Department of Technology and Leadership Communication Works
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Item Replication of a Tutor-Training Method for Improving Interaction Between Writing Tutors and Stem Students(2020) Hazelton Jones, Laura; Weissbach, Robert; Meckley, Jon; Renguette, Corinne; Sorge, Brandon S.; Rothrock, Matt; Pflueger, Ruth C.; Ice, Danielle; Dasgupta, Annwesa; Technology and Leadership Communication, School of Engineering and TechnologyThe improvement of tutor training programs can impact the important work of writing centers. Tutors often feel less comfortable tutoring in genres different from their own discipline. A previous study introduced an assignment-specific tutor training model to improve writing center tutoring sessions between engineering students and writing tutors. The results of the previous study indicated a valuable addition to the resources available for engineering students. This model has now been replicated at two universities to assess the potential for wider dissemination. Preliminary data analysis suggests a relationship between initial tutor rating of student work, student perceptions of tutoring, and tutor perception of student engagement in the tutorial. Plans for future research include continued replication and expansion to test larger sample sizes, analysis of impact within and adaptations for other STEM areas, and continued study of the impact on tutoring team projects.Item A Multilevel Analysis of Persistence of Students Taking a Pre-Engineering Curriculum in High School(2019-12) Sorge, Brandon; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and TechnologyUsing data from the 2010 Indiana, USA public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in science, technology, engineering, and math and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don’t, while controlling for being a PLTW student. Results imply that PLTW had a statistically significant impact on the students participating in the program excluding students who were eligible for free and reduced lunch. However, this impact does not appear to carry over to the rest of the student body that does not participate in PLTW.Item Experiential Learning, Action Research, and Metacognitive Reflection in the Senior Capstone(ASEE, 2019-02) Feldhaus, Charles; Buckwalter, John; Wager, Elizabeth; Technology and Leadership Communication, School of Engineering and TechnologyItem Exploring Ethical Development from Standard Instruction in the Contexts of Biomedical Engineering and Earth Science(ASEE, 2019-06) Hess, Justin L.; Fore, Grant A.; Sorge, Brandon H.; Coleman, M. A.; Price, Mary F.; Hahn, Thomas William; Technology and Leadership Communication, School of Engineering and TechnologyEthics continues to be required in the accreditation of engineers. However, ethics is seldom the core focus of departmental instruction. Yet, standard instruction may have myriad impacts on students' ethical development. This study explores students’ ethical formation when ethics is a peripheral or non-intentional aspect of instruction in departmental courses in Biomedical Engineering and Earth Science. The research question that we seek to address is, “In what different ways and to what extent does participation in departmental engineering and science courses cultivate STEM students’ ethical formation?” To address our research question, we disseminated a survey to students before (pre) and after (post) their participation in one of 12 courses offered in Earth Science or Biomedical Engineering during the Fall 2017 or Spring 2018. The survey included four instruments: (1) the Civic-Minded Graduate scale; (2) the Interpersonal Reactivity Index; (3) two relational constructs developed by the authors; and (4) the Defining Issues Test-2. Results suggest that current Earth Science curriculum, overall, positively contributes to students' ethical growth. However, the Biomedical Engineering courses showed no evidence of change. As the Earth Science courses do not explicitly focus on ethics, one potential explanation for this trend is the community-engaged nature of the Earth Science curriculum. These findings will be beneficial locally to help direct improvements in departmental STEM instruction. In addition, these findings pave the way for future comparative analyses exploring how variations in ethical instruction contribute to students' ethical and professional formation. © 2019 American Society for Engineering EducationItem A Multilevel Analysis of Persistence of Students Taking a Pre-Engineering Curriculum in High School(2020) Sorge, Brandon; Feldhaus, Charles; Technology and Leadership Communication, School of Engineering and TechnologyUsing data from the 2010 Indiana, USA public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in science, technology, engineering, and math and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don’t, while controlling for being a PLTW student. Results imply that PLTW had a statistically significant impact on the students participating in the program excluding students who were eligible for free and reduced lunch. However, this impact does not appear to carry over to the rest of the student body that does not participate in PLTW.Item It Worked There, So It Should Work Here: Sustaining Change while Improving Product Development Processes(Wiley, 2019-04) Collins, Shawn T.; Browning, Tyson R.; Technology and Leadership Communication, School of Engineering and TechnologyOrganizations operate under ongoing pressure to conduct product development (PD) in ways that reduce errors, improve product designs, and increase speed and efficiency. Often, managers are expected to respond to this pressure by implementing process improvement programs (PIPs) based on best practices elsewhere (e.g., in another part of their organization or in another industrial context). Successful PIP implementation depends on two criteria: (a) demonstrating (symbolic) success by meeting externally imposed deadlines and producing mandated artifacts and (b) sustaining the expected (substantive) changes in their employees' underlying beliefs and practices. Given the mixed success of PIPs in nonmanufacturing contexts, identifying factors that contribute to both symbolic and substantive implementation is important to both researchers and practitioners. We explore this challenge through an in‐depth field study at a PD company (DevCo) that implemented a PIP across its 11 PD projects. We examine DevCo's change message to implement the PIP, how DevCo's engineers experienced it, factors that impeded implementation, and factors that could improve substantive success. Along with this empirical evidence, we leverage organizational change concepts to facilitate effective PIP implementation in new contexts such as PD. We distill our findings into eight propositions that expand theory about effectively transferring PIPs across contexts.Item Applying Phenomenography to Develop a Comprehensive Understanding of Ethics in Engineering Practice(IEEE, 2018-10) Brightman, Andrew O.; Fila, Nicholas D.; Hess, Justin L.; Kerr, Alison J.; Kim, Dayoung; Loui, Michael C.; Zoltowski, Carla B.; Technology and Leadership Communication, School of Engineering and TechnologyThis Work-in-Progress Research paper describes (1) the contemporary research space on ethics education in engineering; (2) our long-term research plan; (3) the theoretical underpinnings of Phase 1 of our research plan (phenomenography); and (4) the design and developmental process of a phenomenographic interview protocol to explore engineers' experiences with ethics. Ethical behavior is a complex phenomenon that is complicated by the institutional and cultural contexts in which it occurs. Engineers also have varied roles and often work in a myriad of capacities that influence their experiences with and understanding of ethics in practice. We are using phenomenography, a qualitative research approach, to explore and categorize the ways engineers experience and understand ethical engineering practice. Specifically, phenomenography will allow us to systematically investigate the range and complexity of ways that engineers experience ethics in professional practice in the health products industry. Phenomenographic data will be obtained through a specialized type of semi-structured interview. Here we introduce the design of our interview protocol and its four sections: Background, Experience, Conceptual, and Summative. We also describe our iterative process for framing questions throughout each section.Item Impact of Sustainability Study Abroad Course on Students(ASEE, 2018-06) Fox, Patricia; McIntyre, Charles; Sorge, Brandon; Technology and Leadership Communication, School of Engineering and TechnologyThe School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI) has offered a short study abroad course, called GO GREEN, on sustainable practices in businesses, industries and municipalities in Germany for the past 15 years. Over 150 students have participated in the course since its inception in 2003. A survey was conducted to determine what these students had ascertained from the course and to see if any of these students were using the skills acquired in this class in their work or daily lives. The survey, consisting of 23 questions, was designed to determine how students have used the interdisciplinary subject matter of sustainability in their lives and careers after taking the course, as well as, questions about key elements of the course. Some of the results of the survey will be discussed in this paper/presentation.Item Asking the Right Questions: Reflective Preparation for a Program Review(Wiley, 2018-07) Renguette, Corinne; Feldhaus, Charles; Wager, Elizabeth; Technology and Leadership Communication, School of Engineering and TechnologyItem Understanding Online Teacher Best Practices: A Thematic Analysis to Improve Learning(SAGE, 2014-01-01) Corry, Michael; Ianacone, Robert; Stella, Julie; Technology and Leadership Communication, School of Engineering and TechnologyThe purpose of this study was to examine brick-and-mortar and online teacher best practice themes using thematic analysis and a newly developed theory-based analytic process entitled Synthesized Thematic Analysis Criteria (STAC). The STAC was developed to facilitate the meaningful thematic analysis of research based best practices of K-12 education delivery options. In the study, data for the thematic analysis consisted of published research about best practices in both brick-and-mortar and online education. The use of both brick-and-mortar as well as online teacher best practices provided an opportunity to identify commonalities among these modes of delivery. Based on these commonalities, the thematic analysis detected emergent themes, which could be used as a foundation upon which online teachers might build specialized practice. As well, research-validated teacher best practice themes generated from this study may be considered a starting point for defining teacher best practices in online education and for their development. Emergent themes were discussed in the context of the data and the environment of online education. The STAC analytic process provides a foundation for analysis and may be used by researchers for other thematic analyses in the future.