Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert M. O'Hara, Clemson University; Lisa Benson, Clemson University; Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University

Tagged Divisions

Educational Research and Methods

and is a liaison for the department to the Office of the Associate Dean of Undergraduate Studies for the college. Her doctoral work is centered on exploring sys- temic/institutional factors impacting the psychosocial and academic outcomes of students experiencing marginalization in post-secondary STEM programs. American c Society for Engineering Education, 2021 1 Relationship Between Goal Orientation, Agency, and Motivation in Undergraduate Civil Engineering StudentsAbstractUnderstanding the underlying psychological constructs that affect undergraduate

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Gregory Warren Bucks, University of Cincinnati

Tagged Divisions

Educational Research and Methods

approaches (adaptingitems from existing instruments) to the development of the two survey instruments: (1) a facultysurvey to identify engaging strategies, and (2) a student survey to evaluate these strategies in aself-reported Likert format along with open-ended questions. This paper primarily presents thedevelopment of the two surveys and the validation of the student engagement survey usingexploratory structured equation modeling technique. It only briefly presents students’ evaluationof the engagement strategies as this is not the primary focus of this paper.Background and Motivation:Distance learning has been a staple of educational systems around the world since the 1700’s [1],but has only become a major topic of research in recent decades

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

. American c Society for Engineering Education, 2021 Research Through Design: A Promising Methodology for Engineering Education (WIP)IntroductionEngineering education research (EER) is a fairly young and interdisciplinary field. As such, awide variety of methods and methodologies have been imported from both positivist andinterpretivist traditions in other domains[1]. Design inquiry approaches, however, have yet to bewidely adopted in the field. These research methodologies leverage design, not as a means ofprimarily solving a problem or generating an artifact, but as a means of surfacing theoreticalknowledge. Given EER’s roots in engineering, design inquiry approaches seem a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yike Li, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University; Zhinan Zhang, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

data from different industries. Preliminary findings suggested that the content that new engineers learnt includedboth the technical and non-technical aspects. The engineers learned through multiplevenues, including such as learning by themselves and learning from their mentors. Thisstudy will provide practical suggestions for improving engineering education in bothChina and other similar contexts.Introduction Previous studies have indicated that engineering graduates still do not fully reachthe requirement of the industry whether from a global or domestic perspective [1],[2],[3]. Therefore, it has become a challenge for universities to enrich the industrialexperience of engineering students in the process of school education

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, University of Michigan; Dustin Grote, Weber State University

Tagged Divisions

Educational Research and Methods

framework are the blocking factor and the delayfactor. The blocking factor of a course refers to the number of courses inaccessible to a studentwho fails the course in question. The delay factor of a course is the longest prerequisite chainflowing through it. When added together, the two metrics form the course’s cruciality. Ademonstration of the calculation for the blocking factor and delay factor is given in Figure 1. Tocharacterize the overall curriculum's complexity, we can sum the crucialities together to form anaggregate measure called the structural complexity. Previous research has shown that structuralcomplexity correlates well with FTIC student graduation rates [5] but does not for transferstudents [6], suggesting that the current metric

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Van Beek, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

information for active classroom design.IntroductionActive learning, and spaces purpose-built for active learning pedagogies, are becomingincreasingly prevalent in STEM fields, and engineering in particular. One method to learn moreabout the utilization of active learning pedagogies is to observe teaching and learning in real timeusing a protocol that describes the interaction between pedagogy, space, and technology [1]. Theuse of observation to provide information on teaching practices is a well documented concept[2], [3], [4]. Teaching and Learning Centers have a long history of offering classroomobservations and these are frequently used to provide formative and summative feedback toinstructors, teaching teams, and academic leaders [4]. Classroom

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shiuan-Huey Yen, Institute of Engineering Education Taiwan; Jessica Fan, Institute of Engineering Education Taiwan; Mandy Liu, Institute of Engineering Education Taiwan; Liang-Jenq Leu, Institute of Engineering Education Taiwan

Tagged Divisions

Educational Research and Methods

’ effectiveness.IntroductionHaving high-level talent has always played a key role in economic progress. The top performersin the Bloomberg Innovation Index, including Japan, the U.S., and Taiwan [1], have also placedvalue on doctoral education. Japan has revealed its vision to improve career prospects for youngresearchers. The U.S. issued guidelines to support University-Industry Cooperation (UIC). InTaiwan, universities receive funds for research and development (R&D) management.However, cultivation of doctoral-level talents across the country has recently faced severalchallenges, including a downward trend in doctoral student enrollment [2]-[3], a high dropoutrate in doctoral programs [4]-[5], and delayed graduation among the doctoral students [6]-[7].In addition

Conference Session

Tools to Enhance Student Learning of Undergraduate Engineering Content

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Muisener, Stevens Institute of Technology; Guillermo D. Ibarrola Recalde, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology

Tagged Divisions

Educational Research and Methods

addition, she served on National Academy of Sciences Committees on Foundations of Educational and Psychological Assessment and Evaluation of National and State Assessments of Educational Progress. She earned a PhD in Educational Psychology from UC Santa Barbara. American c Society for Engineering Education, 2021 Self-Reflection of Engineering Majors in General Chemistry IIIntroductionResearch has demonstrated that active and collaborative instruction coupled with various meansto encourage student engagement can lead to better student learning outcomes irrespective of majoror academic discipline [1], [2]. A key strategy for improving student learning is to prompt

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University

Tagged Divisions

Educational Research and Methods

bubble saw companies investing heavily in thisnew medium for games. Today, the video gaming industry is worth closer to $150 billion USD ofyearly revenue, with well established practices, trends and new genres [1]. Furthermore, videogames have delivered a wide variety of experiences, from interactive story telling, open worldexploration, social games, puzzle games, virtual reality games, mobile games and so on.The present paper seeks to provide a direct comparison of trends in the video gaming industry, andhow it could be translated to Serious Games in Engineering Education. To this aim, 28 relevantstudies which have reported games for teaching engineering courses within the past decade wereinvestigated. These studies were obtained after

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amman Fasil Asfaw, California State Polytechnic University, San Luis Obispo; Storm Randolph, California Polytechnic State University, San Luis Obispo; Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Rosa Aguilar, California Polytechnic State University, San Luis Obispo ; Emily Flores; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

about negative impactsof such language. Usage of iniquitous terminology such as“master-slave” in academia can makestudents—especially those who identify as women and/or Black/African-American—feeluncomfortable, potentially evoking Stereotype Threat and/or Curriculum Trauma [1], [2].Indeed, prior research shows that students from a number of backgrounds find non-inclusiveterminologies such as “master-slave” to be a major problem [1]. Currently, women-identifyingand gender nonbinary students are underrepresented in the engineering industry whileBlack/African-American students are underrepresented in the entire higher education system,including engineering fields [3], [4].The CAR Strategy, introduced here, stands for: 1) confront; 2) address; 3

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Educational Research and Methods

Rehabilitation Act requiringthe provision of access and accommodations to students with disabilities [1]. Theimplementation of an effective online course therefore is the result of planned and deliberateactivities. The various challenges of developing online courses have deterred faculty fromembracing the pedagogy. A recent survey [2] of about 2000 faculty indicated that although therewas steady increase in faculty experienced in online teaching, less than 50% faculty had taught atleast one course online. In this backdrop, the challenges faced by faculty not experienced orhaving limited experience in online teaching while moving to a remote learning cannot beoverstated. The quick pivot to remote learning course delivery did not allow faculty to

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Julie P. Martin, Ohio State University; Taylor Short, Ohio State University

Tagged Divisions

Educational Research and Methods

socialrelationships and networks that are typically cultivated in project or design-based courses can becritical for navigating undergraduate education [1]. Social relationships help achieve keylearning objectives in these courses, including design thinking, collaboration, andcommunication skills [2]. Although there are many established ways to communicate online,these do not replace the often-unplanned supportive interactions that happen in-person prior tothe pandemic [3]- [5]. This sudden shift to online teaching could have implications for students’learning, persistence, and success. This necessitates the examination of students’ socialsupports and relationships during this shift. In this paper, we make research-based preliminaryrecommendations for online

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Elizabeth Mills Fisher, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Educational Research and Methods

time, colleges and universitiesaround the country closed their campuses, evicted students from dormitories, and shifted to onlineinstruction [1]. Instructors and students, many of whom had no prior experience teaching ortaking online courses, were suddenly faced with the additional burden of remote learning [2].During this time, the prevalence of stress, anxiety and depression has increased in the generalpopulation [3] and in college students worldwide [4, 5].Stress is a significant mediator of academic motivation, and can have a positive or negative effectdepending on the type and context of the stress. LePine et. al. in a study of 696 college studentsfound that “challenge stress” (resulting from experiences believed to promote growth or

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Educational Research and Methods

students [1]. Students worktogether as a team to apply their engineering skills and gain field experience before embarkingon their eventual careers [2]. The open-ended nature of the experience allows numerous learningopportunities for practicing both technical and non-technical skills. While the primary emphasisof capstone design experience is justifiably technical competency, the non-technical aspects areequally important within engineering careers [2]. A structured training within the broad area ofprofessionalism is required to leverage the capstone design experience and better align with thecareer needs.Besides the application of technical knowledge, every capstone project relies on multipleprofessional skills to be successful. While

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohammed F. Farghally, Virginia Polytechnic Institute and State University; Mostafa Kamel Osman Mohammed, Virginia Polytechnic Institute and State University; Assiut University; Hamdy F. F. Mahmoud, Virginia Polytechnic Institute and State University; Assiut University; Margaret O'Neil Ellis, Virginia Polytechnic Institute and State University; Derek A. Haqq, Virginia Polytechnic Institute and State University; Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Brett D. Jones, Virginia Polytechnic Institute and State University; Clifford A. Shaffer, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

opportunity for us toacquire insights for future instruction. Results indicated that some course components wereperceived to be more useful either before or after the transition, and preferences were not thesame for the two courses. Furthermore, to determine what course components need furtherimprovement before transitioning to fully online mode, we computed a logistic regression model.Results indicated that for each course, different course components both before and after thetransition significantly affected students’ preference of course modality.IntroductionFace-to-Face (F2F) classes with no online components have slowly been losing their share ofcourse delivery 1 . Recent improvements in technology and financial constraints have paved theway for

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

that comprise the EOPframework. We believe the EOP framework can be considered as a guiding framework indesigning courses and curriculum to better prepare students for future engineering work.INTRODUCTIONThe following research paper aims to dissect the integration of the newly developedEngineering for One Planet (EOP) framework into undergraduate engineering courses. TheEngineer of 2020 [1] guided academic approaches to engineering education for the first partof the new millennium, but it could not anticipate the magnitude of the challenges facingengineers today. Our goal is to provide foundational evidence to advocate for EOP as aframework for faculty and students to contextualize a global pandemic, legacy, and newglobal environmental crises

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering at higher rates thanmen (e.g., [1, 2, 3]). Some of the reasons that women are underrepresented in Engineering includea mismatch of values (especially being human-centered vs. machine-centered) or life goals (e.g.,not being family friendly) and lacking female mentors and role models, as mentioned in the thirdquote above (see, e.g., [4, 5, 6, 7]). More generally, women do not enter Engineering at the samerate as men and also are likely to leave more readily because they feel like they don’t belong. Thefirst quote that we shared at the beginning of this paper from a woman majoring in Engineering atour institution conveys the sentiments of women who drop classes, at least in part, because theyfeel that they do not fit in, not even in a

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

EcologyThis paper reports on a work-in-progress—a study about the learning experiences ofengineering students exploring possible careers in the energy industry. It is a follow-up to aprevious study of the learning experiences of practicing engineers beginning new jobs in anenergy company [1]. The overall objective of the two studies is to map the learning ecology ofengineering students in a higher education program to the learning ecology of practicingengineers in a workplace. This paper also reports on the perspectives of engineering facultyeducating engineering students—specifically in an energy engineering program at a university.Our objective is to better understand the similarities and differences between the two learningecologies of an

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jaskirat Singh Batra, Texas A&M University; Sunay Palsole, Texas A&M University

Tagged Divisions

Educational Research and Methods

learning. Learning is a socialprocess where students interact with each other for the exchange of knowledge and for building acommunity of inquiry [1-3]. Social learning is also an important part of the college experiencefor many students where informal learning happens among students in their courses and studentorganizations. Since March 2020, the students have been experiencing a loss of interaction withtheir instructors and with other students which has impacted their ability to learn in onlinecourses [4-6]. Previously, the lack of social interaction has been reported as a weakness for manyonline courses which prevents students from learning effectively in an online environment [7-8].Further, both the student-instructor and the student-student

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. These results will inform future data collection and analysis as we return to in personlearning to better distinguish the impacts of exam and learning formats on diverse students’anxiety and academic performance.IntroductionThe role of anxiety on performance of mathematics has been explored by many researchers overthe years. Numerous studies have correlated increased anxiety levels to more frequent errors incomplex math problems [1–4]. This led to the concept of processing efficiency theory, whichsuggests that anxiety occupies some of the “working memory” that an individual has forperforming mental calculations, leading those with higher anxiety to have less available mentalresources to perform the task and thus perform poorly. Other

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Maria Chierichetti, San Jose State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

paper reports on a survey of all engineering faculty at San José State University (SJSU) inSpring 2020. The purpose of the survey was to determine the impact of the shelter-in-place onfaculty. Overall, 104 faculty completed this survey. Based on the number of COE faculty inSpring, 287, this equates to a confidence level of 95% with a margin of error of 8%. Because ofthis low margin of error, we can be fairly confident that this survey is representative of thefaculty teaching in the College in Spring 2020. The majority of the respondents who answeredthe question about rank were lecturers (58); there were fewer tenure-track (18), tenured (13),adjunct (1), and Teaching Associates (1) responding. Of the faculty who responded to identifytheir gender

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

studentrepresentation, impacts student stickiness. Our research questions are: 1) To what extent do female and racial/ethnic representation in engineering departments impact student stickiness? 2) Does engineering department diversity impact student stickiness differently for underrepresented subpopulations?The educational environment in higher education Much of the sociocultural research on student retention and persistence has relied onTinto’s (1993) model of student departure. In this model, students enter the institution andbecome integrated academically and socially based on their interactions in the educationalsystem. The model focuses on the students’ abilities to integrate rather than the institution’sresponsibility

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

Engineering TasksIntroductionIll-structured design tasks are an important feature of engineering education because they supportcollaborative problem solving, which is an essential element of STEM curricula in the 21stcentury [1]. These tasks are especially important because they pose teamwork-based designchallenges that resemble authentic work students will encounter in their future workplaces [2].Solving collaborative ill-structured tasks allows students to expand their learning beyond “drill-and-practice”-type problem solving and engage in higher order thinking [3]. In the past decade,studies have established how to design and implement ill-structured tasks in engineeringcurricula [4]. These studies have shown the need for scaffolding in ill

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

understanding. American c Society for Engineering Education, 2021 The PEERSIST Project: Promoting Engineering Persistence through Peer-Led Study Groups Thien Ta1, Cody Jenkins1, Gary Lichtenstein1, Ryan James Milcarek1, Samantha R. Brunhaver1, Karl A Smith21 2 Arizona State University University of Minnesota, Twin CitiesIntroductionThe Science and Engineering Equal Opportunities Act (1980) made recruiting women andunderrepresented groups (URG) into STEM a federal priority. Today, the proportion of URG andwomen who attain engineering degrees continues to drop relative to the increase in collegeenrollment [1]. Transfer

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, and replicated, and question the lack of a strong, central foundation of Black womanscholars and theorists. We situate our study alongside the complex theoretical treatments ofintersectionality in Hill Collins, Hancock, and other treatises that tie intersectionality tooppression rather than identity. We make recommendations that address the politics of citationswithin engineering education as the field continues to address issues of social justice, equity andinclusion.IntroductionFor scholars in engineering education, the need to tackle, study and interrogate issues ofdiversity, equity and inclusion has become increasingly apparent [1]–[5], and both the increase inNSF programs dedicated to broadening participation and the emergence of ASEE

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. She earned her B.S.M.E. at Grove City College. She is currently researching under Dr. Catherine Berdanier in the Engineering Cognition Research Laboratory.Dr. Monique S. Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International University, designs research focused on broadening par- ticipation in computer science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women (specifically Black and His

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiaqi Zhang, University of Cincinnati; P.K. Imbrie, University of Cincinnati

Tagged Divisions

Educational Research and Methods

; Williams, Smiley, Davis, & Lamb, 2018). Non-cognitivefactors are defined as unobservable traits and latent skills related to students academicachievement (Yoon et al., 2014).The Student Attitudinal Success Instrument (SASI; Immekus, Imbrie, & Maller, 2004; Immekus,Maller, Imbrie, Wu, & McDermott, 2005; Reid, 2009; Reid & Imbrie, 2008; Yoon et al., 2014)was developed to quantify non-cognitive characteristics of first-year engineering students beforeentering colleges or universities. The original SASI consisted of 161 items assessing ninespecific non-cognitive constructs: 1). intrinsic motivation, 2). academic self-efficacy, 3).expectancy-value, 4). deep learning approach, 5). surface learning approach, 6). Problem-solvingapproach, 7

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educa- tional and global change.Dr. Jay Phillip Jefferson, Florida International University I am currently a Postdoc within SUCCEED at Florida International University. My

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Md Nizamul Hoque Mojumder, Florida International University; Arif Mohaimin Sadri, Florida International University

Tagged Divisions

Educational Research and Methods

researchefforts have helped develop new network modeling tools, replicate the structural propertiesobserved from empirical network data and build these networks effectively to acquire moreadvanced knowledge of evolutionary network growth mechanisms [1]. Most of the real networkshave interesting properties[2], unlike random graphs that show possible mechanisms that directnetwork building and ways to manipulate network structure with specific goals [3].Social network analysis (SNA) is used to explore an individuals’ social ties, network density, andstrength [2]. The study of the Social Network (SNA) helps to analyze relevant data which areinterconnected in nature. SNA can be effective to analyze students’ community interactions tomeasure student relations

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

first-year sequence that allows students to switch their engineering major withoutnecessitating a delay to graduation.Major selection has been studied at individual institutions [1], [2], and across multipleinstitutions [3], [4]. Some studies have focused on specific disciplines [5]–[7]. In this work, wefocus on examining when students enroll in the major they will eventually graduate in and how itvaries by matriculation model. The research questions this work will address are: 1. When do engineering students enroll in the major they are going to graduate in? 2. How does this vary by matriculation model?Understanding when students enroll in their graduation majors can inform policies and programdevelopment as well as identify areas for