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Development of an Academic Dashboard for Empowering Students to be Adaptive Decision Makers

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

NSF Grantees: Student Thought

Tagged Topic

NSF Grantees Poster Session

Page Count

7

DOI

10.18260/1-2--34454

Permanent URL

https://peer.asee.org/34454

Download Count

206

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Paper Authors

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Marisa K. Orr Clemson University Orcid 16x16 orcid.org/0000-0001-5944-5846

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Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, “Empowering Students to be Adaptive Decision-Makers.”

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Baker A. Martin Clemson University

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Baker Martin is a graduate student in the Department of Engineering and Science Education at Clemson University and teaches in the General Engineering Program as part of the first-year engineering curriculum. His research interests include choice and decision making, especially relating to first-year engineering students’ major selection. He earned his BS from Virginia Tech and his MS from The University of Tennessee, Knoxville, both in chemical engineering.

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Rebecca B. Spilka Clemson University

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Rebecca B. Spilka is an undergraduate student in the Industrial Engineering department in the College of Engineering, Computing, and Applied Sciences at Clemson University. During her time at Clemson, she has completed a co-op assignment with a consulting firm in Greenville, SC, as well as performed research with the Human Interaction Lab in the Industrial Engineering department at Clemson University.

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Haleh Barmaki Brotherton Clemson University Orcid 16x16 orcid.org/0000-0002-3859-8752

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Haleh Barmaki Brotherton is a graduate student in the Department of Engineering and Science Education at Clemson
University. Her research interests include self-regulation and decision-making. She earned her BS and MS in Industrial Design from Middle East Technical University and Istanbul Technical University respectively. She earned her second MS in Industrial Engineering and Engineering Management from South Dakota School of Mines and Technology.

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Katherine M. Ehlert Clemson University

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Katherine M. Ehlert is a doctoral student in the Engineering and Science Education department in the College of Engineering, Computing, and Applied Sciences at Clemson University. She earned her BS in Mechanical Engineering from Case Western Reserve University and her MS in Mechanical Engineering focusing on Biomechanics from Cornell University. Prior to her enrollment at Clemson, Katherine worked as a Biomedical Engineering consultant in Philadelphia, PA. Her research interests include identity development through research experiences for engineering students, student pathways to engineering degree completion, and documenting the influence of co-op experiences on academic performance.

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Abstract

This paper provides a summary activities and accomplishments of an NSF CAREER project, “Empowering Students to be Adaptive Decision-Makers.” We discuss our progress on (1) identifying indicators of poor academic fit in engineering majors; (2) examining relationships between the measures of theoretical constructs (Decision-Making Competency Inventory, DMCI) with the real-world, academic behaviors (major choice and major change); (3) revisions to the DMCI; and (4) development of the Academic Dashboard for putting students in the driver’s seat of their education. A prototype of the Academic Dashboard and its functionality are described.

Orr, M. K., & Martin, B. A., & Spilka, R. B., & Brotherton, H. B., & Ehlert, K. M. (2020, June), Development of an Academic Dashboard for Empowering Students to be Adaptive Decision Makers Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34454

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