Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

religiosity and serviceutilization among college students, with a particular focus on international undergraduateengineering students in the US. It seeks to answer several research questions: 1) What is theprevalence of mental health conditions and help-seeking among international engineeringundergraduates? 2) Are there gender differences in help-seeking among international engineeringundergraduates? 3) How do help-seeking (formal and informal) tendencies vary amongengineering undergraduates with different levels of religiosity?Design/Method: The study uses a logistic regression model to analyze data from engineeringundergraduate students participating in the Healthy Minds Study (HMS) for 2021-2022 toaddress research questions. The study considers

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

into smaller parts, andable to explain or determine what the root cause of a problem is.Keywords: affective domain, attitudes, undergraduate engineeringIntroductionLearning is an integral part of our lives. Each one of us learns the same things differently based onour preferred way of learning. We can learn by building mental models; through feelings,emotions, attitudes; and by physical movements. Based on this, the domains of learning are broadlycategorized as cognitive (knowledge), affective (attitudes), and psychomotor (skills) [1]. Eachdomain of learning focuses on one of three ways the brain can be engaged in learning. Thecognitive domain is focused on mental processes or thinking, the affective domain focuses onfeelings, attitudes, and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angel Guillermo Ortega, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Angel Flores Abad, University of Texas at El Paso; Victor Manuel Bonilla, University of Texas at El Paso; Louis J. Everett, University of Texas at El Paso

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

† Angel Flores-Abad5*† 1 Post-Doctoral Research Fellow 2 Undergraduate Researcher 3 Associate Professor 4 Professor 5 Assistant Professor afloresabad@utep.edu * Aerospace Center ** Engineering Education and Leadership Department † Aerospace and Mechanical Engineering Department The University of Texas at El Paso, El Paso, Texas 79968, USAAbstractAcademic intervention in underrepresented students during the early years of their engineeringprogram plays a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arianna Gabriella Tobias, University of Oklahoma; Javeed Kittur, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Tahrima Rouf, University of Oklahoma; Arif Mohaimin Sadri, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

of social media is becoming widely recognizeddue to its ability to enhance student participation, engagement, and the overall learning experience[1]. The rapid evolution of social media platforms like Facebook, Instagram, and Twitter, initiallycreated primarily as social networking sites, has made them viable platforms for educationalpurposes, reshaping how information is disseminated and consumed in academic settings. Pleasenote, in this study, we are not referring to Twitter as “X” intentionally, as when we first startedworking on this article, Twitter had not been renamed and all sited sources predate Twitter’s namechange to “X”.Recent studies in engineering education suggest a shift. Traditional teaching methodologies arebeing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Campbell R. Bego, University of Louisville; Tessa Withorn, University of Louisville; Judith Danovitch, University of Louisville; Angela Thompson P.E., University of Louisville; Elisabeth Thomas, University of Louisville; Gabriel Ethan Gatsos, University of Louisville; Alvin Tran, University of Louisville

Tagged Divisions

Educational Research and Methods Division (ERM)

instruction in first-year engineeringprograms. IntroductionGenerative artificial intelligence (GenAI) is increasingly used in both academic and professionalsettings, including engineering and engineering school. With GenAI, users can prompt largelanguage models (LLMs) that have been trained on existing data to generate text, images, andother media with similar characteristics. Used appropriately and ethically, GenAI could supportengineering students in their problem-solving, ideation, design, and learning [1]. But studentsmay use GenAI software inappropriately, possibly leading to intentional or unintentionalacademic dishonesty, inaccurate source citations, or reduced competence in essential skillsneeded

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

about a newconcept. In creating a mental model through the application hierarchical level, participants wouldassess similarities and differences between concepts, test ideas, and conduct further research asneeded. Within the analysis hierarchical level, participants would use mental models by breakingdown information into (1) what was given or what was known (2) additional information wasneeded and (3) steps needed to solve the problem. If participants used the synthesis hierarchicallevel to build a mental model, information would be connected to old mental models to create alarger mental model or wider understanding of a topic. Finally, when asked about use of mentalmodels within the evaluation hierarchical level, four participants had a clear

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea (Lili) Lidia Castillo, Arizona State University; Dina Verdin, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. ©American Society for Engineering Education, 2024“I see myself as an engineer”: Disentangling Latinx engineering students’perspectives of the engineering identity survey measureIntroductionConsiderable effort has been made to understand undergraduate students’ engineering identityformation and its effect on student success. Engineering identity development is a criticalpsychological construct impacting student experiences within engineering. Particularly,engineering identity has been linked to improved feelings of belonging [1], [2], [3], [4], motivationto enroll in an engineering program [5], leads to greater certainty of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Collins Ugonna Lawrence, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

PRISMA-ScR (Preferred Reporting Items for Systematic reviews andMeta-Analyses extension for Scoping Reviews) checklist (Tricco et al., 2018). Our reviewfollowed the six stages presented by the JBI Manual: 1) Objectives and research questions, 2)Information sources and search strategy, 3) Inclusion criteria, 4) Data management and selectionprocess, 5) Data collection, item, and synthesis, and 6) Outcomes. The current work-in-progresspaper focuses on stages 2) and 3), highlighting the significance of developing an effective searchprotocol and strategy and its impact on the quantity and quality of the identified literature. Theobjectives and research questions of the scoping review are presented below.Objectives. Identifying and synthesizing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

indicate that althoughfirst-year international students rarely considered leaving their programs, nor reflected that theirstress related to school or life was overwhelming, their data show decreasing trends in the areas ofsatisfaction with advisor relationships, support networks, cost, goals, and quality of life and work.Together, these results imply that students’ acclimation process to graduate school in the U.S. isperhaps not happening innately. Further, our findings suggest future research should explore thevariations between international students from different countries as they have different culturalbackgrounds that may contribute to or influence their experiences.Introduction, Literature Review, and Theoretical FramingIn 2022, 197,183 F-1

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo; Alessandro Hill, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

only enhance problem-solving skills but also fosterinnovation and creativity in finding solutions to complex engineering problems. Engineers rarelywork in isolation in the professional environment. They are frequently part of multidisciplinaryteams where collaboration is vital for problem solving and project completion. In addition totechnical expertise, engineering demands strong interpersonal, leadership, and conflict-resolutionabilities. In the classroom, teamwork fosters the development of technical as well as soft skillsthat are essential for success in the workplace [1], [2]. Teamwork also exposes college studentsto diverse viewpoints and concepts, fostering creativity and ingenuity [3], [4]. It helps studentsappreciate the variety of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hayaam Osman, Purdue University ; Matthew W. Ohland, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

incorporating a diverse range of institutions, thestudy captures a broader spectrum of experiences and contexts, which enhances thegeneralizability of the results.Keywords: Calculus I, engineering education, student persistence, multilevel analysis, diversity,higher education.IntroductionExamining retention enables institutions to identify various factors that influence studentpersistence, such as understanding why some high-performing students choose not to return tothe university [1]. Student departure, as highlighted by researchers like Aljohani [2],significantly affects educational success indicators; however, institutions have struggled toeffectively address this challenge.The retention rate of an institution plays a pivotal role in influencing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaojin Ye, State University of New York, Farmingdale; Carlos William Castillo-Garsow, Eastern Washington University

Tagged Divisions

Educational Research and Methods Division (ERM)

developing a system by which a machine can recognize thosefeatures. Eleven experienced college algebra graders of a large state university were asked tograde graphs of linear equations generated by students in their classes, and interviewed to clarifywhat features of the graphs were important to them in grading. When grading each graph on ascale of 10 points, the graders generally agreed on the relative worth of particular features: acorrect slope was worth 4 points, y-intercept was worth 4 points, labeling is worth 1 point. Afterthat, and everything else was a matter of 1 point. Furthermore, the graders judged slope andintercept from two points (the y-intercept and the first point to the right). Returning to thestudents’ work, the researchers saw

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushant Makarand Padhye, University of Cincinnati; David Reeping, University of Cincinnati; Nahal Rashedi , University of Cincinnati

Tagged Divisions

Educational Research and Methods Division (ERM)

curricularcomplexity across this dataset that can be used alongside our network analysis efforts for furtherresearch. IntroductionSince ABET’s transition to an outcomes-based philosophy in the accreditation process,engineering faculty have more freedom to structure engineering programs instead of followingoverly prescribed disciplinary criteria [1]. Thus, engineering programs can exhibit differentorganizational structures when defining required coursework – which can be influenced by manyinternal and external factors [2]. For example, faculty at Wright State University, led by NathanKlingbeil, have published extensively on a model of introductory engineering mathematicscourses that circumvents the necessity of the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

information andimprove their reasoning, they are not inclined to change their minds from their initialintuitive judgment. This finding supports literature that suggests ‘reasoning’ can only goso far in the ethics curriculum if behavioral change is the goal. More interdisciplinaryeducational research is necessary to design an ethics curriculum that can appropriatelyprepare future AI professionals for the demands of industry.1. IntroductionThis evidence-based practice paper details a novel learning intervention for applied ethicseducation curriculum that leverages students’ intuitions as a precursor to the ethical decision-making process. In 2004, Bertolami voiced a concern that ethics is boring: “Most ethicalprinciples are simply too abstract, dry

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianne Latimer, Georgia Institute of Technology; Mary Lynn Realff, Georgia Institute of Technology; Clara Blue Templin, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christie Stewart, Georgia Institute of Technology; Lesley Baradel, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

analysis of student reflections could serve as a reliablemethod for assessing students’ understanding of their strengths and their ability to identifystrategies to develop and leverage them towards well-being and thriving. We analyzed thestudent reflections to identify emergent themes in an assignment at the beginning of the course(reflection on strengths in relation to previous life experiences) and later in the course (reflectionon strengths in relation to managing stress) and compared these emergent themes to the learningobjectives of the course.Deidentified examples of student work with their associated themes coded and analysis of thesecodes are presented. Five themes emerged in the responses: (1) personal growth andunderstanding, (2

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; SIDDHARTH SIDDHARTH, Plaksha University; Rukmani Keshav, Plaksha University

Tagged Divisions

Educational Research and Methods Division (ERM)

courses. A reimagination of both curriculum andpedagogy in collaboration with the engineering fraternity is necessary if engineering studentsare to be effectively and meaningfully taught courses in the humanities.KeywordsAnthropocene, Dialogical Pedagogy, Co-designing, Engineering educationIntroductionMany of our planet’s most pressing problems—overpopulation, climate change, biodiversityloss, air pollution, and others—arise partly due to the chasm between problem-solvers andpolicymakers. While engineers and scientists diligently try to find solutions to theseproblems in their labs, it is the bureaucrats and the leaders who grapple with the immediatetask of implementing the solutions in communities [1]. However, there is a crucial

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Miguel Alfonso Feijoo-Garcia, Purdue University ; Brittany Newell; Alejandra J. Magana, Purdue University ; Mark Holstrom, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

these claims, facilitatingreflection on how science knowledge guides energy-efficient home design and analyzingemerging trends in economic decision-making and energy science within students’ designs.1. IntroductionAddressing complex real-world situations requires integrating energy science knowledge andeconomic considerations in Engineering Design decision-making. Building on Vieira’s insights[1], this study explores the intersection between scientific knowledge and economic factors inengineering design. Fostering structured and systemic thinking skills in this field poses diverseholistic educational challenges [2]. Recognizing the prevalent use of “trial-and-error” methodsamong first-year undergraduate students, the study proposes an

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Shokrolah Shirazi, Marian University; Hung-fu Chang

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

comparison and validation purposes. The t-tests were conducted on collected data from students and analy- sis results show that 50% of assignments on average are not significantly different from students’ perspectives. The additional collected data on overall satisfaction with each course assignment indicates that students welcome the assignments with a higher degree of critical thinking rather than those that are more challenging. KEYWORDS Critical thinking; challenging level; course assignments; t-tests.1. IntroductionCritical thinking (CT) has been a trending topic of discussion among academia andindustries which implies a high proficiency level of students to solve complex problems.While the subject has been incorporated by instructors in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

, instrument validityIntroductionDesign is a central activity in engineering, as evidenced by its inclusion in Standards forTechnological and Engineering Literacy (STEL) at the secondary-education level [1] and ABETstandards at the higher education level [2]. Design is a problem-solving framework emphasizingempathy, creativity, and experimentation. Engineering designers use a non-linear, iterativeprocess to understand users, challenge assumptions, redefine problems, and create innovativesolutions [3]. At a specific level, design has been described as an evidence-based decision-making process [e.g., 4], however greater proficiency as a designers yields a perspective ofdesign as freedom when problem-solving, given its open-ended nature [5].What type of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duc Anh Vu Trinh, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University ; Chris S. Ferekides, University of South Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

Society for Engineering Education, 2024Assessing the Effectiveness of a Professional Formation in Engineering Course Sequence within the Electrical Engineering Department via Student’sReadiness for Industrial Jobs: An Undergraduate Researcher’s Investigation in a Participatory Action Research ProjectAbstractPreparing “world-ready” engineers [1] and facilitating the migration of undergraduate learnersfrom an academic setting to a job environment in industries and elsewhere demands a blend ofprofessional and technical competencies. For example, Mcgunagle et al. [2] list the five mostcritical professional competencies that are ranked by companies: teamwork, self-motivation,communication, problem-solving, and being anticipatory

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Jace Russell Harris, Utah State University; Rosemary Yahne, Utah State University; Wade H. Goodridge, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

ability in sighted populations.IntroductionSpatial ability has been defined as an intelligence related to the ability to mentally transform,retain, and generate visual images [1], [2]. Activities that require spatial ability includenavigation, mental rotation, and perception of objects. In this paper we define spatial ability as aquantification of a measurement of spatial thinking.Students who have high spatial ability have demonstrated higher levels of success in academiacompared to their peers, especially in areas of science, technology, engineering, and mathematics(STEM) [3]–[5]. A longitudinal study that tracked students with high spatial performance alsofound that spatial ability has implications for professionals working in STEM fields [6

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ziliang Zhou, California Baptist University; Xiuhua Si, California Baptist University

Tagged Divisions

Educational Research and Methods Division (ERM)

% improvement on students’ problem-solving skillsrelated to specific heat. 95% of the students felt that, after this new and student designedexperiment, they had a much better understanding on the topic.IntroductionThe most important goal of engineering education is to help students not only understand themathematical and physical equations of the engineering concepts but also their real-lifeapplications. To bridge the gap between the equations and the real-life applications and enhanceunderstanding of the concepts, lab experiments have been added as integral parts of manyengineering curriculums aimed at assisting students’ learning and applying engineering concepts.Lab classes are more easily to provide an active learning environment [1] because

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

asBlack, Latino/a/x, or Indigenous (BLI) necessitates changes in engineering ecologies to createmore inclusive and equitable engineering environments. Engineering ecology (i.e., interactionswithin engineering environments) has a direct impact on students’ feelings of belonging inengineering courses and in majors, and as such, is a promising space for interventions that addressequity issues in students’ experiences. Belonging is linked to retention in engineering [1], [2], [3].Similarly, a student’s identity as an engineer influences their continued interest in pursuingengineering [4], [5]. Engineering role identity has been connected to important student outcomesincluding academic success, retention, and well-being [6]. In this work, we seek to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayar Madboly, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods Division (ERM)

teaching evaluation process. Also, we will compare the theory principles tocurrent standards of teaching evaluation.IntroductionIn 1952 Robert J. Wherry developed the theory of rating (ToR), the theory was republished in1982 by Christopher J. Barlett with some minor editing to make the equations more readable andthe assumptions more understandable [1]. The ToR consists of 46 theorems which appear inequation form and tackles varied constructs (see appendix I for examples), most of the constructshave at least two hypotheses (corollaries) to show nuances between the constructs [1].The ToR studies ratings, also called evaluations of performance, suggests ways to minimize biasand error in ratings, sets the main guidelines for designing rating scales

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tazim Ahmed, The University of Texas at Arlington; Syed Mufid, The University of Texas at Arlington; Shuchisnigdha Deb, The University of Texas at Arlington; Mahmudur Rahman, The University of Texas at Arlington

Tagged Divisions

Educational Research and Methods Division (ERM)

and a guide to enhanceteamwork in course projects. Based on TPB, three interventions were developed: (1) a projectdescription document including real-world examples of problems that can be solved with skillsdeveloped through the course project; (2) an accountability plan for the instructional team toprovide social pressure to participate; and (3) a project management plan for the students to havea structure in the groups with well-defined roles. The interventions were adopted in two Fall2023 courses (n = 39). Findings revealed significant improvements in student engagement, taskcompletion, communication, role adoption, goal clarity, and conflict management post-intervention. These results confirm the efficacy of TPB-based interventions in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Classes IntroductionSense of belonging, here defined as students’ perceived social support, and feelings ofconnectedness, mattering, acceptance, and respect in socio-academic communities, is widelyconsidered an important antecedent to students’ socio-academic success in college [1].We use the term socio-academic to draw attention to the ways that students’ experiences outsideof the classroom can shape their academic lives in college, as well as to draw attention to theways that complex social interactions shape students’ academic experiences and outcomes [2].Indeed, decades of research has documented the ways that college students’ sense of belongingshape important socio-academic outcomes, such as major

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods Division (ERM)

applications in engineering education research.3.1 Cluster analysis in engineering education researchBelow, we give a brief overview of cluster analysis methods and applications within engineeringeducation research. In-depth reviews about cluster analysis techniques can be found in [1], [27],[28]. Within engineering education research, studies applying cluster analysis are rather limited.[1] only identified five articles that have applied cluster analysis in the Journal of EngineeringEducation by 2017. We have only found three empirical papers using cluster analysis withinASEE Engineering Research and Methods (ERM) division [6]-[8]. Although applications arelimited, engineering education researchers have used this exploratory approach in various

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanyao Deng, University of Exeter; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Educational Research and Methods Division (ERM)

' attitudes. Transcripts of the interviews were analyzedusing thematic and content analysis methods. The thematic analysis identified eightfive main themes: (1) expectations and academic growth; (2) communication skills;(3) challenges in hands-on learning; (4) virtual learning experience; (5) personalgrowth and workplace readiness. Students' attitudes towards the three types oflaboratories were varied. Hands-on laboratories were favored for essential practicalexperiences, while remote and virtual laboratories were perceived as efficient andconvenient options. In conclusion, personal experiences, gender differences in labpreferences and experience, technological comfort, and individual learning styles allinfluence these attitudes, and the findings of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Clodagh Reid, Technological University of the Shannon; Gibin Raju, University of Cincinnati

Tagged Divisions

Educational Research and Methods Division (ERM)

describes work performed at a large midwestern university in the U.S. examining the link between spatial skills and design performance. Spatial skills are vital to success in engineering education and their relation to efficient problem-solving is well- researched. This study is part of a larger project focusing on understanding the link between spatial visualization skills and solving engineering design problems. In the current study, we made use of an eye-tracking device to determine the visual focus of participants while they solved an assigned design task. High and low spatial visualizers in undergraduate engineering were identified through Phase I testing. In Phase 1, students completed four

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Monica Lynn Miles, University at Buffalo, The State University of New York; Hasan Asif, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

New York Hasan Asif, is a graduate from the University at Buffalo in Data Science, possesses a keen interest in data transformation and gaining insights from data, includes expertise in setting up statistical tests, transforming data, and creating visualizations. He has demonstrated his skills by architecting systems to analyze the longitudinal participation of students throughout their studies. ©American Society for Engineering Education, 2024Exploring Variance in Undergraduate Research Participation: A Quantitativeand Qualitative Investigation Among Students with Differing Levels ofInvolvementIntroductionThis research paper concerns undergraduate research, a high impact experience [1] that