Conference Session

Literature and Research Perspectives on Engineering Leadership Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Jeffery M. Plumblee II, The Citadel; Andrew Michael Erdman, The Pennsylvania State University

Tagged Divisions

Engineering Leadership Development

leadership within the civil engineering field.Using this approach this study sought to identify characteristics of leadership and leadershipeducation within the Civil Engineering discipline and then reflect on how this method could beused in a larger study across engineering disciplines. This section outlines the findings from theliterature related to leadership within the Civil Engineering discipline. 1. How has engineering leadership been operationalized or assessed in the discipline of civil engineering? 2. What methods have been used to teach or train leadership within the civil engineering discipline?The following sections will address the findings associated with each of the research questions.Operationalizing and

Conference Session

College-Industry Partnerships Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon M. Fulk P.E., Purdue University-Main Campus, West Lafayette (College of Engineering); Seyedali Ghahari, Purdue University-Main Campus, West Lafayette (College of Engineering); Kyubyung Kang, Purdue University, West Lafayette (Construction Engineering and Management); Makarand Hastak P.E., Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

College Industry Partnerships

working on his Master’s in Civil Engineering. Mr. Fulk’s current research and interests reside in the preparation of future leaders of the construction industry. He has spent time evaluating current practices, cataloging industry needs, and reflecting on how students learn by digesting research provided in the field of Engineering Education.Mr. Seyedali Ghahari, Purdue University-Main Campus, West Lafayette (College of Engineering) Ali graduated in B.Sc. Railway Engineering from IUST in 2011, and received his M.Sc. in Construc- tion Engineering and Management from AUT in 2013. He received his second M.Sc. in Construction Materials from Purdue in 2016. Ali has been a researcher at the Concrete Technology and Durability

Conference Session

Architectural Division Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed ElZomor, Florida International University; Omar Youssef, University of Arizona

Tagged Divisions

Architectural Engineering

, supports course completionthat reflects an indirect gauge to retention and facilitates understanding complex engineeringconcepts through technological simulations.Introduction and MotivationThe President’s Council of Advisors on Science and Technology encourages developinginnovative teaching practices, to improve student retention and enhance their learningexperiences [1]. Research reveals that STEM and building sciences are taught in astraightforward way based on fragmented concepts rather than embracing technology andcreative problem solving skills [2]. Although problems related to innovative pedagogies thattrain STEM students have been enhanced through for example vertically integrating courses thatsupport students learning and trainings [3

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Kerice Doten-Snitker, University of Washington

Tagged Topics

NSF Grantees Poster Session

projectswhile also facilitating connections across teams and providing customized academic changefaculty development curriculum.While much of the translation of research to practice literature is in the health promotion andclinical medicine fields, the findings are still relevant for organizational change research.Research indicates that some of the translation problems result because the information shareddoes not reflect an understanding of contextual factors and/or is not deemed to have externalvalidity [4]. Given that REDPAR research is focused on many types of organizations thatreceived RED grants, and the research broadly addresses themes among these contexts, we canwrite tipsheets to help other change agents understand basic propositions/themes

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Kacey Beddoes

Tagged Topics

Diversity, NSF Grantees Poster Session

several promising LGBTQ-inclusive behaviors.MethodsIn spring 2017, the researchers conducted an online survey with the Leadership Community inorder to measure and document progress, satisfaction and outcomes for the VCP community.The members of the VCP were asked to provide examples of ways in which the VCP andadvocacy activities have made a difference - personally, to students, to colleagues, to theirdepartment, or to the profession. The results reflect the perceptions of the members of aCommunity of Practice after one and a half years of development and will provide an indicationof the strength of the foundation of a sustainable community of practice capable of achievingindividual and community goals.The survey was sent to 20 active members of

Conference Session

Women in Engineering Division Technical Session - Understanding and Changing Engineering Culture

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kylie Denise Stoup, James Madison University; Olga Pierrakos, James Madison University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Women in Engineering

collected in the form of an online survey (via Qualtrics), a version of which was firstdeveloped and implemented by Casto et al.11. The survey used for this study consisted ofquestion topics ranging from identity and personality to authenticity and persistence. The BigFive Personality model was the main framework used to measure personality. More specifically,students were asked to reflect on their personality during two different contexts or situations -“non-academic settings” and “engineering academic settings”.The adjective checklist approach was used in the development of the survey, previouslygenerated and used by Casto et al., Table 111. This approach uses personality traits, words, orphrases for self-description and is stated to be simple

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

D. Jake Follmer, The Pennsylvania State University - University Park; Sarah E. Zappe, The Pennsylvania State University - University Park; Esther Gomez, The Pennsylvania State University - University Park; Manish Kumar, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

on the EWRAS andURRSA were observed. Data on the post-survey measures were obtained from 11 REUparticipants, reflecting an 85% post-survey completion rate.Table 4. Descriptive Statistics for Post-Survey Measures Standard Minimum-Measure Mean Median Range α Deviation MaximumURSSA 180.42 176.50 18.27 60.00 153.00-213.00 .91EWRAS 15.83 16.00 2.44 7.00 13.00-20.00 .86Openness to collaborating 4.67 5.00 0.65 2.00 3.00

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

that included their decision justifications. The students, rather thanpassively taking in information from the instructor, became actively involved in theapprenticeship. As part of this transformed role, the students were encouraged to reflect onchanges in their problem solving approaches in the final progress report. The students’ reflectiveresponses were then qualitatively analyzed for insight into their problem solving processes. Astatistical comparison of the project scores was also done to assess improvement. Theinstructor’s assessment of the students’ use of his feedback and their problem solving approacheswas gathered via semi-structured interview and included as part of the overall evaluation.1. IntroductionEngineering education must

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul Douglas Kearsley, Western Washington University; Andrew G. Klein, Western Washington University

Tagged Divisions

Electrical and Computer

homework. Under this model, which was independently developed but bearssimilarities to one very recent work 14 , students submit homework twice: the initial submissionwhere there is no penalty for wrong but complete attempts, and a second submission after detailedsolutions are provided by the instructor where students grade and correct their own homework.The recorded grade they ultimately earn for the assignment is based on how well they grade andcorrect their homework, encouraging a self-reflective analysis of their own learning.The first question we attempt to verify in this study is how well students in engineering coursesgrade their own homework when a self-graded homework model is in place. This is a questionthat has been addressed previously

Conference Session

Assessing Learning Outcomes for Flipped Classrooms, Recruitment and Research Internships, and Alternate Assessments for Online Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Mary Anne Walker, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

described here evolved from an earlier lesson on the difference betweenaccuracy and precision in scientific measurements. While accuracy and precision are often usedinterchangeably, they have distinct meanings in the context of scientific measurements. Anaccurate measurement reflects the true value (possibly within an error range or degree ofconfidence), while a precise measurement is consistent and repeatable.14 It is possible for ameasurement to be highly accurate but not precise (repeatable), or to be very precise but notaccurate (reflecting the true value). Figure 1 depicts the difference between accuracy andprecision in scientific measurement. Figure 1: Accuracy is the proximity of measurement results to the [reference] true value; precision

Conference Session

Social Responsibility and Social Justice II: From Classroom to Community

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Carrie J. McClelland P.E., Colorado School of Mines; Nicole M. Smith, Colorado School of Mines

Tagged Divisions

Liberal Education/Engineering & Society

prompt at the beginning and end of the module.The prompt asked students to respond to questions about whether and how corporations hadresponsibilities to society and what roles engineers fill in fulfilling those responsibilities. Thepreliminary essay was an in-class writing assignment that students completed for an attendancequiz. After over two weeks of activities, the post-essay was assigned as one of a number ofprompts in a reflective exercise. To prevent students from using the pre-write to complete thepost-essay assignment, the pre-writes were not handed back until after the post-write was turnedin. A comparison of the writings showed that the pre-and post-writes were unique for allparticipants.For this study, the initial and final essays

Conference Session

Viewpoints, Perspectives, and Creativity in Civil Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin Chang P.E., University of Idaho - Moscow

Tagged Divisions

Civil Engineering

cross-section of societyacross gender, racial, political, and cultural boundaries. Although specific demographicdata were not collected in these specific classes, the University of Idaho’s undergraduatestudent population of approximately 8,800 students consists of a gender breakdown thatis approximately 60% male and 40% female, and a student ethnicity that is 77% white,9% Hispanic or Latino, 5% International, and 9% representing other affiliations.7The civil engineering students noted that there was a strong sense of community at theUniversity of Idaho, likely linked to the small, college-town setting. While some studentsenjoyed smaller class sizes others reflected that the classes were large and unfocused onthe student. This was influenced by

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emma Koller, University of St. Thomas; Lauren M. Van Beek, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Siddika Selcen Guzey, Purdue University, West Lafayette; Annmarie Thomas, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

frustrating.”Basic STEPS AssessmentDraw an EngineerAssessment of the 2014 Basic STEPS Camp included participant pre and post surveys,participant engineering notebooks, and analysis of daily reflections. Participant engagementwith the e-textiles showed the most electrifying measurements. Girls were asked before andafter their STEPS experience to complete an activity called “Draw an Engineer.”4 In this activitythe girls first described what engineering is and then what engineers do. They were then asked todraw an engineer. The drawing in particular is meant to capture stereotypes that students mayhave towards engineering4. Girls at STEPS were given this activity before and after camp toevaluate how their perception of what engineers do changed. Due to

Conference Session

ERM Potpourri

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

engineering studentswas that critical thinking was often similar or equivalent to problem solving. However, Englishstudents saw critical thinking as a way of forming opinions, forming and defending an argument,and making connections. Common themes for both groups included aspects such as broadeningideas, needing deeper understanding, and needing reflection and metacognition. Both groupsutilized the concepts common throughout their major classes as the physical representation ofcritical thinking. The embodiment of course concepts as critical thinking may be supported bythe idea of engineering identity and self-efficacy. Students may choose engineering, and stick toit, because they relate to the concepts and to how engineers think. However, faculty

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeffrey J. Evans, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Michael Thomas Smith; Sorin Adam Matei, Purdue University Polytechnic Institute; Esteban Garcia

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

Narratives aims to provide students with a toolkit for successfulcommunication in contemporary society and the workplace. This integrated course experience invitesstudents to reflect and use diverse ways of communication in the digital era. During one semester,participants were introduced to oral, written, visual and auditory techniques of communication, anddocumented through various digital media artifacts. Page 26.127.3Our value proposition that artistic storytelling can help students think, communicate and aid in theiremotional wellbeing is backed by a long history of scholarship. Such seminal articles as K. Egan’s“Memory, Imagination

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

cohort of teacher participants. Table 2 reports the results forthe statistical analysis comparing the current cohort’s actual and intended use of various STEMteaching techniques. The researcher focused on these eight items because they are related tocommunication and reflection, which are critical components of STEM learning, and seem to bea recurring them in regards to one of the most important lessons learned from the workexperience. Page 26.1459.4 Table 2. Statistical analysis comparing current cohort’s current (pre) and intended (post) frequency of STEM teaching techniques Question Survey N

Conference Session

Online Teaching

Collection

2015 ASEE Annual Conference & Exposition

Authors

Susan L. Miertschin, University of Houston (CoT); Carole E. Goodson, University of Houston (CoT); Barbara Louise Stewart, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

have low TM scores than have strong TM scores.• Among older students (at least 31 years of age), more have strong TM scores than low TM scores. In other age categories, there appears to be a more nearly equal division between low and strong TM scores.• Among the students with the highest GPA, 66% have strong TM scores while 34% have low TM scores. Among students with the lowest GPA, 57% have strong TM scores while 43% have low TM scores. The unexpected direction of difference at the lower end of the GPA scale perhaps reflects a wider range of TM score values and/or the very small n for this GPA category.• Among students who are not employed and those who are employed part-time, higher proportions

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina Kay White, Massachusetts Institute of Technology; Lori Breslow, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

complementary, and both are necessary if engineers are to helpsolve the most serious problems our societies face [3-4]. This call for engineering education toposition itself so students can meet modern challenges was laid out by the leaders of the NationalAcademy of Engineering (NAE) in their influential reports, The Engineer of 2020 [5-6]. There isnow a need to reflect on how engineering education has positively changed in the decade sincethose reports, and to consider what still needs to be tackled.Our research aligns with one of the key recommendations of The Engineer of 2020: to developengineers whose communication skills will allow them to become successful professionals and,who, in turn, will drive technological and social change. Specifically

Conference Session

Mathematics Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Mathematics

step-by-step instructions on how to perform the operation... Process: When an action is repeated and the individual reflects upon it, he or shecan make an internal mental construction called a process which the individual can think ofas performing the same kind of action, but no longer with the need of external stimuli... Object: An object is constructed from a process when the individual becomes awareof the process as a totality and realizes that transformations can act on it... Schema: Individuals collection of actions, processes, objects, and other schemaswhich are linked by some general principles to form a framework in individual’s mind... In APOS theory, concepts are constructed on different concepts and schemas

Conference Session

Engineering Economics New Frontiers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Simon Thomas Ghanat P.E., The Citadel; Kenneth Brannan, The Citadel; Ronald W. Welch, The Citadel; Kevin C Bower P.E., The Citadel

Tagged Topics

Diversity

Tagged Divisions

Engineering Economy

essential to incorporate teaching and learningmethods that adequately address the different learning styles in the classroom, and to developways to promote student motivation6 and engagement. As stated in the literature, engineeringstudents are predominantly active, visual, and sensing learner types 6- 9. However, most teachingmethods in engineering are geared toward reflective, verbal, and intuitive learner types6. This isthe exact opposite of the suggestions made from multiple learning style studies stated in theliterature 6-9. Teaching in engineering is generally more focused on theory, verbal, and passivelearning, as opposed to deductive learning supported by Felder as the preferred learning methodusing practical applications, visual

Conference Session

Curricular Issues in Computing and Information Technology Programs II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yujian Fu P.E., Alabama A&M University; Peter J. Clarke, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

student learning outcomes using WReSTT-CyLE and gamification.Access to resources (funding and otherwise) is often cited as the primary barrier totechnology adoption and the integration of software testing and programming skills. Therole of negative disposition towards educational technology and digital games, has notbeen fully considered as a contributing factor in the relatively slow pace of technologyadoption in higher education. The example of such slow adoption of technology inhigher education can be exhibited in many programming courses. Moreover, thesenegative dispositions towards technology may hold also reflect more than several decadesof dominant values informed by the naturalist and romantic beliefs about programming,student learning

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew J Jensen, Florida Institute of Technology; Jessica Ha, Florida Institute of Technology

Tagged Divisions

First-Year Programs

was returned at the beginning of theASC 1000 class. That day’s topic was time management skills with a similar type of assignmentgiven as homework. The students were encouraged to look back at what they believed theirweekly schedule would be based on limited college experience. This allowed the students toreflect on the first third (roughly) of the semester and adjust habits accordingly. At this iteration,no forced reflection or follow-up was included in either course.Career planning was addressed in both courses by utilizing the University’s fall career fair.Students were required to attend the career fair and speak to, at a minimum, two differentemployers about what the company does and what opportunities exist for engineering students

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Justin J. Henriques, James Madison University; Kyle G. Gipson, James Madison University

Tagged Divisions

First-Year Programs

, design projectassignments, engineering analysis, formal design process, teamwork, engineering ethics, writingskills, data estimation, and academic advising. The least frequently listed topics (though stillpresent) included stress management, academic integrity, interviewing, poster communication,brainstorming (design fundamental), social entrepreneurship, empirical math functions, clientinteractions, and qualitative research skills. These skills were only included in one or two courseseach2. The range in both number and categories of course content reflects the variability in firstyear course experiences for engineering students.A call was put forth several decades ago (i.e., the mid-1980’s) to postsecondary education tofocus on the first-year

Conference Session

Concurrent Paper Tracks Session I Curriculum

Collection

2016 ASEE International Forum

Authors

David W. Gatchell PhD, Northwestern University; Robert A Linsenmeier, Northwestern University; Robert L. Murphy, Northwestern University; Akinwale Oladotun Coker P.E., university of ibadan; Akinniyi A. Osuntoki, University of Lagos, Lagos, Nigeria

Tagged Topics

International Forum

statement of the department reflects the dual missions of providingengineers for clinical and technical support for hospitals and manufacturers on the one hand, andresearch and design of new equipment and software. It is capped by the overarching goal ofproducing engineers “who will assist the medical team by providing the technological know-howto stabilize the healthcare delivery system and make for self-reliance in health matters in ourenvironment.”The distribution of topics taught in biomedical engineering at UNILAG is similar to that atIbadan, but at present there are fewer choices, and students at UNILAG will obtain more breadthand somewhat less specialization. All students take a range of courses including numericalmethods, biomaterials

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Marina Bograd, MassBay Community College; Chitra Javdekar, Mass Bay Community College

Tagged Topics

Diversity

Tagged Divisions

College Industry Partnerships

 results from the combination of grasping and transforming experience” (Kolb 1984, p. 41).  Kolb’s experiential learning theory describes how students absorb and use information and is commonly shown in a four stage cycle ‐ concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing the new concepts.1  A number of studies have shown the benefits of experiential learning and various models of integrating the concepts in the college curriculum. 2 A common way of providing experiential learning to college students are internship and co‐op experiences.  In Liberal Education and America’s Promise [LEAP] report, developed by the American Association of Colleges and

Conference Session

They need more than technical skills!

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foundation; Anil Dattatraya Sahasrabudhe P.E., All India Council for Technical Education

Tagged Divisions

International

)The Felder-Soloman Index of Learning Styles is one of the most popular learning style instruments [21],especially in engineering education. It is based on Felder and Silverman’s (1998) model and assesses preferenceson four bipolar dimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global. Activelearners prefer doing things, particularly in groups. Reflective learners work better alone and spend some timethinking about the task before doing it. Sensing learners like facts, data, and experimentation and work well withdetails. Intuitive learners prefer ideas and theories, particularly when they get to grasp and generate new ideas.Verbal learners like to hear information and engage in discussion, particularly when

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Decker B. Hains, Western Michigan University; Bret J. Wagner, Western Michigan University

Tagged Divisions

Civil Engineering

. Moreover, knowledge of fundamental business functions is increasingly importantfor civil engineers.To address these needs, the authors developed a course, Leadership for Engineers, and usedan interactive and highly engaging business simulation, ScrimmageSimTM, to create anactive learning environment where students are placed in leadership positions and arerequired to develop basic business operating plans; execute these plans in the simulation;and reflect on their team’s successes, failures and missed opportunities. The authorspiloted the course during summer 2017 with students majoring in both engineering andbusiness.This paper addresses the development, execution and assessment of this course. Thedevelopment of the course included sequencing

Conference Session

Mechanical Engineering Division Technical Session 9

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Scott Pierce P.E., Western Carolina University; Rungun Nathan, Pennsylvania State University, Berks Campus; William E. Howard, East Carolina University; Brian Sylcott, East Carolina University

Tagged Divisions

Mechanical Engineering

willdemonstrate an ability to apply engineering concepts to an area of concentrated study, chosenfrom biomedical engineering, bioprocess engineering, electrical engineering, environmentalengineering industrial and systems engineering, or mechanical engineering.” This outcome isheavily assessed in Machine Design using the final exam as the assessment instrument. ECUalso assesses outcomes f and h using reflective writings on readings and research.Outcomes Most Important to the InstructorsIn the survey, instructors were asked to list the five student outcomes that they considered mostimportant. The responses to this question are shown in Table 3. These responses provide asomewhat different picture of course priorities than the course coverage shown in Table

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Euisuk Sung, Indiana University

Tagged Divisions

Pre-College Engineering Education

”identity, with one of the most cited frameworks being that of Carlone and Johnson [12], whichposits that one’s science identity consists of the interrelationship among performance,competence, and recognition. Building on this framework and drawing from a social-cognitiveperspective, Hazari and colleagues [11] added a fourth component when they examined students’physics identity, namely interest, which reflects one’s desire or curiosity in a subject [11, 13-14].While these components were developed within the context of specific roles (e.g., science,physics), they reflect general aspects of one’s role-related identity, and therefore they areapplicable to specific fields beyond science. Drawing from this framework, this paper describesthe

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, The Concord Consoritum; Rob Sleezer, Minnesota State University, Mankato; Charles Xie

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

visualizations of teams’ design process across several metrics.More specifically, actions were clustered into three categories: construction, optimization, andnumerical analysis. Design teams’ actions were further contextualized in terms their designtimeline and the sites they explored.Results from design team analytics have implications not only for teams’ design process, butmay be re-deployed as reflection tools for students’ or progress indicators for teachers or designmentors.In the next section the paper reviews research in learning analytics and visualization for dataanalysis. Following this, the context of the study and design challenge are outlined. Energy3D isdiscussed briefly before reviewing the data collected and participants for the study