Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel E. Durham, Notre Dame of Maryland University; Michael L. Falk, The Johns Hopkins University; Alexis Daniels, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Margo K. Williams, The Johns Hopkins University; Emily J Yanisko, American University

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Educational Research and Methods Division (ERM)

Paper ID #43729Encouraging STEM Careers among Minoritized High School Students: TheInterplay between Socio-Environmental Factors and Other Social CognitiveCareer ConstructsDr. Rachel E. Durham, Notre Dame of Maryland University Rachel E. Durham (PhD, Sociology & Demography, Pennsylvania State University) is an Associate Professor in the School of Education at Notre Dame of Maryland University, and a Senior Fellow with the Baltimore Education Research Consortium (BERC). With a background in sociology of education, education policy, and demography, her research focuses on graduates’ transition to adulthood, career and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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G.P. Berdanier is an Associate Professor of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2024Exploring the evolution of engineering doctoral students’ academic and career goals in the first year of graduate schoolABSTRACT The purpose of this

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Glenn Walters, University of North Carolina at Chapel Hill; Gordon Maples, University of North Carolina at Chapel Hill; Paul Mihas, University of North Carolina at Chapel Hill; Matthew Wettergreen, Rice University

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Educational Research and Methods Division (ERM)

Work In Progress: Assessing the Long-Term Impact of Maker Programs on Career Outcomes and Industry Skills DevelopmentAbstractOur project, led by the University of North Carolina – Chapel Hill and Rice University, seeks toassess the long-term impacts of Maker-focused educational programs on career outcomes andindustry skills development. While much attention has been given to the positive educationaloutcomes of these educational programs, little has been written about their effects on careerprospects and industry hiring trends. The project aims to identify relevant metrics for measuringcareer impacts and develop tools for assessing the relationship between makerspace experiencesand career readiness. We anticipate that the data

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Amy Bilton, University of Toronto; Lisa Romkey, University of Toronto

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Educational Research and Methods Division (ERM)

the development of sociotechnical thinking and lifelong learning skills in engineering. ©American Society for Engineering Education, 2024 Identifying curriculum factors that facilitate lifelong learning in alumni career trajectories: Stage 3 of a sequential mixed-methods study1.0 IntroductionIn this research paper, we present results of the third stage of a mixed-methods study thatinvestigates the relationship between lifelong learning and undergraduate experiences forscience, technology, engineering, and mathematics (STEM) alumni. Lifelong learning can bedefined broadly as a graduate’s “generic ability to guide their own learning throughout their livesand in the wide variety of situations they will

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

focused on engineering education research. ©American Society for Engineering Education, 2024 Engineering Doctoral Students’ Expectations, Reflections, and Concerns Regarding Future in AcademiaAbstractDoctoral students who choose an academic career path will essentially be required to teach courses.However, literature says most doctoral students have more research experience than teachingexperience. Additionally, the teaching experience they have is through their graduate teachingassistantships, which may or may not have associated training on how to teach. Teaching can bedifficult if you are not fully aware of the different dimensions associated with it. Engineeringdoctoral students who look to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lin Chase, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato

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Educational Research and Methods Division (ERM)

reported work on engineering stress culture(ESC) in the context of project-based learning engineering programs. Our previous work, whichmirrored a study conducted by Jensen and Cross on this topic, showed that students inproject-based engineering programs report less stress and depression, stronger personal vision ofan engineering career, more positive perceptions of department caring and diversity, and greaterpride in their department compared to the student population in the original study. No statisticallydifferent effects were found for reported anxiety or engineering identity between the twopopulations in our previously reported work.Purpose: Our goal is to continue the comparative replication of Jensen and Cross’s study byestablishing a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Sheppard, Clemson University; Lisa Benson, Clemson University

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Educational Research and Methods Division (ERM)

on a qualitative study that explores the uniqueundergraduate engineering experiences of engineers who identify as Central Appalachian. Thisstudy employed interviews to collect data on how engineering students of Central Appalachiadevelop interests, make choices, and achieve success in their academic and career experiences. Interms of engineering education access and job opportunities, the inhabitants of CentralAppalachia have historically faced a unique set of challenges. However, this study took an asset-based approach to understand the unique cultural capital these students hold. The primary goal of this study was to understand the experiences of engineers who grewup in the Central Appalachia region, navigated undergraduate

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University

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Educational Research and Methods Division (ERM)

Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering writing and communication; and methodological development.Prof. Karen A. Thole, Pennsylvania State University Karen A. Thole is a Professor of Mechanical Engineering and the Department Head of Mechanical and Nuclear Engineering at the Pennsylvania State University.She was recognized by the White House for being a Champion of a Change in her efforts to help establProf

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

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Educational Research and Methods Division (ERM)

innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 consumer driven businesses over a 25-year career with The Procter &

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lara Perez-Felkner, Florida State University; Ciera Fluker; Tarik J. Dickens; Chelsea Armbrister, Florida A&M University - Florida State University

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Educational Research and Methods Division (ERM)

Paper ID #44477Manufacturing Inclusive Excellence: An Intersectional, Mixed Methods Studyof Engineering Identity among Undergraduate Research Students at a HistoricallyBlack UniversityDr. Lara Perez-Felkner, Florida State University Dr. Lara Perez-Felkner is an Associate Professor of Higher Education and Sociology in the Higher Education Program within the College of Education at Florida State University. Her research uses developmental and sociological perspectives to examine how young people’s social contexts influence their college and career outcomes. She focuses on the mechanisms that shape entry into and persistence in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madeline Roth, Bucknell University; Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University

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Educational Research and Methods Division (ERM)

Paper ID #41854The Effects of COVID-19 on the Development of Expertise, Decision-Making,and Engineering IntuitionMadeline Roth, Bucknell University Madeline (Maddi) Roth is an undergraduate student with majors in Neuroscience and Psychology and a minor in Education.Miss Joselyn Elisabeth Busato, Bucknell University Joselyn Busato is an undergraduate student at Bucknell University, majoring in creative writing and biology.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. ˘ in Chemical Engineering (with Genetics minor) from Iowa

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

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Educational Research and Methods Division (ERM)

RED program.Preliminary analysis shows that the PFE class series helps students obtain skills, especiallyprofessional proficiency, that are hard to get outside of this class series by directly incorporatingassignments and encouraging students to participate in career development activities. Notably,the skills students develop during the courses are selectively chosen and endorsed by the coursedesigner through the department’s industry board.IntroductionThe industry needs and jobs related to Electrical Engineering are expanding faster at 5% than theaverage job growth rate of 3% [4], which expects more than 300,000 jobs to be created by 2032.In addition, due to many complicated social fluctuations, such as the COVID-19 pandemic thatencourages a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

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Educational Research and Methods Division (ERM)

their ability to work in a team and perceived leadership ability. Seven items aredrawn directly from the MMRE's "Confidence in Leading and Working on an Engineering Team"construct. Identity as an Engineer: Identity as an engineer (or engineering identity) includes beingrecognized as or viewing oneself as a certain 'kind of person' in the context of engineering. Seventotal items are included to assess aspects of identity such as recognition, interest, and communitybelongingness, six were taken from the SUCCESS instrument and one from the MMREinstrument. Commitment to an Engineering Career: Commitment to an engineering career is relatedto a student’s dedication to pursuing a career as an engineer. Seven items are taken

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Prateek Shekhar, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

improveretention, researchers have applied asset-based perspectives to studying retention of marginalizedstudents. This approach often emphasizes the role of social capital [1], [11] and socializers [12]–[14] as primary drivers of motivation to pursue STEM education and careers. This present paperbegins to unpack the unique relationship between socializers and the decision students atminority serving institutions (MSIs) make to pursue STEM. We report on the experiences ofstudents gathered using qualitative methods and examined through the lens of expectancy valuetheoretical framework.Theoretical Framework: Expectancy-ValueMotivation to pursue a career in STEM can be modeled through Eccles et al.'s Expectancy-Valuetheory (EV) [15]. EV establishes a direct

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lin Chase, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato

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Educational Research and Methods Division (ERM)

ProgramsAbstractBackground: This research paper extends previously reported results in which we demonstratedthat students in project-based engineering programs report less self-reported stress anddepression, stronger personal vision of an engineering career, more positive perceptions ofdepartment caring and diversity, and greater pride in their department than those the studentpopulation in Jensen and Cross’s study of engineering stress culture. No statistically differentdifferences were found for reported anxiety or engineering identity.Purpose: We examine how these reported measures of engineering stress culture change over timeas students participate in entirely project-based engineering and computer science programs. Weseek to establish a baseline of measured

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

of conferences and journals focused on engineering education research. ©American Society for Engineering Education, 2024 Design and Development of Survey Instrument to Measure Engineering Doctoral Students’ Perceptions of their Teaching PreparednessAbstractDoctoral students who choose an academic career path will essentially be required to teach courses.However, literature says most doctoral students have more research experience than teachingexperience. Additionally, the teaching experience they have is through their graduate teachingassistantships, which may or may not have associated training on how to teach. Teaching can bedifficult if you are not fully aware of the different aspects associated

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Natalie Ugenti, Bucknell University; Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott

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Educational Research and Methods Division (ERM)

Paper ID #43721Using Cognitive Task Analysis to Observe the Use of Intuition in EngineeringProblem SolvingMs. Natalie Ugenti, Bucknell University Natalie Ugenti is a Senior Chemical Engineering student at Bucknell UniversityMiss Joselyn Elisabeth Busato, Bucknell University Joselyn Busato is an undergraduate student at Bucknell University, majoring in creative writing and biology.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. ˘ in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University

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Educational Research and Methods Division (ERM)

Paper ID #43997Queer and Engineer? Exploring Science and Engineering Identity amongLGBTQ PeopleDr. Bryce E. Hughes, Montana State University Bryce E. Hughes is an Associate Professor in Adult and Higher Education at Montana State University. His research interests encompass diversity and equity in engineering education, with a focus on LGBTQ students. He was recently awarded an NSF CAREER grant to study the experiences of LGBTQ undergraduates in STEM fields. He holds a Ph.D. in education from the University of California, Los Angeles, an M.A. in student development administration from Seattle University, and a B.S. in general

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eduardo Rodriguez Mejia M.Sc., Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

basically a push to make the struggle count for something, in this case, their graduatedegree. This result may imply that there are no intrinsic (interest or enjoyment) or extrinsic (perceivedusefulness or reward expectation) motivators acting on their decision to persist. At this point, studentsignore the high cost of persisting and misalignment of their programs to their personal and career goalsand justify their continuation for the need to have something to show at the end of their time investment.For this reason, we sought to better understand the motivation of Civil and Environmental Engineering(CEE) doctoral students. By comparing two groups, as characterized by the stage of the doctoral process(pre-writing and writing) we would like to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Terkuma Stanley Asongo, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

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Educational Research and Methods Division (ERM)

Education In doctorate education, a mentor's ability to effectively shape a student's experiences andoutcomes is critical. A mentor is a capable or experienced individual who provides direction,encouragement, and advice to a less seasoned individual [1]. Accordingly, mentoring ischaracterized as a developmental connection in which a more knowledgeable or experiencedindividual provides guidance, support, and help to a less knowledgeable one [2]. Additionally,Toma [3] highlights that the purpose of mentoring is to provide a framework for teaching andmodeling values and life skills, as well as to encourage personal growth through the sharing ofexperiences and insights. Positive outcomes including skill improvement, career aspirations

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Boyd, American Institutes for Research; Jing Yan, Tennessee State University; Taylor Lightner, QEM Network; Mercy Mugo; Ivory A. Toldson, Howard University; Lin Li P.E., Tennessee State University

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Educational Research and Methods Division (ERM)

-author of 20 peer-reviewed papers and principal investigator or co-principal investigator of more than 17 major research grants.Dr. Taylor Lightner, QEM Network Dr. Taylor Lightner is a dedicated educational researcher and advocate committed to empowering historically marginalized groups in STEM education and careers through innovative and equitable educational practices. Her background in Engineering Education and Industrial Systems Engineering enables her to deeply understand how system dynamics influence broadening participation in STEM preparation, training, and careers. Therefore, she has coordinated various research efforts associated with teaching courses, developing workshops, administering surveys

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto

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Educational Research and Methods Division (ERM)

, and the resulting social capital’sinfluence on their persistence in the field, remain unexplored. Motivated by the literature thatassociates demographic identifiers with access to social capital, and students’ access todevelopmental relationships and career-related resources (social capital) in CS with theirpersistence, this study explores a CS support program’s impact on persistence through capitalbuilding. We focus on Google’s Computer Science Summer Institute (CSSI), which providedgraduating high school students with a 3-week-long introduction to CS. We use interviews withparticipants who are now 2-5 years out of the program to study CSSI’s impact on their socialcapital and long-term persistence in CS. Thematic analysis reveals three

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus

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Diversity

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Educational Research and Methods Division (ERM)

didn't look right or it's not a great time. So I feel like I just take a lot longer, it's like anxiety on anxiety.”Susan Susan is a third-year undergraduate student in mechanical engineering. She is also adisability rights advocate, a self-ascribed space nerd, and a nonfiction book lover. As Susan nearsgraduation, she begins to contemplate her future career pathway. She started college wanting towork in the aerospace industry, designing space crafts. Since then, Susan has endured a plethoraof ableist experiences that have made her question whether to pursue a career in engineering. “That's been a pretty recent decision. I'd say I came to that decision probably [within the last few months] because it's something that I

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

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Diversity

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Educational Research and Methods Division (ERM)

Science Education. Her research earned her a 2016 National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Journal of Civil Engineering Education Best Technical Paper, the 2021 Chemical Engineering Education William H. Corcoran Award, the 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 American Institute of Chemical Engineers Award for Excellence in Engineering Education Research.Dr. Linda DeAngelo

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Las Vegas; Danxu Wang, University of Nevada, Las Vegas; Emma Regentova, University of Nevada, Las Vegas; Venkatesan Muthukumar, University of Nevada, Las Vegas; SJ Kim, University of Nevada, Las Vegas; Jonathan Hilpert, University of Nevada, Las Vegas

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Diversity

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Educational Research and Methods Division (ERM)

schools, thecommunity, and the workplace [1]. Studies show that students who have an increased interest inscience, mathematics, and engineering in the early years (elementary and middle schools) oftheir education are more likely to pursue a STEM-related career [2]. Informal STEM educationexperiences are considered critical to developing the future STEM workforce [3]. InformalSTEM education can also help to address equity and access issues in STEM education. Studentsfrom underrepresented groups, including women and minorities, may face barriers to STEMeducation in traditional classroom settings, but informal STEM education can provide alternativeavenues for learning and engagement that are more inclusive and accessible [4]. Informal STEMeducation

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

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Educational Research and Methods Division (ERM)

Post University.Dr. Buket D. Barkana, The University of Akron Dr. Barkana is the Margaret F. Donovan Chair for Women in Engineering and associate professor of Biomedical Engineering at The University of Akron (UA) since 2023. She received her B.Sc. in electrical and electronics engineering from the Anadolu University in 1994 and her M.Sc. and Ph.D. from the Eskisehir Osmangazi University (ESOGU), Turkey in 1997 and 2005, respectively. Before UA, she was a professor of Electrical Engineering at the University of Bridgeport between 2007 and 2023, a faculty member at Anadolu University between 1995 and 1999, and at the ESOGU from 1999 to 2001 in Turkey. Throughout her career, she has developed and taught undergraduate

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Larkin Martini, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Karin Jensen, University of Michigan

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Educational Research and Methods Division (ERM)

. His research interests include graduate student mentorship, faculty development, mental health and well-being, teamwork and group dynamics, and the design of project-based learning classes.Dr. Karin Jensen, University of Michigan Karin Jensen, Ph.D. (she/her) is an assistant professor in biomedical engineering and engineering education research at the University of Michigan. Her research interests include mental health and wellness, engineering student career pathways, and engagement of engineering faculty in engineering education research. ©American Society for Engineering Education, 2024 Work in Progress: Design and Preliminary Results of a Survey to Explore Relationships

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

success and wellbeing [24, 25].The objective of this study is to explore the supports embedded in the gender-diverse socialnetworks of nonbinary engineering students. Specifically, we ask the question, how arenonbinary engineering students receiving supports from cisgender and transgender altersthat witness and mirror them as nonbinary engineers? We are interested in who supportsnonbinary engineers in their academic careers and how these individuals provide support that isaffirming to nonbinary individuals using a framework we developed for understanding nonbinaryindividuals’ social supports based on two existing frameworks.Conceptual FrameworkWe propose a conceptual framework for exploring the supporting roles of cisgender and trans*alters using

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Lisa Bosman, Purdue University; Alejandra J. Magana, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

further improve teamwork efficacy. Policies shouldalso focus on developing interdisciplinary teams and soft skills. Encouraging engagement withURP alumni as well as the industry can provide current participants with networkingopportunities, career advice, and insights into the long-term benefits of URPs. Finally, researchcan be demanding, therefore, providing mental health support and stress management resourcesfor students participating in URPs can help students maintain a healthy work-life balance.Keywords: undergraduate research, teamwork, collaborative learning, group developmenttheory, engineering education, URP, research program, NSF, REU, Tuckman1. Introduction1.1 Undergraduate Research Programs (URP)Undergraduate Research Programs (URPs

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University; Milo Koretsky, Tufts University

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Educational Research and Methods Division (ERM)

interviews included topics such asprofessional history, including career backgrounds; details of the classes they teach, including size,format, structure, and support; course design considerations; assessment practices; goals andchallenges for students; professional development experiences, especially around teaching andlearning; and impressions of faculty incentive structures, especially tenure and promotion, whereapplicable. Student interviews included topics such as motivation for choosing the major; studentlearning goals, including both skills and perspectives; student beliefs about their instructors’ goalsand priorities; experiences with assessment; and alignment between instruction and learning goals.The interviewer asked follow-up questions