6),1550-1560.[4] Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education,25, 99-125.[5] Kittleson, J. M., S.A. Southerland. (2004). The Role of Discourse in Group Knowledge Construction: ACase Study of Engineering Students. Journal of Research in Science Teaching, 41(3), 267-293.[6] Allie, S., M.N. Armien, N. Burgoyne, J.M. Case, B.I. Collier-Reed, T.S. Craig, A. Deacon, Z. Geyer, C.Jacobs, J. Jawitz, B. Kloot, L. Kotta, G. Langdon, K. le Roux, D. Marshall, D. Mogashana, C. Shaw, G.Sheridan, N. Wolmarans. (2009). Learning as acquiring a discursive identity through participation in acommunity: Improving student learning

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

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gurlovleen K. Rathore, Texas A&M University

Tagged Divisions

Educational Research and Methods

authors attempt to answer twoquestions: (1) how does an inventor think about forming a whole (complex device, tool orfunction) from parts (simple components)? (2) How can generalizations of thinking processes ofinventors be derived to “guide the act of invention” (p. 321)?Weber et al examined an actual patent (Patent # 4,683,826), granted to John B. Solie, H.D.Wittmuss and O.C. Burnside in 1987, and interviewed one of the inventors of the patent (John B.Solie) using a retrospective protocol method to understand the invention process and derive a setof heuristics to guide invention. Patent # 4,683,826 is an “agricultural invention for theapplication of herbicides” (p. 321) used to apply “herbicide uniformly in one pass over an area,using existing

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie H. Magnell, KTH Royal Institute of Technology; Lars Allan Geschwind, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH, Department of Learning; Anette Jepsen Kolmos, Aalborg University

Tagged Divisions

Educational Research and Methods

education. On the other side,academia moves more in a direction of research and has a career path based on primarilyresearch criteria and with less recognition of experience from working life 1, 2.The purpose of this paper is to identify faculty approaches to industry connections andworking life issues in engineering education. The research questions are: a) What are facultyattitudes towards working life issues and their integration into the curriculum? and b) Whatactivities related to working life do faculty members introduce to the curriculum?These research questions are based on the assumption that faculty attitudes and curricularactivities related to working life are important factors in engineering education if we want toensure that students

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Qin Zhu, Purdue University

Tagged Divisions

Educational Research and Methods

Paper ID #9939Understanding Team Ethical Climate Through Interview DataMegan Kenny Feister, Purdue University, West Lafayette Megan K. Feister is a doctoral candidate in the Brian Lamb School of Communication at Purdue Uni- versity. Her research focuses on organizational identity and socialization, team communication, ethical reasoning development and assessment, and innovation and design. Megan holds a B.A. in communica- tion from Saint Louis University and a M.A. in Organizational Communication from the University of Cincinnati.Dr. Carla B. Zoltowski, Purdue University, West Lafayette Carla B. Zoltowski, Ph.D., is

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

expectations (expected consequences of a particular behavior), self-efficacy(confidence about being successful at a task), and goal setting (identifying a desired outcome).The cognitive apprenticeship model is characterized by expert guidance provided by a mentor to Page 24.1226.3the novice in an authentic task or setting within a community of practice.16 This model differsfrom the traditional apprenticeship model by (a) allowing the objectives of the learningassignments to dictate the types of tasks given to students rather than the demands of theworkplace; and (b) decontextualizing knowledge so that it can be applied in diverse settingsrather than a

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Edward J. Berger, University of Virginia; Edward Pan, University of Virginia; Amy Orange, University of Houston-Clear Lake; Walter Fredrick Heinecke, University of Virginia

Tagged Divisions

Educational Research and Methods

grade bands (90% <= A <=100%, 80% <= B < 90%, 70% <= C < 80%, F < 70%). Due to low sample sizes (from lowresponse rates per survey item), this study takes a more qualitative approach to analyzing thesurvey responses. Survey response data were grouped by grade band. Frequencies of categoricalresponse data from the surveys were totaled for each band. Standardized frequencies (proportionof code frequency for a grade band) of responses were compared between bands.8. ResultsMany different dimensions were analyzed from the survey responses. The subset of metricspresented below in Tables 1-6 focuses on several issues: (i) student attitudes about collaboration(in-person and online), (ii) student attitudes about technology in

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey A. Davis, Grant MacEwan University; Shelley Lorimer, Grant MacEwan University

Tagged Divisions

Educational Research and Methods

instructor, and the group's repeatability of the error (on the specificassignment) is plotted in Figure 2. Page 24.26.5 Figure 2. Plot of the probability distribution functions.For the study, the values of the coefficients from Equation 3 and the weights, , from Equation 1are shown in Table 1. These values were optimized by using the data discussed in the followingsections. Content Priority Prior Experience Repeatability Coefficients i=1 i=2 i=3 a 0 1 0 b

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Elizabeth G. Creamer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

Letter Enhancing the "to complement observations […] survey data were 2011 Comparison A Quality… collected"; "a synthesis of the findings" Incorporating a No 2011 no discussion of why MM was used B Systems… Justification AEE Service

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Stafford Sands II, Virginia Tech; Denise Rutledge Simmons, Virginia Tech

Tagged Divisions

Educational Research and Methods

to cognitive assessment and the articulated thoughts in simulated situations paradigm." Journal of Consulting and Clinical Psychology, 65(6), 950.23. Haaga, D. A., Davison, G. C., McDermut, W., Hillis, S. L., and Twomey, H. B. (1993). "“States-of-mind” analysis of the articulated thoughts of exsmokers." Cognitive Therapy and Research, 17(5), 427-439.24. Schellings, G., Aarnoutse, C., and van Leeuwe, J. (2006). "Third-grader's think-aloud protocols: Types of reading activities in reading an expository text." Learning and Instruction, 16(6), 549-568.25. Gerloff, P. (1986). "Second language learners‟ reports on the interpretive process: Talk-aloud protocols of translation." Interlingual and intercultural communication. Tübingen

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Divisions

Educational Research and Methods

AP physicsclasses and, when they did, were 30% less likely than boys to sit for the culminating APPhysics B exam.22 The implications of the lower representation are clear, if engineeringadmissions decisions rely upon taking advanced physics as a proxy for the quality of the highschool course load, fewer females would be considered strong applicants. The U.S. Departmentof Education found that 39% of all high school boys had completed a physics class in 2009,versus 33% of girls.21 The participation difference by gender was striking among AP Physicsexam takers in 2013: females represented only 35% of Physics B, 23% of Physics C: Electricityand Magnetism and 26% of Physics C: Mechanics exam takers.20 So, if taking AP Physics is agatekeeper, as

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Paper ID #9597A Study of Feedback Provided to Student Teams Engaged in Open-EndedProjectsDr. Laura Hirshfield, Oregon State University Laura Hirshfield is a Post-Doctoral Scholar at Oregon State University. She received her B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She is cur- rently doing research in the engineering education field, investigating technology-mediated active learning in a chemical engineering curriculum. After her post-doc, she plans to pursue a career in academia.Ms. Jaynie L. Whinnery, Oregon State University Jaynie Whinnery is a graduate

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

learn? What did I spend all of last night studying? I come in here, and it just goes horribly wrong.” You feel—yeah, you feel like you didn't master the material, you didn't learn it, you kinda, you feel like you dropped the ball (Female Hispanic student, Research I private university, Bioengineering) Almost all my classes [have exam averages below 50]. The class average would be a 40, but in actuality, I guess we would get a B or something… I feel like if the entire average is a 40, then obviously the professor’s doing something wrong, or that he’s not teaching the way he should be, if our entire class doesn’t understand it. (Female Asian student, non-Research private university, Mechanical

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

subconstruct.After its first application in 2004 for FYE students9, the SASI has been administered to morethan 1500 FYE students each year for various research purposes at the university9,19,20. Sincethen, the SASI has been used in various empirical studies to explore profiles of FYE students indifferent conditions. For example, Immekus et al. (2005)9 attempted to examine noncognitiveprofiles of students in the four different academic statuses after their FYE program: (a)successful and stayed at the university, (b) successful and left the university, (c) unsuccessful andstayed at the university, and (d) unsuccessful and left the university. Particularly, the SASIrevealed differences in noncognitive characteristics between students who persist in

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

eliciting activities: assessing engineering student problem solving and skill integration processes,” International Journal of Engineering Education, vol. 26, no. 4, pp. 831–845, 2010.10. L. J. Shuman and M. Besterfield-Sacre, “The model eliciting activity (MEA) construct: moving engineering education research into the classroom,” presented at the 9th Biennial ASME Conference on Engineering Systems Design and Analysis, Haifa, Israel, 2008.11. J. A. Kaupp and B. Frank, “Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking,” presented at the 120th ASEE Annual Conference & Exposition, Atlanta, 2013, pp. 1–22.12. P. A. Ralston and C. L. Bays, “Refining a Critical

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Floraliza Bornilla Bornasal, Oregon State University; Jessica Nina Lester, Indiana University; Shane A. Brown P.E., Oregon State University

Tagged Divisions

Educational Research and Methods

Paper ID #9662Recollecting experience in interviews: the structure and organization of engi-neering ’interview talk’Floraliza Bornilla Bornasal, Oregon State University Floraliza B. Bornasal is a doctoral student in the School of Civil and Construction Engineering at Ore- gon State University. Her research is currently in engineering education focusing on the transference of expertise among working professionals and undergraduate students. Prior to pursuing her doctoral degree at OSU, she worked as an engineering intern and project inspector for Garfield County Public Works and as an AmeriCorps Volunteer-in-Service-to

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Danielle Almetria Smalls, Engineering Education Department at Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel McCord Ellestad, University of Tennessee, Knoxville

Tagged Divisions

Educational Research and Methods

. Csikszentmihalyi, M., Flow: The psychology of optimal experience. 1990, HarperPerennial: New York. p. 43-93.12. Coller, B. and D. Shernoff. An initial analysis of student engagement while learning engineering via video game. 2010. Louisville, KY, United states: American Society for Engineering Education.13. Froehlich, J., et al. Increasing the breadth: Applying sensors, inference and self-report in field studies with the MyExperience tool. 2007. San Juan, Puerto rico: Association for Computing Machinery.14. Stone, A. and S. Shiffman, Capturing momentary, self-report data: A proposal for reporting guidelines. Annals of Behavioral Medicine, 2002. 24(3): p. 236-243.15. Patton, M.Q., Qualitative Research & Evaluation

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, teachers, and students. British Journal of Educational Psychology, 75(4), 645-660.18. Lord, S. M., Prince, M. J., Stefanou, C. R., Stolk, J. D., & Chen, J. C. (2012). The effect of different active learning environments on student outcomes related to lifelong learning. International Journal of Engineering Education, 28(3), 606-620.19. Shekar, A. (2007). Active learning and reflection in product development engineering education. European Journal of Engineering Education, 32(2), 125-133.20. Jonassen, D., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 139-151.21. Wu, Y.-T., & Tsai, C.-C. (2005). Effects of constructivist