Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

the contextof a perceived discomfort level experienced by faculty participants. The FLC is paced so that thefirst year focuses on engagement with DEI knowledge, mindsets, and skillsets such as self-inquiry and reflection; the second focuses on translation of these learnings to the studentenvironment, such as course design; and the third focuses on creating a wider impact andinclusive community across the academic college. This three-stage process includes appropriatefeedback loops for reflection, assessment, and improvement of the process.Reflecting a constructivist theoretical framework, this pacing allows for progressive building onprior learning and understanding to operationalize best practices in a collaborative and positivespace. The

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

to improve teaching and learning in undergraduate mechanics courses. He is the author of the book Fundamentals of Structural Mechanics (Springer 2005) and the recently published book Fundamentals of Structural Dynamics: Theory and Computation (Springer 2022).Efhalia Chatziefstratiou (Lecturer) © American Society for Engineering Education, 2022 Powered by www.slayte.com The accuracy of self-assessment in engineering mechanicsAbstractThe ability to reflect on one’s own learning is a critical skill for students to have, but courses rarelyoffer dedicated time to develop that skill. The use of self-assessment, where the student assessestheir own work

Conference Session

Faculty Development Lighting Talk Session 1: COVID-19 Focus

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jazmin Jurkiewicz, Virginia Polytechnic Institute and State University; Byron Hempel, The University of Arizona; Malori Redman, San Francisco State University; Homero Murzi, Virginia Polytechnic Institute and State University; Christopher Dominguez; Amber Ford

Tagged Divisions

Faculty Development Division

’ experiences in K-12 and higher educationas they adapted to new technology while education shifted to an online format as a result ofCOVID-19. This autoethnographic study sought to understand commonalities in five instructors’attitudes toward online education tools, external variables that affected their adaptation, and theiroverall perceptions of the technology and its usefulness. The research design was guided by theTechnology Acceptance Model (TAM). Deductive analysis of reflections, interviews, and focusgroup transcripts demonstrated the presence of TAM constructs in participants’ experiences.Participants recognized the usefulness of various technologies and tools but did not inherentlyview them or the experience of teaching online in a positive

Conference Session

Learning in a Socially-Distanced Environment

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lucia Rut Capdevila, San Jose State University

Tagged Divisions

Aerospace

empathyice-breaker activity, a metacognition exam reflection exercise, and interactive zyBook exerciseswere incorporated and implemented in AE 30 to help mitigate the effects of the pandemic in thenew online environment. The current investigation presents the assessment of the activities andexercises as effective means of improving student engagement, participation, and performance inan online modality amid a pandemic during the Spring 2020 semester. Instructor observationsrevealed that the cognitive empathy ice-breaker was a powerful way to allow students to sharedifficult emotions but created a distracting and intimidating atmosphere. However, after thecognitive empathy ice-breaker, students were more engaged and participative than on other

Conference Session

Faculty Development I: Attitudes Towards Teaching

Collection

2016 ASEE Annual Conference & Exposition

Authors

Debra A. Fowler, Texas A&M University; Maria L. Macik, Texas A&M University; James Kaihatu, Texas A&M University; Chelsea A. H. Bakenhus, Texas A&M University

Tagged Divisions

Educational Research and Methods

learning, reflective eportfolios, and professional development of graduate students related to teaching.Maria L. Macik, Texas A&M University Maria Macik is an associate instructional consultant at the Center for Teaching Excellence at Texas A&M University. She earned a B.S. degree in psychology and sociology from Texas A&M University, an M.S. degree in educational psychology, and is currently pursuing a Ph.D. in educational psychology at Texas A&M. Her research interests include: curriculum (re)design, creativity and innovation in higher education, and reflection and transformative learning.James Kaihatu, Texas A&M University Associate Professor of Civil Engineering at Texas A&M University. Have

Conference Session

Predicting Student Success

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University; Bryce E. Hughes, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the various preferences and styles bywhich students learn. As such, the purpose of this paper is to present evidence on the effect offormative assessment design on student performance, and whether this effect varies by studentlearning style. The results from this study can be used by engineering educators to eitherdiversify or personalize their assessment style.This work is grounded in the Felder-Soloman learning style model, a model that was developedwithin engineering education and has been validated and widely used within the field. Thismodel categorizes learning styles along four distinct dimensions: perception (sensing versusintuitive), input (visual versus verbal), processing (active versus reflective), and understanding(sequential

Conference Session

Promoting Engineering and Technological Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College Dublin, The University of Dublin; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

technological and engineer- ing philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. In addition he is active in research of engineering education and new focuses on engineering pedagogy. Page 26.1572.1 c American Society for Engineering Education, 2015 The Role of Transdisciplinary Courses in the Reform of the Engineering Curriculum. A Case Study.AbstractThe case study presented in this paper is a description of a blended transdisciplinary SmallPrivate On-Line Course (SPOC) conducted by one of the authors

Conference Session

Engineering Management Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Princy L. D. Johnson, Liverpool John Moores University; Kathryn W. Jablokow, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

of the importance of creativity to their professional andleadership development. Then, we explored whether those perceptions could be influenced throughactivity-based learning. Specifically, we embedded creativity concepts and practices within amasters-level engineering course focused on professional and leadership skills at Liverpool JohnMoores University (LJMU). Creativity was introduced through a dedicated 3-hour lecture sessionand several activity-based learning sessions throughout the course. We captured the students’awareness and perceptions of creativity at multiple points throughout the course using acombination of assessments, including tailored questionnaires, the Belbin team roles instrument,self-reflection questionnaires, peer

Conference Session

Liberal Education/Engineering & Society Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

James Canino, Trine University; Kendall B. Teichert, Trine University

Tagged Divisions

Liberal Education/Engineering & Society

Disney, reacting to 3Greenpeace’s video on NewBees[11], exploring the Kinetic Art movement[12], or exploring atheme from Frankenstein. To aid the students in the process of exploring a literary piece for design ideas, two mainadditions were added to the requirements for the project. The first was a structured way tointeract with the book that allowed students to document passages that could be used forinspiration in the design process, to convert these to a visual representation of a concept, and toverbally portray the connection between the design and the passage. These “reflection”assignments were accomplished through a type of two column notes. The second was to providea list of technical objectives for the robot. This allowed the

Conference Session

High-impact Learning Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelly Brumbelow, Texas A&M University; Luciana R. Barroso, Texas A&M University; Greg Stadter, Texas A&M University

Tagged Divisions

Civil Engineering

students in their HILPs; faculty and staff buy-in to cooperatively administer therequirement; and an appropriate set of rubrics for individual student evaluation, among others.While possible HILPs include several experiences, the overwhelming majority of studentsparticipated in summer internships, a sign of a strong job market during the period of study.Student deliverables include: completion of a survey on the importance of each of the BOK2outcomes in the student’s HILP and the student’s sense of preparedness in each outcome,narrative documentation of the student’s experience using the supplementary experience recordform required for PE licensure application in the department’s home state, and a reflective essayaddressing at least three BOK2

Conference Session

Mathematics Division Technical Session 2: Poster Presentations

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Anibal Sosa, Universidad Icesi, Colombia; Norha M. Villegas, Universidad Icesi, Colombia; Stephanie Celis Gallego, Universidad Icesi, Colombia; Diego Antonio Bohórquez, Universidad Icesi, Colombia

Tagged Divisions

Mathematics

that the national education system does not focus on thedevelopment of STEM competencies. As a result, the motivation of engineering students inmathematics courses is continuously hampered because of deficiencies in prerequisites.The case study presented in this paper is part of a wider project conducted at our institution.The project involved several math courses taken by first and second year engineeringstudents. The main objective of this project was to support mathematics instructors in theprocess of contributing to improve student learning, by continuously reflecting on theeffectiveness of the pedagogical practices that are applied inside and outside the classroom,while adopting a continuous improvement culture that benefits student

Collection

2001 Annual Conference

Authors

Molly Johnson; Cathie Scott; Cynthia Atman

materialssciences engineering disciplines. The course met for 100 minutes twice a week for 10 weeks.The course content was defined by the instructors, but the instruction was (to a high degree)tailored to the understanding of the students because it was the students themselves whodesigned the instruction. The course focus was on reflective practice and on findings fromcognitive science and education research and their application to engineering teaching andlearning. Throughout the quarter, we tried to maintain a tension between theory and practice. Onthe theory side, students became familiar with conceptual change, memory, motivation, and otherlearning concepts. On the practice side, students were exposed to innovative teaching methodsthrough the example

Conference Session

New Engineering Educators 1: Learning Aids

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Schawnery Lin; Yuxin Xu, University of Washington; Andrea Jacqueline Sequeira; Jennifer A. Turns, University of Washington

Tagged Divisions

New Engineering Educators

Paper ID #31111Visual Notetaking: Opportunities to Support Student Agency in ActiveLearningWendy Roldan, University of Washington, Human Centered Design & Engineering Wendy Roldan is a PhD candidate in Human Centered Design and Engineering at the University of Wash- ington studying equity in engineering education. Her work draws from the fields of engineering education, design, and learning sciences.Mr. Schawnery LinMs. Yuxin Xu, University of Washington, Seattle Yuxin (Ziva) Xu is a second-year undergraduate student at the University of Washington, Seattle. Her research areas of interest include reflection in

Conference Session

Trends in Mechanical Engineering I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Bradshaw, University of Oklahoma; Zahed Siddique, University of Oklahoma; Patricia Lea Hardre, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Mechanical Engineering

2020 [13 and 14]. The key message gleaned is that engineering education has toadapt to the challenges of the future.  For engineering education to adapt for the challenges of the future, curricular changes are needed –but those must be part of a larger systemic change in the organizational culture of engineeringeducation. Faculty are the critical component in achieving the necessary systemic transformation.Facilitating the development of desired skills, dispositions, and reflective habits of mind within ourstudent populations requires a critical mass of faculty able and eager to embody and enact thesedesired characteristics. How can we assist faculty to be vital stakeholders in the cultural shift weseek within engineering education, a shift

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

students participate in an organized service activity that meets identified communityneeds and reflect on the service activity in such a way as to gain further understanding of coursecontent, a broader appreciation of the discipline, and an enhanced sense of civic responsibility."(Bringle & Hatcher, 1995). Many past studies (e.g. Eyler and Giles, 1999) have shown service-learning to result in positive outcomes in cognitive and affective measures for students as well asbenefits to the community, faculty, and institution.Different embodiments of service-learning have developed in engineering in recent years. Directplacements in the community are utilized in the first year programs, such as at Cornell andVirginia Tech, for example. More often

Conference Session

Around the Water Cooler: Ideas and Issues in Civil Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenneth Stewart, Angelo State University; Daniel Ivan Castaneda, James Madison University; Azadeh Bolhari P.E., Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

can look at something and, figure out why it's moving a certain way or, how it could be made better.”One of the children participating in the project saw an engineer as, “A person that helps theenvironment by creating things that will help the environment.”Overall, the authors identified 15 unduplicated intersections between the concepts used bycitizen scientists to describe engineers and the taxonomies revealed in the Fralick et al. [13] andLucas and Hanson [15] studies. Interestingly, only one additional unique trait was attributed toengineers during the interim and exit sessions with rainwater harvesting participants. One of thechildren reflected on her father as being like an engineer during one of the interim focus groups.“He is

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gustavo Menezes, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Silvia Heubach, California State University, Los Angeles; Emily Allen, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Daniel Galvan, California State University, Los Angeles; Eva Schiorring

education, the Eco-STEM project embraces anasset-based ecosystem model that thinks of education as cultivation, and ideas as seeds we areplanting, rather than a system of standards and quality checks. This significant paradigm andculture transformation is accomplished through: 1) The Eco-STEM Faculty Fellows’ Community of Practice (CoP), which employs critically reflective dialogue[1][2] to enhance the learning environment using asset-based learner-centered instructional approaches; 2) A Leadership CoP with department chairs and program directors that guides cultural change at the department/program level; 3) A Facilitators’ CoP that prepares facilitators to lead, sustain

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katey Shirey, eduKatey LLC; Lisa Bosman, Purdue University at West Lafayette (PPI)

secondary science education, also from UVA, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Education with a focus on teacher challenges and productive resources for integrating engineering design into high-school physics. Through her work as a Knowles Teacher Initiative Senior Fellow and founder of eduKatey LLC, Dr. Shirey provides and researches engineering-integrated STE(A)M curriculum, professional development, and teachers’ reflective growth practices. © American Society for Engineering Education, 2022 Powered by www.slayte.com Using Bio

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cecelia M. Wigal, University of Tennessee at Chattanooga

Tagged Divisions

Design in Engineering Education Division (DEED)

comes fromhands on testing and each team will ensure testing of concepts prior to solidifying final designs.As part of this process, each team member is required to report – in memorandum format and inan oral presentation – their prototype design, device, test procedure, and test results. They submittheir work to the instructor and share their results with their team members. At the end of thesemester the students reflect, using an online survey, on the role the individual prototyping andtesting experience played in their (1) contribution to the team, (2) learning of technical matter,and (3) confidence in working a design project in the future.This paper reports on the student responses to this reflection. It also reports on the evaluation

Conference Session

Technical Session 13 - Paper 3:Uncomfortable Conversations with Faculty and Students in Zoom: Experiences with diversity and inclusion spurred by police brutality and racial injustice in the U.S.

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Samantha Ray, Texas A&M University; Donna Jaison, Texas A&M University; Christine A Stanley, Texas A&M University

Tagged Topics

CoNECD Paper Sessions, Diversity

equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Samantha Ray, Texas A&M University Samantha Ray is a Computer Engineering PhD student at Texas A&M University. Her research focuses on creating intelligent systems for tasks that require human-like levels of understanding. She has previously worked on human activity recognition (HAR) systems for promoting healthy habits and educational tools using sketch recognition and eye tracking.Ms. Donna Jaison, Texas A&M University Donna Jaison is a PhD student under Dr. Karan Watson in the Multidisciplinary Engineering Depart- ment at Texas A&M College Station. She is a

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jessica A. Kuczenski, Santa Clara University; Laura Doyle, Santa Clara University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

increasing first year students’ understandingof diversity, equity and inclusion (DEI) issues without impacting the overall learning outcomesof the course. These changes included: ● Creation of a pre-class/-lab assignment ● In-class/-lab discussions ● Collaborative creation of team and Class/Lab RulesAt the core of these course additions were case studies related to diversity and inclusion issuespresented at the STEM diversity forum. Students were tasked to read the case studies, reflect onquestion prompts and submit their ideas towards the creation of team or class rules that could beput in place to prevent the situation or what action they would take if they witness similarsituations on their own team or another team. This approach of

Conference Session

First-Year Programs: Unique Projects & Pedagogies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle M. Blum, Syracuse University

Tagged Divisions

First-Year Programs

retention of information; most universityengineering classes are still primarily lecture based. Therefore, students are oblivious to thebenefits of the methods and thus are resistant to the learning approaches. The method employed toaid this problem was developing a series of worksheets that use IBL strategies to introduceintroductory engineering material. Preliminary assessment of the effectiveness of this approachwas conducted by comparing summative exams and real-time feedback of student thoughts usinga daily in-class reflection. Preliminary analysis of the exam comparison and student reflections ispromising. From reflections, the majority of the students filled out the statement sections of thereflection sheet. Fewer students filled out the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana Pidaparti, University of Georgia; Cheryl Lea Beverly, James Madison University; Peyton Leigh Pittman

Tagged Topics

NSF Grantees Poster Session

undergraduate institutions(PUIs) in the second-year engineering curriculum. All students were given a lecture on bio-inspired design and asked to complete the C-K mapping template in class as part of learningactivities to understand the process of discovery, and again in their assignment to scaffoldapplication to the course project. Analysis of the student-generated templates using a rubricshows that students were able to successfully use information (knowledge transfer) to makeconnections between biology and engineering for creating solutions for design problems.Additionally, all students were asked to respond to six reflection questions regarding the content(biology) and process (bio-inspired design). Qualitative content analysis of second

Conference Session

Information Literacy Integration and Assessment

Collection

2009 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Rocco Piccinino, Smith College

Tagged Divisions

Engineering Libraries

; and assisted student teams per request as they progressed with their projects. The courseprofessor assigned reading on information literacy; conducted a class discussion on informationliteracy in the broader context of intentional learning and reflective judgment; developed ahomework assignment designed to practice information retrieval and evaluation skills; reviewedthese skills on a midterm exam; reinforced information literacy skills on assignments includingproblem sets and ethics case analyses; and incorporated information literacy throughout the LCAproject and specifically through an LCA annotated bibliography assignment.Assessment data from student work as well as course surveys and focus groups provide feedbackon student learning and

Conference Session

CoED: Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiawen Wang, University of Detroit Mercy; Chaomin Luo, University of Detroit Mercy; Wenbing Zhao, Cleveland State University; Xinde Li, School of Automation, Southeast University

Tagged Divisions

Computers in Education

[4].This study follows this line of research and intends to fine-tune the project-based methodology(PBM) in a lab course design under the theoretical framework of self-regulation. We believe thePBM enhanced with some features of self-regulation will not only achieve PBM’s originalpurpose of immersive experience but also empower the students in the sense of becoming activeagents seeking to achieve goals through self-reflection and self-adjustment [8].Under the framework of social cognitive theory of learning mainly driven by Albert Bandura [5,6], people, and not environmental forces, are the predominant causes of their own behavior [9].This personal agency, the potential to control our own behavior, grows out of our skills of self-control and

Conference Session

ETD Learning Approaches

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Michael Geoffrey Brown, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

? Methodology We employed weekly academic classifications in an early warning system (EWS)for students in an undergraduate engineering course at a research-intensive university inthe Midwest. Coupled with the EWS, we used data from students’ use of variousinstructional technologies during the course through a digital coaching application calledE2Coach. The E2Coach system provides students with a variety of resources including:weekly help messages, exam preparation (before the exam) and reflection (after theexam) tools, a weekly checklist of tasks that will help students prepare for the class, agrade calculator so students can estimate their grade based on past and planned futureperformance, and various online systems for reviewing academic

Conference Session

Dissecting the Nuances that Hinder Broad Participation in Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

’ stories 3. This interview approach consists of threeinterviews: focused life history, details of the experience, and reflection on the meaning3. Afocused life history interview provides an opportunity to allow the interviewee to tell theinterviewer about him or herself spanning back to past lived experiences up to the present. Adetails of the experience interview asks the interviewee what they actually do in a particularexperience in order to put their experience within a certain context. Finally, a reflection onmeaning interview asks the interviewee to reflect on an experience’s meaning by looking at “howthe factors in their lives interacted to bring them to their present situation” 3. Since Dolbeare andSchuman’s interview approach was designed

Conference Session

Environmental Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David C. Zgonc, United States Military Academy; Phil Dacunto P.E., United States Military Academy; Emily Arija Ezerins, United States Military Academy; Dalton Jefferson Alexander Combs, United States Military Academy; Jacob Neil Palmer, United States Army

Tagged Divisions

Environmental Engineering

designs. Additionally, Eppes and Milanovic observe that integrativecapstone experiences feature conspicuously in many programs’ student outcome assessmentevaluations, which are so important for accreditation, like ABET, and program rankings.11 It isin the interests of the student and the higher education institution, then, to offer the best seniorintegrative engineering experience possible. Assessing students’ professional growth through near open-ended design can be difficult.Student reflections are often used to address this problem. Student reflections can serve twopurposes benefitting the student and the curriculum assessor in turn. Reflections give studentsthe opportunity to consider alternatives, understand professional practices, and

Conference Session

Embedding Sociotechnical Systems Thinking II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anne-marie Nickel, Milwaukee School of Engineering; Jennifer Kelso Farrell, Milwaukee School of Engineering; Alicia Domack, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering

Tagged Divisions

Liberal Education/Engineering & Society

of the collaboration. The authors aimed to demonstrate to thecampus that there were educational benefits to increasing the number of these types of courses.The Experiential-Learning, Crossover Activity The authors developed a series of common assignments used in both courses that woulddemonstrate these common themes from both the nanotechnology and science fictionperspectives. The crossover activity involved interdisciplinary, interactive, and collaborativelearning. Faculty knew from students’ written reflections on the crossover activity, that it had animpact on their experience. Although the faculty saw anecdotal evidence of its value, it wasunknown if the crossover activity improved student mastery of course outcomes. The

Conference Session

NSF Grantees: Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lisa Benson, Clemson University; Courtney June Faber, University of Tennessee at Knoxville; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Karina Sylvia Sobieraj, Ohio State University; Cazembe Kennedy, Clemson University

Tagged Topics

NSF Grantees Poster Session

canmediate the connection between a student’s epistemic metacognitive knowledge and researcheridentity). The DRIEM also represents that an individual’s researcher identity exists with, and isaffected by, their multiple other identities and/or future self. The collaborative, iterative processof developing this model led to identifying four propositions: 1) Researcher identity affects and isaffected by reflection on research actions; 2) Researcher identity is fluid and can dissolve orsolidify; 3) Researcher identity and interest in research are influenced by social contexts; and 4)Students’ researcher identity and perceptions of research are influenced by their initial dispositionsand beliefs about researchers. We further refined the DRIEM and our