Displaying all 5 results
- Conference Session
- ERM Technical Session: Faculty Influences on Student Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Campbell James McColley, Cornell University; Alexandra Werth, Cornell University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
Details Adapted Dweck’s Mindset Inventory [17], growth vs. fixed mindset, faculty Mindsets mindsets Information about the institution/course, type of institution, discipline, course Institutional contexts structure, team formation, syllabus upload Influences, challenges, support, satisfaction with workload, adapted from Faculty Support Survey on Teaching, Learning and Assessment (FSTLA) [18] Frequency of teamwork practices, reflection on student performance, adapted from Teaching practices FSTLA [18], the Approaches to Classroom
- Conference Session
- ERM Technical Session: Developing Engineering Competencies III
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joe Dallas Moore, Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
13 APPENDICESAppendix A: Metacognition Prompt #1Metacognition involves thinking about your thinking and learning. Throughout this course, youwill be asked to complete three metacognition written exercises and small group discussions.For the first written response, consider what you've learned about the course from the first weekof classes and from the syllabus. Write a response of at least two paragraphs that includes thefollowing items:Clearly state a learning goal, a personal goal, and a professional goal for the course.Explain how you plan to work toward these goals.Describe what support you will need from the instructional team to achieve your goals.Identify any concerns you may have about the
- Conference Session
- ERM Technical Session: Strategies for Student Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Robert M Nickel, Bucknell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
assignments followed. Some assignments were run once, modified based on feedback, and run again later on. At the end of the course, we asked the students to create the syllabus and assignment calendar for the next iteration.FindingsI n this section, we describe three themes that we identified to address our research questions: self-awareness, professional exploration, and collaborative network. In addition, we discuss the challenges and barriers encountered during the course implementation.Self-Awareness elf-awareness emerged as the first major theme from our pilot course necessary to support bothSholistic education and student agency. In the context of the course, self-awareness is defined as understanding oneself and
- Conference Session
- ERM Technical Session: Methods in Graduate Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Malini Josiam, Virginia Tech Department of Engineering Education; Olivia Ryan, Virginia Polytechnic Institute and State University; Varun Sridhar, Independent Researcher
- Tagged Divisions
- Educational Research and Methods Division (ERM)
similarity method for other applications in EngE research, such as evaluatingalignment between course learning outcomes and ABET criteria. Embeddings are becomingmore popular in EngE. In a recent study, researchers explored the potential uses of embeddingsin EngE research. Their applications included qualitative analysis, course syllabus evaluation,and cross-disciplinary research [30]. Applications like these, as well as comparing courselearning outcomes to ABET criteria, focus on identifying patterns, relationships, and alignmenton text-based datasets to gain insight that may inform important aspects of EngE, such ascurriculum design and accreditation processes, showing its value in EngE research.ConclusionIn this study we integrated qualitative
- Conference Session
- ERM Technical Session: Developing Engineering Competencies II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Laura Harriss; Ian McGill; Elizabeth Gray; Aparajita Jaiswal, CILMAR Purdue University; Sakhi Aggrawal, Purdue University at West Lafayette (PPI)
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
aspects of data communication. A key component of the course involved conductinginterviews, which required students to gather data effectively and engage deeply withcommunication dynamics and interpersonal skills. To prepare students for these interactions, adedicated online learning module on communication was integrated into the curriculum.Online Module on CommunicationThis communication module was designed to build foundational skills essential for effective,ethical, and empathetic communication. Topics included perspective-taking, which encouragedstudents to consider and understand the viewpoints of others to enhance collaboration andminimize miscommunication. The module also addressed implicit bias, helping studentsrecognize and mitigate