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An Expectancy Theory Based Instrument Assessing Relationships Between Faculty Dispositions and Use of Student-Centered Strategie-

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2018

Conference Session

Instrument Development

Tagged Division

Educational Research and Methods

Page Count

15

Permanent URL

https://peer.asee.org/27560

Download Count

21

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Paper Authors

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Eugene Judson Arizona State University

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Eugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

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Lydia Ross Arizona State University

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Lydia Ross is a doctoral student and graduate research assistant at Arizona State University. She is a second year student in the Educational Policy and Evaluation program. Her research interests focus on higher education access, equity, and inclusion.

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Stephen J. Krause Arizona State University

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Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on an NSF faculty development program based on evidence-based teaching practices. The overall goal is to develop disciplinary communities of practice across the college of engineering. The approach is being promoted through semester-long faculty workshops and then through a semester of supported implementation of faculty classroom innovations. Changes in faculty beliefs and classroom practice should positively impact student performance and retention. He was a coauthor for the best paper award at the FIE convention in 2009 and the best paper award in the Journal of Engineering Education in 2013.

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James A. Middleton Arizona State University

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James A. Middleton is Professor of Mechanical and Aerospace Engineering and Director of the Center for Research on Education in Science, Mathematics, Engineering, and Technology at Arizona State University. For the last three years he also held the Elmhurst Energy Chair in STEM education at the University of Birmingham in the UK. Previously, Dr. Middleton was Associate Dean for Research in the Mary Lou Fulton College of Education at Arizona State University, and Director of the Division of Curriculum and Instruction. He received his Ph.D. in Educational Psychology from the University of Wisconsin-Madison in 1992, where he also served in the National Center for Research on Mathematical Sciences Education as a postdoctoral scholar.

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Casey Jane Ankeny Arizona State University

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Casey J. Ankeny, PhD is lecturer in the School of Biological and Health Systems Engineering at Arizona State University. Casey received her bachelor’s degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses.

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Robert J. Culbertson Arizona State University, Department of Physics

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Robert J. Culbertson is an Associate Professor of Physics. Currently, he teaches introductory mechanics and electrodynamics for physics majors and a course in musical acoustics, which was specifically designed for elementary education majors. He is director of the ASU Physics Teacher Education Coalition (PhysTEC) Project, which strives to produce more and better high school physics teachers. He is also director of Master of Natural Science degree program, a graduate program designed for in-service science teachers. He works on improving persistence of students in STEM majors, especially under-prepared students and students from under-represented groups.

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Keith D. Hjelmstad Arizona State University

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Keith D. Hjelmstad is Professor of Civil Engineering in the School of Sustainable Engineering and the Built Environment at Arizona State University.

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Abstract

We present the final instrument and results from a study initially presented as an ERM Division work-in-progress at ASEE 2016. To determine relationships between dispositions and reported use of student-centered strategies, the Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS) was developed based on expectancy theory and tested with 286 engineering faculty among the 20 largest colleges of engineering in the U.S. The student-centered practices examined were (a) using formative feedback to adjust instruction, (b) integrating real-world applications, and (c) facilitating student-to-student discussion.

Factor analyses led to determining construct groupings of items that were generally aligned with VECTERS’ design. Faculty using strategies in their classroom more often were more inclined to perceive value (particularly for students) and had greater expectation of success. Furthermore, greater use of a student-centered strategy was inversely related to perception of cost – with low use associated with perception of greater cost.

Judson, E., & Ross, L., & Krause, S. J., & Middleton, J. A., & Ankeny, C. J., & Culbertson, R. J., & Hjelmstad, K. D. (2017, June), An Expectancy Theory Based Instrument Assessing Relationships Between Faculty Dispositions and Use of Student-Centered Strategie- Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27560

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