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

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Educational Research and Methods Division (ERM)

Education with a Mathematics minor from Ohio Northern University. His main research interests include transfer student information asymmetries, threshold concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods.Nahal Rashedi , University of Cincinnati PhD Student of Engineering Education ©American Society for Engineering Education, 2024 Analyzing Trends in Curricular Complexity and Extracting Common Curricular Design Patterns AbstractThis research paper explores how curricular design patterns can be extracted from plan of studydata systematically. Engineering is a notoriously sequential

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Ben Zoghi P.E., Texas A&M University

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Educational Research and Methods Division (ERM)

specific, its aid in instructional and course design. The METM program curriculum offers courses that focus on Project Management,Strategic Planning and Management, Financial Resource Management, etc., that are included inthe Engineering Management Body of Knowledge (EMBOK)[3]. At the conclusion of theMETM program, students must research, design, and showcase a real-world project that requirescomprehensive application of the knowledge they have learned throughout the program, in orderto bring significant impact to the stakeholders of their chosen organizations. The Capstone course spans over two semesters, Fall (Capstone I) and Spring (CapstoneII); it was first offered in 2019, and in 2023, the fifth student cohort started their

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)

follow with the students through PFE 3, where theindustry scenario is simulated and implemented. These courses also integrate different methodsto incentivize students to improve professional competencies on their own through the help ofqualification plans and peer feedback. For example, the courses provide opportunities forstudents to engage with local companies, encouraging connections and facilitating visits to theirpremises for face-to-face interaction with employers. Additionally, research lab visits areplanned for students to gain insight into the academic side and provide potential opportunities forthem to participate as undergraduate research students.The Qualification Plan (QP; a key activity and assignment) in PFE courses is integral

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

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Educational Research and Methods Division (ERM)

Safety, Human-robot Interaction, and Engineering Education. ©American Society for Engineering Education, 2024 Enhancing Teamwork Skills in STEM Education: A Behavioral Theory-Based Approach AbstractThe ability to work in a team is one of the most important skills a college graduate can acquirefrom an educational institute. However, some students do not appropriately participate in courseprojects, making teamwork more challenging than it needs to be for others. As a result, manystudents fail to develop teamwork skills, and some become frustrated with course projects. Thisstudy adopted the Theory of Planned Behavior (TPB) to develop tools

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeffrey Stransky, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

broaddimensions related to entrepreneurship such as identifying opportunities, management, planning,decision making, and marketing [9].Researchers have generally developed ESE instruments by either leveraging existing research touse the items from existing studies or develop their own instruments. The validation of thesedeveloped instruments has been performed by factor analysis by either extracting factors throughprincipal component analysis [9], [14] or principal axis factoring [18]. Table 1 provides a summaryof articles which focus on the development of an ESE instrument. The table presents the stepsperformed in validation process used by the researchers (e.g., numbers of factors extracted afterfactor analysis, sample and sample size, number of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

identified by the other model. The GPT-4 model tended to identifymore basic relationships, while manual analysis identified more nuanced relationships.Our results do not currently support using GPT-4 to automatically generate graphicalrepresentations of faculty’s mental models of assessments. However, using a human-in-the-loopprocess could help offset GPT-4’s limitations. In this paper, we will discuss plans for our futurework to improve upon GPT-4’s current performance.IntroductionAssessments are found in every engineering classroom and are an important part of our educationsystem [1]-[3]. Assessments play many different roles, including understanding studentimprovements in learning [4], acting as a tool to assist students with learning [5], [6

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)

data through exploratory factor analysis allows grouping teaching into related modules. Priorstudies have focused on areas such as STEM PhD students’ perceptions of their skills in relationto their career plans and self-perceptions of graduate students’ teaching skills in regard todetermining the efficacy of a teaching workshop, but prior studies have not investigated the generalself-perceptions of engineering PhD students regarding teaching [14-15].This study is a part of a bigger project focused on understanding engineering doctoral students’perceptions of their preparedness to teach. In this study, the focus is only on the design anddevelopment of the survey instrument and validated the survey instrument by exploratory factoranalysis. In a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Fernandez, Utah Valley University; Walker Eads, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University

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Diversity

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Educational Research and Methods Division (ERM)

opportunity to build another company as acontractor, but that did not go as planned either. I decided to go back to school again for the lasttime in 2021 and have been in school since then.In the Summer of 2023, I was contacted by Dr. Jaafar, with the opportunity of undertakingundergraduate research with his mentorship. I was given the grant proposal to go over to find outif I would be interested. The proposal also provided an idea of what would be expected from me,and what the research goals were. I accepted the offer since I felt that it would be beneficial tome, especially since I intend to further my studies after graduation. I also felt that my experiencedoing research in industry would help me in this regard. I was excited to start work on

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

].Constructive feedback from mentors helps students to refine their research questions, developrobust methodologies, and critically analyze their findings [14]. Furthermore, feedback is notjust limited to academic or technical aspects; it also encompasses guidance on professionaldevelopment and career planning, significantly influencing students' future paths [15]. Thequality and frequency of feedback are key factors in the success of undergraduate researchexperiences, impacting students' confidence, motivation, and overall learning outcomes [16].Current feedback methods in URPs often involve informal discussions, written comments onwork, and periodic evaluations. However, these methods can sometimes be inconsistent andlack timely responses, which are

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Mohammad Waqar Mohiuddin; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University

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Educational Research and Methods Division (ERM)

they could not complete the working styles assessment and final reflection,so we may need to reconsider the timeline as well.The class’s reflection assignment showed promising results. When considering what toimplement, many students considered their personal weaknesses and identified strategies toimprove as team members. Responses included, “I plan to be more decisive and set my goalsearly to be more productive”, “I plan to try to avoid being too strict with specific criteria and selfcreated deadlines, compared to in the past where I maintained a strict schedule and becameannoyed if it wasn't maintained”, and “I tend to procrastinate my work, especially if it's adifficult task, so I will try to start my work early and be more considerate of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

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Educational Research and Methods Division (ERM)

Network Analysis (ENA)One possible strategy for analyzing the connections between these frame elements is ENA, amethod that uses coded data to find temporal connections between ideas within an individual orcommunity. Each of these codes are represented as a node in the network, and edges betweennodes represent the strength of an individual or community’s connection between those twocodes. For example, epistemic network analysis has been used to investigate how engineeringidentity emerges as students participate in a medical device company simulation [12], howstudents develop an epistemic frame when completing an urban planning simulation [13], andhow engineering values and epistemology emerge as students participate in a four-weekengineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trini Balart, Pontificia Universidad Católica de Chile; Jorge Baier, Pontificia Universidad Católica de Chile; Martín Eduardo Castillo, Pontificia Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

, thispaper contributes to the ongoing discourse on the role of AI in education and its impact onfuture learning and assessment models. The findings and discussions presented here mayoffer insights for educators, policymakers, and AI developers.Methodology and findings The Fundamental Competence Exam (FCE) is a prerequisite to obtain a Bachelor ofEngineering degree and its objective is to assess students' fundamental engineeringcompetences. To give the test students need to first pass a list of courses that are part of acommon access plan that all the engineering undergraduate students take in the first two yearsof studies. This is because these courses are then assessed in the FCE. The subjects that FCE aims to assess range from

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; Allison Reigel, The Johns Hopkins University; Alisha Nicole Sparks; Margo K Williams, The Johns Hopkins University; Emily J. Yanisko, American University; Alexis Daniels, The Johns Hopkins University

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Diversity

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Educational Research and Methods Division (ERM)

experiences in math and science and thedevelopment of postsecondary plans in STEM. In combination, the results suggest that forstudents who do not initially identify as STEM career-bound, afterschool programming may notnecessarily promote preparation for STEM careers due to an accumulation of weak math andscience school experiences and other socio-environmental influences.Index terms: engineering, high school, math self-efficacy, minoritized students, urban education I. INTRODUCTIONPerformance in math, particularly algebra, is a major barrier to student participation,enthusiasm, and success in STEM among minoritized 4 students in U.S. high schools.Furthermore, the transition between middle school and high school is a liminal and tumultuoustime for

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Serena Mao, Harvey Mudd College; David Chen, Harvey Mudd College; Magdalena Jones, Harvey Mudd College; Aye Mon Htut-Rosales, Harvey Mudd College; Laura Palucki Blake; Leah Mendelson, Harvey Mudd College; Steven Santana, Harvey Mudd College

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Educational Research and Methods Division (ERM)

College, where her primary role is to coordinate data collection, interpretation and dissemination to support teaching and learning, planning and decision-makinLeah Mendelson, Harvey Mudd College Leah Mendelson is an Associate Professor of Engineering at Harvey Mudd College.Steven Santana, Harvey Mudd College ©American Society for Engineering Education, 2024 The Impact of Diaries and Reflection on Self-Assessments of Learning in a First-Year Undergraduate Engineering Design CourseAbstractThis work-in-progress (WIP) paper communicates the impact of diary and reflection activities onstudents’ self-assessments of their learning in a first-year, studio-format undergraduateengineering design course

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

intentions foreshadow behaviors [15].Collaborating with Ajzen at the University of Illinois, the pair introduced subjective norms toincorporate how social dynamics affect intentionality, which culminating in the Theory ofReasoned Action (TRA) in 1980 [22]. The TRA’s usage spurred further studies into beliefs,norms, and behavioral expectations [23], [24]. In the mid-1980s, Ajzen extended the TRA’sapplicability with the Theory of Planned Behavior (TPB) [25], [26], [27], incorporatingperceived outcome control and other behavioral models [28], [29], [30]. The domain alsowitnessed practical applications of these theories during the AIDS epidemic, with governmentalbodies, including the National Institute of Mental Health, seeking behavioral

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)

-design courses with instructor-centered approaches. This suggests a disconnectbetween planned, enacted, and experienced elements of curriculum and lifelong learningoutcomes [7]. More research is needed to understand how or why current and recent students’perceptions of the effectiveness of their programs and courses sometimes contradict purportedbest practices, and the implications for lifelong learning motivations and strategies.Marra et al. [30] also explored how the nature of an undergraduate engineering programimpacted alumni lifelong learning, focusing on the program’s emphasis on metacognition andreflection often facilitated through team projects. The researchers interviewed 15 recentgraduates (3-4 years post-graduation) in the United

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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Diversity

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Educational Research and Methods Division (ERM)

shared similar on-campus experiences to non-program participants. Moststudents also reported plans to pursue a career in STEM immediately following graduation,regardless of program participation.Additional analysis of open-ended response questions revealed more insight into student STEMinterest and experiences. Responses for S-STEM and non-S-STEM students were similar. Surveyrespondents shared that earning potential and job security were among the reasons they chose aSTEM major. When asked about individuals or experiences that encouraged their interest ordevelopment in STEM, multiple survey respondents indicated that their interest in STEM wasdue to their academic preparation or in some way inherent and indicative of their innate abilitiesand

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

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Educational Research and Methods Division (ERM)

developing the design knowledge, skills, and abilities necessary for their success. Learning progressions outline students’ journeys through an academic program in thecontext of developing a specified competency or knowledge base and are important for assessingstudents’ achievements [9]. A learning progression framework presents a broad description ofessential content and general sequencing for student learning and skill development, providingscaffolding for curriculum design [10]. By developing HCED frameworks and assessment tools,we seek to assist educators in planning and building curricula for engineering students to develophuman-centered engineering design knowledge, skills, and mindsets [11]. We represent the Siebel Center for

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Educational Research and Methods Division (ERM)

to enhance Hispanic/Latino transfer student success. ©American Society for Engineering Education, 2024 Investigating Motivation and Self-Regulated Learning for Students in a Fundamental Engineering CourseAbstractMotivation and self-regulated learning (SRL) are two interconnected constructs that are criticalfor student learning, especially for those in challenging fundamental engineering courses such asThermodynamics. Each of these elements are integral to the learning process and typicallyimpact one another, as fostering motivation can lead to improved self-regulatory skills. SRL isdescribed as a cyclical process where students plan, set goals, monitor learning, and reflect tofurther plan

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malliga P, National Institute of Technical Teachers Training and Research, Chennai; Dinesh Kumar KSA; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research Chennai, ; Shanmuganeethi Velu P.E.; Arivalagan S

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Educational Research and Methods Division (ERM)

effect of POGIL compared to traditional teaching methods. Themethodology is carefully planned and executed as per the flow chart. Figure 1. Methodology Flow chartProcess-Oriented Guided Inquiry Learning (POGIL) was implemented in one of the batches,and careful planning of various factors was focused for successful execution. Initially, suitabletopics for POGIL activities were chosen. Then, student groups were framed with 3–4 membersfor collaborative work during POGIL activities. Then the designed POGIL activities weredistributed to the students to engage them in active learning, collaboration, and inquiry. Thismethod is implemented for a batch of 46 students. On the other hand, the traditional method ofteaching was

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

/dhe0000115.[7] I. Ajzen, “The theory of planned behavior,” Organizational Behavior and Human Decision Processes, vol. 50, no. 2, pp. 179–211, Dec. 1991, doi: 10.1016/0749-5978(91)90020-T.[8] B. Latané and J. M. Darley, The Unresponsive Bystander: Why Doesn’t He Help? New York, NY: Appleton-Century Crofts., 1970.[9] T. S. Harding, M. J. Mayhew, C. J. Finelli, and D. D. Carpenter, “The Theory of Planned Behavior as a Model of Academic Dishonesty in Engineering and Humanities Undergraduates,” Ethics & Behavior, vol. 17, no. 3, pp. 255–279, Sep. 2007, doi: 10.1080/10508420701519239.[10] M. E. Matters, C. B. Zoltowski, A. O. Brightman, and P. M. Buzzanell, “An Engineering Faculty and an Intention to Make Change for Diversity and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lise Clara Mabour, Tufts University; Geling Xu, Tufts University; Brian Gravel, Tufts University

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Educational Research and Methods Division (ERM)

advisor and the young people we worked with.”In their reflections, Authors 1 and 2 describe the roles they assumed during their first researchstudies. Author 2 describes how, initially, she assumed the role of a “learner and tester,” withadvisors and colleagues' help, she gained more confidence in her position as a researcher. Author1 describes how she also used guidance from the youth participants as a learning experience.However, this could be seen as the merging of her role as a learner and her position as aresearcher on a design-based research project where participant interactions mediate changes fornew design iterations. Author 2 “When the workshop was completed, I finished everything I planned on time and got the data I wanted

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)

completing tasks on time, the graduate student andinstructor discussed a plan to help the student. We used the following points for the learningobjectives mentioned above.Table 1. Introduction to Scientific Research course assignments and grading policy Learning Assignment Points/Total objective points Scientific method Hypothesis & Aims Experimental design plans 20 points & 40 points Laboratory safety Safety quiz, Safety tour 15 points total Reading scientific Reading

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camila Andrea Olivero-Araya, The Ohio State University; Monique S. Ross, The Ohio State University

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Educational Research and Methods Division (ERM)

study approach involves deep exploration of a specific individual, group,event, or phenomenon in its real-life context [6]. Meanwhile, multiple case studies, a variation ofthis approach, also offer several advantages as a methodology. Employing a case study isespecially helpful when the researcher addresses descriptive or explanatory questions, identifiesclearly defined cases with well-established boundaries and aims to deeply explore these cases orconduct a comparative analysis across multiple instances [7]. This conference manuscript aims toprovide guidance on when to use this approach and summarize key methodological aspectsrelated to the design, planning, analysis, interpretation, and reporting of case studies.Acknowledging the importance

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel B. Gavitte, Tufts University; Milo Koretsky, Tufts University; Jeffrey A. Nason, Oregon State University

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Educational Research and Methods Division (ERM)

be run in a single laboratory period. In a physical laboratory environment, a singlejar test would take almost three hours to complete. Students were not given any explicit recommendationsfor which doses they should run, but rather needed to use engineering skills, and results of their past teststo iteratively develop an experimental plan capable of obtaining and justifying an optimal dose ofchemicals for the process.Data Collection and AnalysisData were collected in the form of audio and video recordings of students during the entire time workingon the laboratory. Audio was collected with speaker phones placed in the center of the desk. Video wasrecorded of both the computer screen running the virtual laboratory and the students as they

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Asif Mohaisin Sadri, International Islamic University, Malaysia; Arif Mohaimin Sadri, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma

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Educational Research and Methods Division (ERM)

framework’, ‘social medium’, and ‘participate outreach’.Figure 4d) demonstrates the bigram network related to tweets discussion online EE, where itwas observed that the education board in the central node connected with the words ‘distancelearning’, and Oklahoma State’. There are also conversations about ‘plans to keep the schoolbuilding closed’ in communication-related to the COVID-19 pandemic. Additional notablewords would be ‘institutional care fund’. These discussions were about the courses becomingonline and institute initiatives to cover the funds of the students who paid for campus coursesyet become online due to the consequences of COVID-19.Figure 4: Top bigrams for each group c) engineering profession, and d) distance learningFigure 4e

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

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Educational Research and Methods Division (ERM)

student acknowledged their positivemindset in relation to their CliftonStrength of Harmony, stating, “I’ve started to focus on just trying my best and being happy with any outcome. I realize now that my strength of harmony has a lot to play in the fact that I am being more realistic and not worrying about all the little steps” (14, R2, Fall).Another student displayed an avoidant mindset in their first reflection, stating how theirDeliberative CliftonStrength has “helped [them] to assess and avoid certain risks, like badenvironments in life” and how they can “plan ahead in [their] personal life more...by assessingpotential risks” (11, R1, Spring). This student then recognized the comfort they gain fromlooking at their

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dave Mawer, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York; Lisa Retzlaff, North Carolina State University; Laine Schrewe, Otterbein University; Scott Ferguson, North Carolina State University

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Educational Research and Methods Division (ERM)

focus” and “coverage” [2] – which may be unintended resultsowing to a lack of methodological tools for PBL. Beyond supporting instructors’ planning of PBL,we envision that the materials instructors produce when using this toolkit might contribute todiscussion and the sharing of PBL materials among fellow engineering instructors. ImplementingPBL into the classroom presents an opportunity to provide rich, authentic engineering experiencesfor students, but implementation is a notoriously difficult task [3], [4]. We envision a future whereeducators collaborate in the sharing of PBL resources with their peers, thereby lowering thebarriers to adoption. The toolkit described in this paper represents an initial step toward this goal.The primary items

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

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Educational Research and Methods Division (ERM)

know how to use the equipment.The new lab was to assign students to work as a group to design experiments to measure thespecific heat of five different widely used construction materials: metal, glass, wood, plastics, andconcrete (Fig. 2) with the lab equipment they have used in previous labs with the theory ofconservation of energy. The new lab was separated into three steps in a three-week period.During the first week, students were asked to plan the experiment, which included the purpose ofthe lab, the list of lab equipment, list of lab materials, detailed experiment procedures, the data tobe collected, and the goals to reach, in a group of three or four students.During the second week, the group worked on their designed experiments

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Católica de Chile; Gabriel Astudillo, Pontificia Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

´olica de Chile Gabriel Astudillo is Coordinator for Measurement and Evaluation at the Engineering School in Pontificia Universidad Cat´olica de Chile (PUC-Chile). Gabriel received an MA in Social Sciences from Universidad de Chile. ©American Society for Engineering Education, 2024 Encouraging Teamwork after the PandemicType of paper: Work in progress (WIP).AbstractThe Accreditation Board for Engineering and Technology (ABET) proposes that one of thestudent outcomes that engineers must have is "an ability to function effectively on a team whosemembers together provide leadership, create a collaborative and inclusive environment, establishgoals, plan tasks, and meet objectives" [1