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Measuring Engineering Students’ In-class Cognitive Engagement: Survey Development informed by Contemporary Educational Theories

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Cognitive Engagement

Tagged Division

Educational Research and Methods

Page Count

15

Permanent URL

https://peer.asee.org/30795

Download Count

75

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Paper Authors

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Benjamin David Lutz Oregon State University Orcid 16x16 orcid.org/0000-0003-2637-0942

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Ben Lutz is a Postdoctoral Scholar in Engineering Education at Oregon State University. His research interests include innovative pedagogies in engineering design, conceptual change and development, school-to-work transitions for new engineers, and efforts for inclusion and diversity within engineering. His current work explores how students describe their own learning in engineering design and how that learning supports transfer of learning from school into professional practice as well as exploring students' conceptions of diversity and its importance within engineering fields.

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Allyson Jo Barlow Oregon State University

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Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.

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Nathaniel Hunsu University of Georgia

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Nathaniel Hunsu is currently an assistant professor of engineering education at the University of Georgia. He is affiliated with the Engineering Education Transformational Institute and the school electrical and computer engineering at the university. He holds a Bachelor’s degree in electronic and computer engineering from the Lagos State University in Nigeria, a Masters in Project management from the University of Sunderland, and a PhD in Educational Psychology from Washington State University. His research interests include learning and cognition, students’ engagement, and the assessment of learning and students engagements, in engineering classrooms. His expertise also include the development and validation of measurement inventories, systematic reviews and meta-analysis, and quantitative research designs.

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Cassandra J. Groen Virginia Tech

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Dr. Cassandra Groen is a post-doctoral researcher in the Department of Engineering Education and the Myers-Lawson School of Construction at Virginia Tech. Her primary research interests include professional identity formation in undergraduate civil engineering students, grounded theory methods, and theory development. Her current work includes the exploration of professional identity formation in civil engineering students who experience disabilities and the ways in which this identity is influenced by students’ academic relationships, events, and experiences. Dr. Groen holds B.S. and M.S. degrees in Civil Engineering from the South Dakota School of Mines & Technology.

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Shane A. Brown P.E. Oregon State University Orcid 16x16 orcid.org/0000-0003-3669-8407

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Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.

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Olusola Adesope Washington State University

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Dr. Olusola O. Adesope is an Associate Professor of Educational Psychology and a Boeing Distinguished Professor of STEM Education at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM.

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Denise Rutledge Simmons P.E. Virginia Tech Orcid 16x16 orcid.org/0000-0002-3401-2048

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Denise R. Simmons, Ph.D., PE, LEED-AP, is an assistant professor in the Myers-Lawson School of Construction and in the Department of Civil & Environmental Engineering, and an affiliate faculty of the Department of Engineering Education at Virginia Tech. She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education – all from Clemson University. She has over 10 years of experience working for energy companies and as a project management consultant. Her research contributes to the advancement of labor and personnel issues in engineering broadly and specifically in the construction industry through two research areas: untangling the complex relationship between activities people become involved in — operationalized as engagement — and the technical and professional outcomes gained — operationalized as competencies. The broader impact of this work lies in achieving and sustaining productive, diverse and inclusive project organizations composed of engaged, competent people. Dr. Simmons’ research is supported by awards from NSF, including a CAREER award. She oversees the Simmons Research Lab (www.denisersimmons.com), which is home to a dynamic, interdisciplinary mix of undergraduate and graduate students and a post-doctoral researcher from various colleges and departments at Virginia Tech who work together to explore engineering and construction human centered issues with an emphasis on understanding difference and disparity.

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Abstract

In this research paper, we examine the development of an instrument designed to measure students’ in-class cognitive engagement. Cognitive engagement is a critical aspect of success in an engineering program. Students who are more engaged are more likely to succeed, but understanding how and in what ways that engagement takes place remains a challenge. In this paper, we develop a survey informed by an existing theoretical framework that links overt behaviors to cognitive states of engagement. We present the results of an initial factor analysis, the differences between anticipated structure and actual structure, and the improvements made in the subsequent iteration of the survey. Results from factor analyses suggest that in-class engagement might be defined as a combination of behavioral and cognitive scales and that further iterations are likely needed to arrive at a final composite measure of engagement at the student- and course-level.

Lutz, B. D., & Barlow, A. J., & Hunsu, N., & Groen, C. J., & Brown, S. A., & Adesope, O., & Simmons, D. R. (2018, June), Measuring Engineering Students’ In-class Cognitive Engagement: Survey Development informed by Contemporary Educational Theories Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30795

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015