Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

out how this case study and other existing research impacted recruitment policies forundergraduate and community college students. Also, interviewing community collegeprofessors, administrators, and program coordinators to determine the qualities for a successfulundergraduate or community college student in the summer experience would be beneficial.Bibliography1 Community College Fact Sheet. (American Association of Community of College, 2012).2 National Science Foundation. Science and Engineering Indicators. (National Science Board, National Science Foundation, Arlington, VA, 2008).3 Goldrick-Rab, S. Challenges and Opportunities for Improving Community College Student Success. Review of Educational Research 80, 437

Conference Session

State of the Art in 1st-Year Programs

Collection

2005 Annual Conference

Authors

Kenneth Brannan; Phillip Wankat

93.8% 37.5% 12.5% 62.5% 6.3% 12.5% 12.5%facultyGraduate 56.3% 6.3% 12.5% 0.0% 6.3% 0.0% 0.0%AssistantsUndergraduate 12.5% 25.0% 50.0% 0.0% 6.3% 6.3% 12.5%AssistantsOther persons 12.5% 31.3% 18.8% 6.3% 6.3% 0.0% 0.0%III. Programs directed by a responsible faculty member(s) in addition to regular teaching orresearch dutiesFull-time 52.9% 35.3% 0.0% 58.8% 11.8% 5.9% 29.4%facultyGraduate 23.5% 0.0% 5.9% 0.0% 11.8% 0.0% 0.0%AssistantsUndergraduate 5.9

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Patricia A. Ralston, University of Louisville; Norb Delatte, Cleveland State University; David Wheatley, University of Louisville

Tagged Topics

NSF Grantees

learning from that failure; 2. Work as a teamto fundamentally understand a problem and why the problem occurred (The goal is to understandnot only technically why it occurred but why the technical errors were not discovered andcorrected.); 3. Engage in critical thinking and analysis to identify what technical error(s)occurred and to try to determine what system error(s) existed that allowed the technical error togo undetected, and finally, logically analyze the case to determine what personal errors weremade by the people involved in the case; 4. Increase student awareness of the roles andresponsibilities of working in the Engineering Profession; and 5. Use the elements of criticalthinking to create a defensible, logical position on the question

Conference Session

Software Engineering Topics

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Walter W. Schilling Jr., Milwaukee School of Engineering

Tagged Divisions

Software Engineering Constituent Committee

AC 2012-3787: EFFECTIVE ACTIVE LEARNING APPROACHES TO TEACH-ING SOFTWARE VERIFICATIONDr. Sushil Acharya, Robert Morris University Sushil Acharya, D.Eng., Associate Professor of software engineering, joined Robert Morris University in the spring of 2005 after serving 15 years in the Software Industry. With U.S. Airways, Acharya was responsible for creating a data warehouse and using advance data mining tools for performance improve- ment. With i2 Technologies, he worked on i2’s Data Mining product ”Knowledge Discover Framework” and at CEERD (Thailand), he was the Product Manager of three energy software products (MEDEE- S/ENV, EFOM/ENV and DBA-VOID), which are in use in 26 Asian and seven European countries by

Conference Session

BME Laboratory and Project Experiences

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jamie Lynn Brugnano, Weldon School of Biomedical Engineering, Purdue University; Kevin Andrew Richards, Purdue University; Marcia A. Pool, Purdue University; Allison L. Sieving, Purdue University; Juan Diego Velasquez, Purdue University, West Lafayette; Sherry L. Voytik-Harbin, Purdue University, West Lafayette; Ann E. Rundell, Purdue University, West Lafayette

Tagged Divisions

Biomedical

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

: 10.17226/25568.[2] T. Weiston-Serdan and B. Sánchez, Critical Mentoring: A Practical Guide, 1st ed. New York: Routledge, 2023. doi: 10.4324/9781003443872.[3] C. N. Baker, “Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance,” Soc Psychol Educ, vol. 11, no. 3, pp. 273–298, Aug. 2008, doi: 10.1007/s11218-007-9050-y.[4] H. Arksey and L. O’Malley, “Scoping studies: towards a methodological framework,” International Journal of Social Research Methodology, vol. 8, no. 1, pp. 19–32, Feb. 2005, doi: 10.1080/1364557032000119616.[5] K. Fernandez, A. G. Buhler, and S. M. Rivera-Jimenez, “Methods for Conducting a Scoping Literature Review on Institutional

Conference Session

Engineering Physics and Physics Division Technical Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmabeth Parrish Vaughn, Austin Peay State University; Steven Warth, Austin Peay State University; Bobette Bouton, Austin Peay State University

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

Conference Session

Women in Engineering Division (WIED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahjah Marie Johnson, University of Cincinnati; Samieh Askarian Khanamani, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Whitney Gaskins, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering Division (WIED)

Performance in the First Two Years of Engineering,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26884. doi: 10.18260/p.26884.[8] J. A. Leydens, J. C. Lucena, and D. M. Riley, “Engineering Education and Social Justice,” in Oxford Research Encyclopedia of Education, Oxford University Press, 2022. doi: 10.1093/acrefore/9780190264093.013.1772.[9] B. Christe, “The Importance of Faculty-Student Connections in STEM Disciplines: A Literature Review,” vol. 14, no. 3, 2013.[10] J. J. Park, Y. K. Kim, C. Salazar, and S. Hayes, “Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention,” Res High Educ, vol. 61, no. 3, pp

Conference Session

Professional Development and Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amir Hedayati Mehdiabadi, University of New Mexico; Chika Winnifred Agha, Colorado State University; Rebecca A Atadero, Colorado State University; Pinar Omur-Ozbek, Colorado State University; Carlotta Duenninger

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

widely used approach in qualitative research, was used in this study toidentify, analyze, and report patterns within data [26]. As described by Braun and Clarke [26],“[a] theme captures something important about the data in relation to the research question andrepresents some level of patterned response or meaning within the data set” (p. 82).Data coding: ATLAS.ti was the platform used for this study to generate, and organize the codes.After verbatim transcription, the data was systematically coded. In particular, we identified partsof the texts where participants referred to particular events and stories related to ethics andequity. Then, we developed codes for each identified story to capture the main issue(s) that wereraised. This was done by

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ying Lyu, Beihang University; Chuantao Yin, Beihang University; Qing Lei, Beihang University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

Conference Session

Engineering Libraries Division (ELD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah Rempel, Oregon State University; Adam Lindsley, Oregon State University; Taylor Ralph, Oregon State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

importance, but did not studythe actual use of these collections or services. For example, while 69% of faculty in their studyindicated that library databases were important or very important, there was no correspondingassessment of these faculty members' actual use of library databases.A multi-institution interview study organized by Ithaka S+R of civil and environmentalengineering faculty found that researchers preferred to use Google and Google Scholar for arange of information needs including finding datasets, gray literature, and scholarly articles(Cooper et al., 2019). Similarly, in an interview-based study with early career life sciences andengineering faculty at a single institution, researchers found that faculty in their study

Conference Session

Materials Division (MATS) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nutnicha Nigon, Oregon State University; Julie Tucker, Oregon State University; Milo Koretsky, Tufts University

Tagged Divisions

Materials Division (MATS)

provides two questions: the initial concept-based question and a follow-up questionasking the students to reason ‘Why?’. Here, students can choose more than one response as wellas type their own if none of the options provided make sense for them. The logic for theformative assessment in the CALM is shown in Figure 1, as discussed previously [3].STUDENT-TOOL INTERACTIONS FROM A CONCEPTUALLY CHALLENGING CALM Figure 1. The formative assessment logic in the CALM. Solid green arrows show a sample student path. Dashed grey arrows show other possible paths.CMR assessment, or sometimes called “two-tier” multiple-choice instrument [23], was firstintroduced by Tamir in 1970’s [24]. Wilcox and Pollock [25], studied a comparison

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Youla Ali, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

teaching methodologies. Anotherlimitation was the inaccessibility of some articles that appeared promising for full-text screeningafter passing the abstract screening phase, due to the lack of access to the publishing journals andwebsites.AcknowledgmentThis project was supported by the Provost’s Summer Undergraduate Research and CreativeActivities (UReCA) Fellowship. Its contents, including findings, conclusions, opinions, andrecommendations, are solely attributed to the author(s) and do not necessarily represent the viewsof the Provost’s OfficeReferences 1. Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

. Occasionally, but rarely, students willdiscover these connections on their own, even though they may be readily apparent toteachers, curriculum designers, and other content experts. Examples of explicit andimplicit math integration in a PLTW course follow.Example 1: Excerpt illustrating explicit integration of math with engineering In this example two students are discussing the design of their project, aballistic device, with their instructor: S: ((At the same time)) Different, different angles. S: A protractor sitting here. With a string with a weight on it. So as you tip it it'll that'll tell you what degree you're tipping it. T: I like that. That's nice. S: So that tells you what degree so we can figure that out. In

Conference Session

Sustainability and Humanitarian Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Engineering Ethics

-year calculus-based physics course reduced the achievement gap between menand women in the course, and elevated women‟s modal grade from a C to a B.20 In the first yearcourses for civil and environmental engineering at the University of Colorado (CU) therespective BOK6,1 is presented to students in order to show that a diversity of knowledge, skills,and values are important, in the hopes that students will find some parts of the profession withwhich they can personally identify.A secondary goal of this research was to determine if there were significant differences in theattitudes toward sustainability of the first year students in the civil engineering course versus theenvironmental engineering course. My hypothesis was that a higher

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Ben Uriel Sherrett, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

what was going on because he wasn’t telling us directly what we needed to do but instead bringing up more questions for us, and more problems to solve.” • All students interviewed found the DMM beneficial to the project. “Those meetings gave us direction, he would mention things that we had forgotten and stuff like that, with his way of asking questions about stuff we said.” “just getting [coach]’s feedback was beneficial. Finding out like if what we came up with Page 22.635.8 on our own was a good idea or if we missed something.” • Students expressed that they appreciated the coach asking difficult

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Topics

NSF Grantees

multi-faceted, multidisciplinaryengineering issues. They are then asked to determine the most important problem/s and todiscuss stakeholders, impacts, unknowns, and possible solutions. Table 2 presents a summary ofsample scenarios, and Appendix B provides three full scenarios with instructional prompts. TheEPS Rubric, an analytic rubric, was developed to measure the extent to which studentperformance in response to a given scenario achieved the six learning outcomes associated with Page 22.38.2the ABET professional skills. This method is flexible, easy to implement, and can be used at the course level for teaching and measuring engineering

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

and may offer insights into their futuretrajectory. STEM students and faculty thinking about their career trajectories (e.g. whether topursue a job in a research university vs. bachelor’s only institution in light of balancing withfamily responsibilities) may also benefit from the findings of this study.Our data come from the National Study of Postsecondary Faculty (NSOPF). NSOPF includesfaculty member and institutional data. Our dataset for this study contains data from 1993 and2004, which is the last year the NSOPF was administered. These two years were selectedbecause FMLA was passed in 1993. NSOPF 1993's data collection started in 1992 and cantherefore serve as a baseline of the patterns of policy distribution before FMLA’simplementation

Conference Session

Undergraduate Student Issues: Persistence

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cate Samuelson, University of Washington; Elizabeth Litzler, University of Washington

Tagged Divisions

Women in Engineering

programs.Bibliography1. Lichtenstein, G., Loshbaugh, H. G., Claar, B., Chen, H. L., Jackson, K., & Sheppard, S. (2009). An engineering degree does not (necessarily) an engineer make: Career decision making among undergraduate engineering majors. Journal of Engineering of Engineering Education, 98(3), 227–234.2. Foor, C.S., Walden, S.& Trytten, D. (2007). “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 96 (2), 103-15.3. Besterfield-Sacre, M., Moreno, M., Shuman, L. J., & Atman, C. J. (2001). Gender and ethnicity differences in freshmen engineering student attitudes: A cross-institutional study. Journal of Engineering Education, 90(4), 477-489.4

Conference Session

Global Competency and What Makes a Successful Engineer

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kari Wold, University of Virginia; Stephanie Moore Ph.D., University of Virginia

Tagged Divisions

International

-5541.0000009 3. Andersson, N. (2010). Teaching professional engineering skills - industry participation in realistic role play simulation. Proceedings of the 6th International CDIO Conference, Montreal, Canada. 4. Augusti, G. (2007). Accreditation of engineering programmes: European perspectives and challenges in a global context. European Journal of Engineering Education, 32(3), 273-283. doi:10.1080/03043790701276742 5. Azapagic, A., Perdan, S., & Shallcross, D. (2005). How much do engineering students

Conference Session

Engineering in K-12 Science and Mathematics Standards

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Forster D Ntow, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

Collection

2023 ASEE Midwest Section Conference

Authors

Kaycie Lane; Logan Perry

] C. K. Y. Chan and L. Y. Y. Luk, “Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education,” Stud. Educ. Eval., vol. 72, p. 101102, Mar. 2022, doi: 10.1016/j.stueduc.2021.101102.[4] D. S. Claussen, S. F. S. Unviersity, and D. J. Y. Tsai, “Exploring the Nexus Between Students’ Perceptions of Sociotechnical Thinking and Construction of their Engineering Identities,” 2021.[5] B. Williams, J. Figueiredo, and J. Trevelyan, Engineering Practice in a Global Context: Understanding the Technical and the Social. Taylor & Francis, 2013. [Online]. Available: https://books.google.com/books?id=SVpmAQAAQBAJ[6] A. Kolmos and E. de Graaff, “Problem-Based and Project-Based Learning

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jonathan M Adams, Embry-Riddle Aeronautical University, Prescott; Ashley Rea, Embry-Riddle Aeronautical University, Prescott; Brian Roth, Embry-Riddle Aeronautical University, Prescott; Katrina Marie Robertson, Embry-Riddle Aeronautical University, Prescott; Trey Thomas Talko, Embry-Riddle Aeronautical University, Prescott

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia; William J Davis, University of Virginia; Bryn Elizabeth Seabrook, University of Virginia; Joshua Earle, University of Virginia

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering Division (TELPhE)

section provides anoverview of the intellectual foundations and bodies of scholarship that can be used to developeach of the characteristics for SFEN.1. Recognition of the fundamental embeddedness of the enterprise and the mutual shaping of the enterprise and its contexts. In his landmark work The Social Foundations of Education (1934), George S. Counts articulated the initial definition of SFED cited earlier in this paper: “the cultural phenomena—institutions, processes, practices, beliefs, values, and ways of knowing—that underlie any set of educational practices” [1]. All of these factors are of interest and have been extensively studied for engineering education and practice.2. Expansiveness of scope. According to Tozer and Butts

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #41801Meritocracy and Colorblindness: The Perpetuation of Whiteness in EngineeringEducation Through False NarrativesDr. R. Jamaal Downey, University of San DiegoDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an associate professor with joint appointment in the Department of Bicultural-Bilingual Studies and the Department of Biomedical and Chemical Engineering at The University of Texas at San Antonio. Dr. Mejiaˆa C™s work examDr. Diana A. Chen, University of San Diego Diana A. Chen, PhD is an Associate Professor and one of the founding faculty members of Integrated

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Match Ko, University of Hong Kong; Fu Zhang, University of Hong Kong; Chun Kit Chui, University of Hong Kong

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

as tensions between student and staff, as well as betweenpolicy and pedagogy [15]. In this practice paper, we incorporate the findings of studies [10] [11][12] [13] [14] [15] into the careful design and implementation of the SIG program, whichleverage the ample resources in the Inno Wing. We also adopt the SaP method in SIGs andestablish clear governance structure, finance principles, and development programs.The Student-initiated Interest Group (SIG) programGovernance structureThe SIG program adopts a Student as Partners (SaP) approach, which begins with consultationservice aimed at assisting developing teams in uniting the commitment of five parties: studentleader(s), student teammates, academic advisor(s), technical advisor(s), and host

Conference Session

Engineering Leadership Development Division (LEAD) Technical Session: Engineering Leadership Competencies and Skills

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Divisions

Engineering Leadership Development Division (LEAD)

,students must be enrolled in the section that meets over the entirety of the semester.This course originated as a seven-week course, focused on providing students who had earned anexperiential learning grant the opportunity to use that experience to consider their personalleadership development and speak about their experience(s) externally. The course was extendedto the full semester, with additional topics added, in order to meet the professionalismrequirement for four majors. The first seven weeks of the course give students the opportunity toreflect on their experiences through a leadership lens and prepare to tell their story. The full termcourse provides students additional opportunities to build mentorship relationships, look at

Conference Session

MECH - Technical Session 7: Assessment and Evaluation in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Simon Li, University of Calgary; Yves Pauchard, University of Calgary; Ahmad Ghasemloonia, University of Calgary

Tagged Divisions

Mechanical Engineering Division (MECH)

, 2018.[2] D. Clark and R. Talbert, Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education, 1st ed., vol. 1. London: Routledge, 2023. doi: 10.4324/9781003445043.[3] R. Butler, “Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance,” J. Educ. Psychol., vol. 79, no. 4, pp. 474–482, 1987, doi: 10.1037/0022-0663.79.4.474.[4] R. Lynch and J. Hennessy, “Learning to earn? The role of performance grades in higher education,” Stud. High. Educ., vol. 42, no. 9, pp. 1750–1763, Sep. 2017, doi: 10.1080/03075079.2015.1124850.[5] S. D. Blum, A. Kohn, and T

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Delson, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Marko Lubarda, University of California, San Diego; Mia Minnes, University of California, San Diego; Alex Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

response questions that specifically asked about studentmotivation, but unsolicited students did mention motivation or described motivating thoughts.Overall there were 315 positive comments made with 5 of them relating to increased motivation.There were also 171 comments about areas of improvement with 1 negative comment aboutmotivation. Below are comments coded as related to motivation and selected other comments.1. Question: In what way have the oral assessment(s) changed your interaction with faculty/TAs/tutors, your studying strategy, or any other aspects of your course experience? a. It makes me want to understand things taught in [redacted] course better b. know my stuff more c. I got to meet with TA in person and

Conference Session

New Engineering Educators Division Technical Session 5

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Georgia Institute of Technology; Mary Katherine Watson, The Citadel; Donna C. Llewellyn, Boise State University

Tagged Divisions

New Engineering Educators

in most impactful undergraduate course by modified Carnegie classification. Research Universities Bac/A&S International (VH, H, DRU, Masters) Kruskal-Wallis Test Philosophies (n = 6) (n = 16) (n = 66) Median %1-2 %4-5 Median %1-2 %4-5 Median %1-2 %4-5 χ2(2) p Perennialism 4.0 13.7 74.2 5.0 16.7 83.4 4.0 18.8 62.5 1.816 0.403*,1 Social