Ticketed event: $60.00
The workshop is 3 hours. Participants are invited to bring wireless-capable laptops to download a mock MIDFIELD-style data set and use Excel for pivot tables and data graphics.
The format is brief talks and demonstrations by the facilitators interleaved with participant interactions including think-pair-share, a hands-on guided tour of Excel pivot tables, and working in pairs to explore data and graph results. We solicit participants' opinions and experiences, connect their stories to research findings, and build a common vocabulary for exploring student unit-record data.
As shown in the agenda below, activities include developing potential research questions based on student unit-record data, a pivot-table tutorial, developing individual data subsets and graphs, and sharing and critiquing Excel data graphics.
We will also provide participants a summary of the deficiencies and remedies of default graph settings in Excel.
Schedule and content:
[15 min] Introductions and objectives.
Connect computers to Internet, download mock MIDFIELD dataset.
Student unit-record data
[40 min] Describe student unit-record data.
Think-pair-share: What potential research questions are suggested by the data?
Show examples of how facilitators have used MIDFIELD data.
Exploring student data
[90 min] [5 min] Define derived variables available using MIDFIELD data.
[35 min] Guided tutorial: facilitator leads a software walk-through of an Excel pivot table.
[15 min] Break
[35 min] Participants use Excel to create their own pivot tables.
[20 min] Distribute prepared Excel data table.
Activity: generate and share charts in MS Excel.
Critique of limitations of common graphs.
[15 min] Summarize objectives. Assess workshop.
Promote MIDFIELD Institute.
Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by over $14.5 million from the National Science Foundation and the Sloan Foundation. Dr. Ohland is Chair of the IEEE Curriculum and Pedagogy Committee and an ABET Program Evaluator for ASEE. He was the 2002--06 President of Tau Beta Pi and is a Fellow of the ASEE and IEEE.
Susan M. Lord is Professor and Chair of Electrical Engineering at the University of San Diego. Her NSF-sponsored research focuses on the study and promotion of diversity in engineering including student pathways, Latinos, and military veterans. An IEEE and ASEE Fellow, Dr. Lord has served as President of the IEEE Education Society, General Co-Chair of the Frontiers in Education Conference, and as an Associate Editor of the IEEE Transactions on Education (ToE). Dr. Lord spent a sabbatical at Southeast University in Nanjing, China. She and her research team have received best paper awards from the Journal of Engineering Education and the IEEE ToE.
Russell Long is Managing Director of The Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) and Director of Project Assessment in the Purdue University School of Engineering Education. His past institutional research affiliations include Clemson University and the University of South Carolina. He has extensive experience in performance based funding, large dataset construction and analysis, program review, assessment, and student services in higher education. One of his greatest strengths lies in analyzing data related to student learning outcomes and, therefore, to improving institutional effectiveness.
Marisa K. Orr is an Assistant Professor in Mechanical Engineering and Associate Director of the Integrated STEM Education Research Center (ISERC) at Louisiana Tech University. She completed her B.S., M.S., and Ph.D. in Mechanical Engineering, as well as a Certificate of Engineering and Science Education at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, academic policy and student decision-making.