Conference Session

Projects & Partnerships Result in Student Learning

Collection

2008 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Cheryl Willis, University of Houston

Tagged Divisions

Engineering Technology

AC 2008-2363: USING COURSE MAPS TO ENHANCE NAVIGATION OFE-LEARNING ENVIRONMENTSSusan Miertschin, University of HoustonCheryl Willis, University of Houston Page 13.1333.1© American Society for Engineering Education, 2008 Using Course Maps to Enhance Navigation of E-Learning EnvironmentsAbstractA concept map is a graphical representation of relationships among concepts. Willis andMiertschin suggested the use of technology-based concept mapping as an active learning strategythat can enhance learning and thinking skills, particularly among students native to a digitalenvironment [16]. In addition, modern concept mapping software tools enable

Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Collection

2005 Annual Conference

Authors

Nalini Bhushan; Glenn Ellis; Eleanor Ory

Or ganizing a K-12 AI Cur r iculum using Philosophy of the Mind Glenn W. Ellis, Eleanor C. Or y, Nalini Bhushan Smith College, Nor thampton, MAABSTRACTHigh school teams competing in the FIRST Robotics Competition and students of all agesbuilding Lego robots have become increasingly common in K-12 education. Although roboticscan be an excellent means to introduce technology and engineering design into the classroom,the scope of artificial intelligence (AI) is much greater. To help students learn about these topicsin a meaningful way and to see how they fit together, this paper presents a concept map that usesprinciples from philosophy of the mind to organize AI topics. This

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., James Madison University; Mary Katherine Watson, The Citadel; Olga Pierrakos, James Madison University

Tagged Topics

NSF Grantees Poster Session

, particularly for complex problem-solving like sustainable design. We willalso present progress on new or adapted assessment tools that focus on direct measures ofstudent domain knowledge in different contexts (e.g., automated scoring of concept maps) andcorrect application of knowledge (e.g., cross-disciplinary sustainable design rubrics).The first part of the project is updating a Sustainable Design Rubric (SD Rubric) for cross-disciplinary applications. Prior to the start of this project, members of the research teamdeveloped and tested a sustainable design rubric for evaluating capstone design projects,specifically for civil and environmental engineering.2 For purposes of this project, non-disciplinespecific (or adaptable) measurement instruments

Conference Session

Computers in Education Division - General Technical Session 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jacob P. Moore, Virginia Tech; Michel Paul Pascale; Christopher B. Williams, Virginia Tech; Chris North, Virginia Tech

Tagged Divisions

Computers in Education

for Engineering Education, 2013 TRANSLATING EDUCATIONAL THEORY INTO EDUCATIONAL SOFTWARE: A CASE STUDY OF THE ADAPTIVE MAP PROJECTAbstractIn this paper, the authors describe the development of an instructional software, wheredevelopers engaged in the process of translating educational theory into a cyber-learning tool,and the challenges encountered in evaluating its usability and effectiveness of the tool as alearning aid. Specifically, the authors reflect on their experience in creating the “Adaptive Map”– an instructional software designed to help students gain conceptual understanding of largestores of content information. This concept map -based system explicitly shows how discreteconcepts are linked to the whole of the course with

Conference Session

NSF Grantees Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Deniz Gurkan, University of Houston; Mequanint Moges, University of Houston; Miguel Ramos, University of Houston; Victor Gallardo, University of Houston; Mehrube Mehrubeoglu, Texas A&M University, Corpus Christi; Reddy Talusani, Houston Community College System

Technology – Computer Engineering Technology (CoT – CET) program at theUniversity of Houston has implemented an undergraduate peer mentoring model as part of anNSF-sponsored program (grant no. DUE 0737526) examining the impact of incorporatingconcept mapping and undergraduate mentors on student learning at the freshman and sophomorelevels. The training for this mentoring model has been adapted from a peer-led team learningprogram [1] and incorporates concept mapping as a primary pedagogical tool for increasingmentee understanding of key concepts. This paper discusses the details of the proceduresfollowed to develop and implement the program which includes the special training to mentorson CMAPS, assessment activities survey instruments and the

Conference Session

Construction Engineering Division (CONST) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Piyush Pradhananga, Florida International University; Mohamed Elzomor, P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

studyaims to improve construction management (CM) students’ systems thinking ability in circulareconomy and conceptualize their ideas about design for disassembly. To achieve this goal, thestudy integrated a combination learning model through a flexible combination of problem-basedlearning (PBL) and concept map development (CMD) activity in three CM courses includingPrinciples of Construction, Sustainable Construction, and Sustainable Approach to Construction.Overall, 61 students participated in the pre-and post-course survey and a Wilcoxon-signed ranktest is utilized to analyze the obtained data. The results of the statistical analysis indicated thatstudents significantly improved their systems thinking ability, technical communication

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malgorzata Chwatko, University of Kentucky; Hari Charan Ghimire, University of Kentucky; Huayi Li, University of Kentucky; Madhav Baral, University of Kentucky; John Franklin Maddox; Hyun-Tae Hwang, University of Kentucky; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

established business in growing. According to the modified Kern Entrepreneurial EngineeringNetwork (KEEN) framework, EM in engineering is based on curiosity, connections,communication, and collaboration. The EM framework adapted from [6, 7] shows the potentialoutcomes of this study as shown in Table 1.Table 1 – EM framework outcomes for this studyCuriosity CommunicationConnections CollaborationConcept maps are a useful tool for evaluating someone's comprehension of a certain subject.Through nodes and links, the concept map's graphical representation conveys the participant's in-depth understanding from a wider angle and serves as a tool to assess EM [8]. Concept maps canbe scored

Conference Session

Developing Infrastructure Professionals

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew W Roberts, Southern Utah University; Carol Haden, Magnolia Consulting, LLC

Tagged Divisions

Civil Engineering

education.To assess how the teaching materials impact student learning, two assessment instruments havebeen developed: 1. A concept map instrument that assesses student understanding of infrastructure and the systems aspects of infrastructure, and 2. An “Infrastructures Views Survey” (IVS) that seeks to determine students’ a. Understanding of the importance of infrastructure to society, b. Appreciation of the infrastructure problems in the US, c. Understanding of the potential solutions to infrastructure problems, and d. Interest in infrastructure challenges and solutions, including the pertinence of in- frastructure management to their future careers.This paper provides background on the

Collection

1998 Annual Conference

Authors

Carolyn L. Dull; A. George Havener

are given learning objectives,a tasking (to develop a plan for a manned research mission to Mars)1, and access to aninformation resource containing data and references on engineering, Mars, and problemsolving skills and tools. A series of mini-workshops and the information resource areused to initiate the problem solving skills-development. Initially, the informationresource was a collection of computer folders. Before long, however, the accumulation ofinformation in the folders made them hard to use, and during computer downtimes, theywere inaccessible.To improve the utility of the information resource, a web-page has been created. TheHomepage is shown in Fig. 1. Designed as a network of concept maps containinghyperlinks to information

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kristen L. Sanford P.E., Lafayette College; Angela R Bielefeldt, University of Colorado Boulder; Rhonda K Young, Gonzaga University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

concept maps for “equitable infrastructure” at the end of the semester. The concept mapsrevealed differences in student ideas that reflect the different approaches taken in the courses.Analysis of these concept maps yields insight into student learning on equitable infrastructureand can provide guidance for others wishing to incorporate equity into first-year and/or civilengineering coursework.IntroductionCivil engineering education has long recognized the need for the curriculum to blend a broadarray of technical and professional skills to meet the needs of the profession (see, for example,the Civil Engineering Body of Knowledge [1]). The ways in which infrastructure has bothpositively and negatively affected equity in our social systems have

Conference Session

INDUSTRY DAY: Industry-Focused Collaboration Techniques

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yuetong Lin, Indiana State University; A. Mehran Shahhosseini, Indiana State University; M. Affan Badar, Indiana State University; W. Tad Foster, Indiana State University; Jason C. Dean, Indiana State University

Tagged Topics

Corporate Member Council

Tagged Divisions

College Industry Partnerships

adiagnostic strategy.Engineers and technicians have long used decision-trees or trouble-shooting guides to assist thediagnostic process while identifying problems in technical systems. In our project we havechosen concept mapping developed by Novak. Although often time a complicated andtime-consuming knowledge acquisition process, conceptual mapping is nonetheless a good tool toportray knowledge structure and to diagnose learner’s misconception in learning. It has been usedin the development of agile diagnostic thinking skills of students who have limited contentexpertise 8,9,10,11 . For instance, Lee et al. applied the algorithm of Apriori for Concept Map todevelop an intelligent concept diagnostic system (ICDS) to provide teachers with

Conference Session

Engineering Management Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University

Tagged Divisions

Engineering Management

absorbing the material due its foreign nature.To combat the second issue, a novel adaptation of a concept map tool was employed to assiststudents to frame their new knowledge in an engineering context. The approach was deployed ina manner many have seen in other contexts – family trees. The article exams the formativeassessment of student performance on the trees and the impact of this intervention on studentperformance in subsequent summative assessments. Since the map was an optional assignment,the study provides a control group for comparisons.IntroductionDue to changes in engineering accreditation criteria,1 calls from seminal reports such as theEngineer of 2020,2 and evidence from engineering graduates that indicate professional-skills

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Paul King; Joan Walker

process andprofessional development. The method we used to answer these questions was conceptmapping. A concept map is a spatial representation of ideas and their relationships. Toidentify key concepts and processes associated with biodesign, we asked 15 experts toconstruct a map reflecting their definition of the biomedical engineering design process.Findings from this work were used to establish a biodesign taxonomy and benchmarks ofexpertise. Our taxonomy contained six broad categories: the design process, motivationfor the design, interpersonal skills, technical skills, societal concerns, and marketing. Wethen applied our benchmarks to the maps of 32 undergraduates enrolled in a two-semestersenior biodesign course. Students constructed maps

Conference Session

Empowering Students: Self-Efficacy, Advising, and Transfer Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Victoria Shao, University of Illinois Urbana-Champaign

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

courseis to provide students with a fundamental understanding of EMC principles to prepare them forfuture careers in industry and academia.To enhance student engagement and interest, several new teaching practices were proposed andimplemented during the fall 2022 semester. These practices included making real-worldconnections to the course materials, using concept maps to depict the connections between high-level concepts and lower-level facts, incorporating cartoon pictures into the classroom to add asense of humor, and a gamified approach in the form of a Jeopardy-style game. These approachesare adopted to help students reinforce their knowledge and gain a stronger understanding of EMCconcepts.The emphasis of this paper will be on improving the

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. McCarthy, University of Pittsburgh; Robert S. Parker, University of Pittsburgh

Tagged Divisions

Chemical Engineering

principles. We report results from two assessment vehicles in use to-ward these ends: concept mapping exercises and concept inventories. Finally, based on ourcurrent assessment results, we suggest a few adaptation strategies that may be fruitful for cohortinstitutions to use to enhance knowledge integration in similar (chemical) engineering curricula.Integrated Curricula and Block SchedulingPrevailing wisdom from engineering educators both within the US 1–3 and in the EuropeanChemical Engineering Universities, Working Party Education Group 4 is that the ideal engi-neering curriculum focuses on the following three issues: 1. Giving the students a strong fundamental foundation by concentrating on the essential core of scientific and engineering

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

Tagged Topics

NSF Grantees Poster Session

supports substantive validity. We found correlations betweencriteria from the economic category and each the environmental and social categories. Thisprovides early evidence of external validity, as we expected these correlations across categoriessince economic criteria specifically ask students to reflect on the economic impacts of addressingenvironmental and social criteria. Overall, the Rubric seems to help students grasp whatsustainable design “is” or “should look like” for different types of projects [5].Neuroeducation studyThe second study used an electroencephalograph (EEG) and self-report data to investigatestudents’ cognitive load and performance when completing concept mapping and listing tasksrelated to complex issues like food security

Conference Session

Educational Research & Methods Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Qaiser Malik, Michigan State University; Punya Mishra, MSU; Michael Shanblatt, MSU

Tagged Divisions

Educational Research and Methods

the learning barriers for non-major engineering students in aservice course?” To seek an answer the study attempted to measure student learning in twodomains of the Bloom’s taxonomy: cognitive and affective9. For the cognitive domain a specifictopic of the course was chosen to gauge student learning of the core concepts. For the affectivedomain, student attitude towards learning in the service course was measured. For this purposetwo instruments were developed: a survey questionnaire for the entire class, and a concept map Page 15.833.2assignment on the specific topic for one-on-one interview sessions with a representative sample.This paper

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

M. Jean Mohammadi-Aragh, Mississippi State University; James Warnock, Mississippi State University; Amy Barton, Mississippi State University; Rani Warsi Sullivan, Mississippi State University; Bill B Elmore, Mississippi State University; Jane Nicholson Moorhead, Mississippi State University

Tagged Divisions

First-Year Programs

to the different engineering disciplinesand principles associated with engineering design. Consequently, by the end of the course, itwas our expectation that students would be able to: 1. Articulate the fundamental differences between the engineering disciplines 2. Work in a team environment to solve engineering problems 3. Write technical communications for various audiencesWe used a combination of laboratory worksheets, laboratory reports, quizzes, concept maps, anda final paper assignment to evaluate student learning.The course was taught by six faculty and was comprised of five modules (engineering topics andpanel sessions) that introduced students to the various engineering degree programs. The fivecourse modules

Conference Session

Systems Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelley E. Dugan, University of Michigan; Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

Tagged Divisions

Systems Engineering

assessments that included thecreation of a visual representation and did not presuppose or provide answers. In other words,these were open-ended assessments where the expected structure of the analysis may bespecified (e.g., which visualization should be used) but the content of the analysis is not provided(e.g., no specification of which concepts to include in a concept map).The following research questions guided our analysis of the assessments: RQ1: What visualization forms are used in behavior-based systems thinking assessments? RQ2: What dimensions of systems thinking are included in behavior-based systems thinking assessments? RQ3: What are the affordances of different approaches to assessing systems thinking?Data

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lynn Dudash, University of Mount Union

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

clippers. These handouts areincluded in the appendix. The “Power Lever” clippers were also available for the students toexperiment with. Briefly, the instructions were to analyze the forces in the members of clippers todetermine if the advertising claim that the “Power Lever” clippers cut two times more easily thanthe standard was true, identify at least three stakeholders that have an interest in these clippers,find additional products that might preform the same function as the clippers, list as manyfeatures of these products that the stakeholders might value as possible. Next, groups usedmarkers and easel sized post-it notes to create concept maps depicting the value of the clippers.In their concept maps, students connected the

Collection

2011 Spring ASEE Middle Atlantic Section Conference

Authors

Andras Gordon; Kathryn W. Jablokow; Sven G. Bilen

Design Process.Since our way of presenting the Systems Approach in an undergraduate engineering class is stillunder development, it is important to understand how it will contribute to learning; therefore,attempts will also have to be made to develop a method to assess the effectiveness of the process.In the next section, we describe our general approach for introducing the systems view to ourundergraduate engineering design students, including the basic flow of the course and our use ofnested, hierarchical, and concept maps to illustrate systems principles and practices within the Copyright ASEE Middle Atlantic Regional Conference, April 29-30, 2011, Farmingdale State College, SUNYengineering

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Yumin Zhang, Southeast Missouri State University; David K. Probst P.E., Southeast Missouri State University

Tagged Divisions

Engineering Physics & Physics

, this topic is just a collection ofequations. We believe that it is helpful to provide an integration process after teaching theindividual chapters. In addition, with a complete concept map in mind, students can appreciatethe elegant structure of the theory and analyze problems more effectively.I. IntroductionIntroductory Physics should be an easy course, and most instructors learned it in high schoolwithout much trouble. Therefore, it is often a big surprise when one teaches this course for thefirst time and finds that it is rather hard for most students. There are several challenges forstudents in our school—a non-selective regional university, such as poor background inmathematics, low motivation in learning this course, part-time job with

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Shannon K Stefl, Clemson University; Amy Slaton, Drexel University (Eng. & Eng. Tech.)

Tagged Topics

Diversity, NSF Grantees Poster Session

. that occurred tothem during discussions. Participants would immediately adhere their sticky note to a posterboard reflecting the thread the idea most closely related to. This process continued throughout allof the sessions on the first day and resulted in a large collection of participant-produced stickynotes at the end of Day 1. On day 2 the participants were given a subset of the sticky notecollection and were asked to analyze the notes. The conference ended with participants workingtogether to create concept maps that outlined relationships between the ideas reflected on thesticky notes. Figure 3. Overview of the process of developing a

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Janille A. Smith-Colin, Southern Methodist University; Baris Salman, Syracuse University; Rodolfo Valdes-Vasquez, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

, Concept Mapping, Reflective writingIntroductionContext of the paper (COVID) and NSF Funded Community of PracticeIn the summer of 2020, the Center for Infrastructure Transformation and Education (CIT-E, anNSF-funded center to develop and implement curriculum on infrastructure) hosted theInfrastructure Education in Unprecedented Times Workshop to maintain and grow thecommunity of practice established by this organization. The workshop allowed participants toco-create lessons on how pandemics and systemic racism affect and/or are affected by civilinfrastructure. These topics were introduced through keynote speaker presentations as well assuggested readings curated by the organizing committee. During the event, participants proposedtopics for

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicolas Hudon, Queen's University; Louise Meunier P.Eng., Queen's University

Tagged Divisions

Chemical Engineering

. Theproject is supported by surveys on students’ confidence level in problem solving which are usedto adapt our teaching to students’ needs. In the present contribution, an overview of the project isgiven and potential applications of a proposed concept map throughout the curriculum isdiscussed.Introduction The ability to solve problems is key to the success of engineers and engineering studentsalike 1 . However, it has been long recognized that teaching and reinforcing problem solving arecomplex tasks. Many students fail to apply effective problem-solving techniques in tutorials,assignments, and exams, especially in fundamental science courses. Moreover, except indesign-oriented activities, common problem-solving techniques are usually not re

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalia Villanueva Rosales, The University of Texas at El Paso; Ann C. Gates, The University of Texas at El Paso; Lani Nicole Godenzi, The University of Texas at El Paso; Francisco Osuna, The University of Texas at El Paso; Angel U. Ortega, The University of Texas at El Paso; Veronica A. Carrillo, The University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

knowledge graph and discovers faculty who are leading undergraduate research programs, and resources related to this practice. Through these resources, she learns that undergraduate research programs are considered a High Impact Practice that impacts STEM identity. She also finds a publication that provides good practices to build an undergraduate research program. The chair provides this information to new faculty and connects them to practitioners of this High Impact Practice to learn more about their institutional experience for this practice. Figure 1. A scenario that illustrates the use of the SSKG for knowledge discovery. 3. A Concept Map to Represent Student Success Elements To create the SSKG, we followed a bottom-up approach

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University

Tagged Topics

NSF Grantees Poster Session

including surveys, text analysis, and concept mapping [12–15]. The researchfields of “decision-based design” and “design for market systems” have been investigating waysto concurrently design for technical performance and market success [16, 17]. However, there is alimited body of literature discussing student conceptions of product design and the designprocess, and in particular whether and how market considerations are a part of those conceptions,which this project aims to measure and analyze in a quantitative manner.Research objectives and questionsTo bridge the gap between market-driven design and engineering education research, this projectexplores how students think about and internally organize design concepts before and afterexposing them

Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John J. Classen, North Carolina State University at Raleigh; Alison V. Deviney, Biological and Agricultural Department, North Carolina State University

Tagged Divisions

Biological and Agricultural Engineering

students appreciate the technical, economic, and socialchallenges related to implementing new animal manure management technologies in aproduction environment that already includes an established regulatory framework.The first tool was the concept map. The goal of the project was to explore the complexinteractions of various stakeholders and agents of food animal production. Students in theundergraduate class were asked to create a concept map, in the form of a diagram, of the NorthCarolina swine industry with a focus on manure management and environmental impacts andprotections. Each of the six students in the graduate class additionally created their map from theperspective of a different stakeholder group. Students also reviewed and provided

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Streiner, University of Pittsburgh; Daniel Burkey, University of Connecticut; Michael Young, University of Connecticut; Richard Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut; Kevin Dahm, Rowan University

. Figure 1. Research Overview (Year 1)Objective 1 - Evaluations of Baseline Student Ethical Reasoning: Prior to exposure to anyethical instruction, students at participating institutions completed surveys designed toquantitatively measure their ethical reasoning, both generally and within an engineering context.For general moral and ethical reasoning, students took the Defining Issues Test (DIT-2) [10]. Forengineering-specific ethical reasoning, students took the Engineering Ethics Research Instrument(EERI), designed by researchers at Purdue University. [11]In the Fall 2020 semester, students at participating institutions participated in the development ofan ethical reasoning concept map exercise, where they used the CMap software to design a

Conference Session

Engineering Libraries Division (ELD) Technical Session 2: Understanding Our Users

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Matas, Michigan Technological University

Tagged Divisions

Engineering Libraries Division (ELD)

materials.The worksheet asked about their typical search strategies, directed them to find a good journalarticle on a particular topic, and then the students documented their strategies and results. Wecollected the questionnaires after the session and analyzed the students’ answers. To helpidentify common themes, we compiled their answers to Q1 and Q2 using both a task diagramand a concept map in Fig. 1 and 2. The goal of a task diagram is to get an initial overview of a cognitive task and thenidentify the challenging aspects, or cognitive complexity. It is important to note that this exerciserequires tasks that are cognitively challenging. Tasks that are too vague or too simple will giveless meaningful and vague data. Fig. 1. Task diagram