Typically, self-reports are used in educational research to assess student response and performance to a classroom activity. Yet, addition of biological and physiological measures such as salivary biomarkers and galvanic skin responses are rarely included, limiting the wealth of information that can be obtained to better understand student performance. A laboratory protocol to study undergraduate students' responses to classroom events (e.g., exams) is presented. Participants were asked to complete a representative exam for their degree. Before and after the laboratory exam session, students completed an academic achievement emotions self-report and an interview that paralleled these questions when participants wore a galvanic skin sensor and salivary biomarkers were collected. Data collected from the three methods resulted in greater depth of information about students' performance when compared to the self-report. The work can expand educational research capabilities through more comprehensive methods for obtaining nearer to real-time student responses to an examination activity. Video LinkThe video component of this article can be found at

Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning.In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2-3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.

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The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb's learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population's prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

Spatial ability has been an area of research for decades. Distinct correlations have been discovered regarding research into spatial ability and Science, Technology, Engineering, and Mathematics disciplines (STEM). However, spatial ability is a term that can be confusing to practitioners. For this purpose, spatial ability, a measure of an individual's capability to exercise a specific construct of spatial thinking, will be defined explicitly in this paper. Spatial ability has been positively correlated to success in the professional engineering world as well as within engineering coursework. In view of this correlational evidence, an argument forms for the academy to develop a more refined understanding of the improvement in spatial ability and underlying impacting mechanisms of spatial thinking within undergraduate engineering courses. This paper presents preliminary research into spatial ability's correlation to performance in an engineering Statics course. Statics is a fertile engineering course to research as it is a gateway course where students often determine if they will persevere in engineering. It is the first class in the Engineering Mechanics Series and is required by most mechanical, civil, environmental, biological, and aerospace engineering programs.Results indicate that spatial ability does improve significantly in a Statics course for both sexes. Data was collected using two spatial instruments, the Mental Cutting Test and the Purdue Spatial Visualization Test: Visualization of Rotations, and a demographic survey. A pre-and post-test design was used for both tests where tests where given in the first week and in the final week of the course. A series of paired t-tests are used to statistically analyze for improvement and the potential correlation between the spatial pre-and post-tests demographic variables. Additionally, the study was replicated in an Anatomy class to address potential risks to the study. Results indicate that spatial ability of the students in the Anatomy class does not significantly improve. Further research is suggested in looking into the demographic factors of each study including previous and concurrent course experience.

Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented populations has aided her in the design and integration of educational and physiological technologies to research 'best practices' for student professional development and training. In addition, she is developing methodologies around hidden curriculum, academic emotions and physiology, and engineering makerspaces.

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