Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

‭AI-Generated Performance Feedback Reviews‬‭Abstract‬‭ his empirical research, research brief paper, explores engineering students perceptions of‬T‭AI-generated performance feedback reports (PFR) crafted from peer comments in a‬ ‭project-based learning (PBL) class.‬‭Peer feedback‬‭is an effective tool for promoting‬ ‭accountability and reducing social loafing among student teams‬‭. However, students are often‬ ‭ill-equipped to write constructive, actionable feedback that helps their peers effectively improve‬ ‭their teamwork behaviors.‬‭Therefore, feedback literacy‬‭has emerged as an important skill for‬ ‭students to develop in order to take action on the feedback they receive, and one of the key‬ ‭constructs of feedback

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

-based Learning TeamsAbstractThis theory Research Brief paper aims to introduce an analysis of first-year students’development of feedback literacy through written reflections. Written feedback is an importantfeature of the workplace and the higher education environment. In project-based learningenvironments, peer evaluation is a popular tool to encourage the development of professionalskills in student teams. However, engineering students, especially in their first year of college, donot typically have training in writing effective feedback, which could compound interpretationchallenges. Recognizing this problem, recent studies in higher education have createdframeworks of feedback literacy to understand

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University

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Educational Research and Methods Division (ERM)

representation of it to others?By meaningfulness, I mean the scholar genuinely engages with the realities of the researchendeavor, which include: production of new knowledge; engagement with human participants;positional, epistemological, and ontological complexities; analysis of complex social dynamics;and/or communication of that process to others 1. By performativity, I typically mean writingtowards the expected topics of a research paper but with filler content that does not reckon withthese deeper realities. This sort of methods section has certain trademarks—perfunctory, cookiecutter writing that looks the same in every paper, follows rules without thinking about whetherthey apply, and reveals details that are normatively assumed while not

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

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Educational Research and Methods Division (ERM)

metacognition and told them that they wouldbe engaging in metacognitive activities within the course. Students then articulated a learninggoal, personal goal, and professional goal for the course. They wrote a plan for meeting thesegoals, what support they would need, and what concerns they have about the course. They werealso instructed that they would be discussing their reflective writing with peers in-class.The second reflective metacognitive writing activity required student participants to reflect ontheir learning so far and to assess their progress toward their stated goals. Additionally, studentswere asked to evaluate where they need to put more effort toward meeting their goals, to outlinea strategy that would support their continued progress

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Musabbiha Zaheer, University of Michigan ; Cynthia J. Finelli, University of Michigan

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Diversity

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Educational Research and Methods Division (ERM)

are in theirlearning process [13]; classroom interactions, both with instructors and peers, significantly shapestudents’ sense of belonging and academic achievement [14]; and lastly, understanding instructors’expectations, which is students’ understanding of course demands and shape their responses toinstructional strategies.MethodsParticipants and Data CollectionAfter receiving approval from the University Institutional Review Board (IRB), we recruitedengineering college students with ADHD at a research-intensive institution located in theMidwestern United States. We emailed a random sample of 1,800 of the 11,104 currently enrolledengineering students, inviting them to attend a focus group or interview if they had previouslyreceived a formal

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

], and proposes an alternative way to think about the role of self-efficacy in careerchoice development. The motivation of this paper was a quantitative study that produced resultsmisaligned with SCCT and a follow-up qualitative study of the same population that usedPVEST to explore underlying reasons. While empirical studies generally support the SCCTmodel (i.e., mathematics self-efficacy is correlated positively with mathematics performance[2]), research with minoritized youth is much less consistent [3], [4], [5], [6]. For example, Blackstudents had higher mathematics self-efficacy compared to White, Hispanic, or Asian peers, butthat did not translate to performance [7], [8]. Using PISA 2003 data, researchers even found asignificant negative

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University

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Educational Research and Methods Division (ERM)

shown to catalyze incidents of student drop-out and degree non-completion [1-2].2. PurposeTo address the pressing challenge of STEM graduate student retention, we explore the use of aworkshop-style, personal storytelling intervention to transform graduate student self-beliefs andperceptions about their professional identity, belonging, and personal competence in STEM. Wehypothesize that, through writing, sharing, and publicly performing a true personal story about aSTEM experience, graduate students can undergo a shift in thinking that fosters their professionalidentity development, promotes their sense of belonging, and negates the effects of impostorism.In this project, we seek to answer the overarching research question: “How does

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Collins Ugonna Lawrence, University at Buffalo, The State University of New York; Alexander V Struck Jannini, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York; Erin M. Rowley, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

Engineering Education. Her research interests center on the concept of sense of belonging, peer and faculty interactions, and graduate education.Ms. Erin M. Rowley, University at Buffalo, The State University of New York Erin Rowley is the Head of Science and Engineering Library Services at the University at Buffalo and serves as the Engineering Librarian. Her research interests include the use of technical standards in engineering education, the role of the librarian in entrepreneurial information literacy, and collaboration between business and engineering librarians in academia. ©American Society for Engineering Education, 2025 A Scoping Review of Sense of Belonging in Engineering and

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Katie Scherf, Minnesota State University, Mankato

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Educational Research and Methods Division (ERM)

dynamics education.Dr. Darcie Christensen, Minnesota State University, Mankato Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini PhD, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York

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Diversity

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Educational Research and Methods Division (ERM)

Education. Her research interests center on the concept of sense of belonging, peer and faculty interactions, and graduate education. ©American Society for Engineering Education, 2025 A Scoping Review on Non-Majority Students’ Sense of Belonging in Engineering and Computing Education: Uncovering the Barriers, Supports, and Contexts AbstractThis work-in-progress theory paper discusses the preliminary findings of a scoping literaturereview on non-majority students’ sense of belonging in engineering and computing education,focused on barriers, supports, and contexts. A substantial body of research underscores thesignificant impact of sense of belonging on

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Penn State; Catherine G. P. Berdanier, The Pennsylvania State University

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Educational Research and Methods Division (ERM)

with faculty affiliated with the program,and peer/near-peer mentoring. At the time of data collection, the program was in its third cohort.Participants and Recruitment: All participants in this study are first- or second-year MS studentsenrolled in an engineering field at the institution of focus in this study. All M.S. students arerequired to do research and write a Master’s paper or thesis. All participants for this study recruitedwere part of the SSTEM, although participation in this particular study was optional. IRB approvalwas obtained for the entire project and all data collection; the interviews collected and analyzed inthis study are part of the broader engineering education research plan in the funded SSTEM project.Six students

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)

and their‬ ‭peers, as well as student to faculty and faculty to faculty. Here, agency is not only decided as‬ ‭how students respond and act on different opportunities or lack thereof, but also understood as a‬ ‭capability shaped by the interaction between students and faculty, and among faculty members.‬ ‭The role of an instructor that seeks to center student agency, can be considered more of a coach,‬ ‭a moderator, or facilitator of learning experiences. Within the context of engineering education,‬ ‭relational agency is extended to how people work together in complex interdisciplinary‬ ‭environments‬‭[12]‬‭, acknowledging that it is required to solve problems when there are different‬ ‭skill sets, expertise, and

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods Division (ERM)

leveragerecognition. While researchers have established the importance of engineering recognitionbeliefs toward identity development, less is known about how students develop these beliefs.Most recognition work within engineering identity research explores how students believe peers,family, and faculty see them as engineers but does not include how students believe they are seenby practicing engineers in industry [11], [12], [13], [14]. Since engineering majors primarilyprepare students for a specific disciplinary role, it is important to understand how students seethemselves as part of the engineering community by those already embedded in it. How studentsexperience recognition from practicing engineers is relatively unexplored and important tounderstand

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Erin Johnson, Pennsylvania State University; Catherine G. P. Berdanier, The Pennsylvania State University; Jessica Deters, University of Nebraska - Lincoln

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Diversity

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Educational Research and Methods Division (ERM)

, “A strategic blueprint for the alignment of doctoral competencies with disciplinary expectations,” vol. 32, pp. 1759– 1773, Jan. 2016.[42] C. G. P. Berdanier, “Linking current and prospective engineering graduate students’ writing attitudes with rhetorical writing patterns,” J. Eng. Educ., vol. 110, no. 1, pp. 207–229, 2021, doi: 10.1002/jee.20368.[43] C. Hixson, W. Lee, D. Hunter, M. Paretti, H. Matusovich, and R. McCord, “Understanding the structural and attitudinal elements that sustain a graduate student writing group in an engineering department,” WLN J. Writ. Cent. Scholarsh., vol. 40, no. 5–6, pp. 18–26, Jan. 2016.[44] M. S. Artiles, N. Huggins, H. M. Matusovich, and S. G. Adams, “Advisors, peers, and

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allyson Flaster, University of Michigan - Ann Arbor, MI; Megan Legault, University of Michigan; Yifan Li, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity

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Educational Research and Methods Division (ERM)

relationships withpotential recommenders than their peers [3]. Even for students who do develop suchrelationships, there is no guarantee that their accomplishments will be viewed equally. Socialpsychologists warn implicit bias is ubiquitous, even among individuals who aim to treat otherswithout prejudice, and especially in circumstances that involve high-stakes decisions [4].Previous research on LORs, conducted primarily on small samples from medical residency andfaculty searches, suggests that the language used in LORs for qualified applicants from groupsunderrepresented in STEM can differ from groups than aren’t underrepresented in STEM. Forexample, using dictionaries of words and phrases with positive and negative associations, somefind that letters

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayt Frisch, George Fox University; Chris Sharp, George Fox University; Jeffrey Walters, University of Washington

Tagged Divisions

Educational Research and Methods Division (ERM)

experience. Specifically, I advanced my knowledge of establishing a successful undergraduate research program. … Through the class project, I observed students learn how to collaborate effectively, which will be essential for future work tasks. Additionally, they benefited from knowledge-sharing during the collaborative process, providing a valuable opportunity for peer-to-peer learning. They also improved their presentation and writing skills. I also expanded my knowledge on how to spark curiosity among students and motivate students to think deeply about the relevance of the course material to their professional journey, and, most importantly, inspire them to explore the subject further through self-study."The strong positive feedback from

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kaitlyn Anne Thomas, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

based on their engineering experiences willhighlight possible misalignments between inclusive policies for women and their realities ofbeing part of a minority population in engineering. However, accessing stories of epistemicinjustice can be difficult due to the complexity of the theory; as such, intentional processes forgenerating data collection tools must be developed and documented.This paper details the piloting phase of an interview protocol for narrative analysis for a largerresearch study. We elaborate on the stages of instrument development, including methodjustification, building a preliminary interview protocol, peer review, piloting, and refinement.First, we justify methods by explaining the alignment between narrative analysis and

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, The University of Arizona; Gimantha N Perera, The University of Arizona; Ann Shivers-McNair, University of Arizona; Francesca Lopez; Hannah Budinoff, The University of Arizona

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Diversity

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Educational Research and Methods Division (ERM)

potential bias that may impact their teaming and interactions with peers in anengineering design setting, educators can share evidence from psychological sciences about whatstereotype threat is, how stereotype threat may affect students in science and engineeringcontexts, and how to lessen the impact of stereotype threat on students’ performance. Evidencesuggests that discussions of stereotype threat before a key assessment (e.g., exam or designreview) can improve student performance on that assessment [9], [10]. Such critical primingprior to or during team-based design projects allows students to raise their awareness andpotentially implement some behavioral changes towards others (e.g., not defining others by theirgender or race or associated

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

, some project teams set their own goals rather than follow a competitionstructure. In addition to learning and applying technical engineering knowledge, students onproject teams organize themselves into hierarchies and subteams, manage deadlines, collaboratewith peers and professional engineers, and organize workflows. Previous research has shown thatstudents on one specific project team developed professional skills [22]. However, generalelements such as tools used, written requirements, and leadership roles vary from team to team.Therefore, which aspects of project teams enable students to practice and develop professionalskills is not yet understood.Additionally, not all students can participate on project teams. In particular

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, University of Georgia; Olivia I Bell, Harding University; Julianna R Beehn, Harding University; Chelsei Lasha Arnold, Harding University; James L. Huff, University of Georgia

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Educational Research and Methods Division (ERM)

engineeringstudents [6-9]. Like students, faculty members are not immune to professional shame as theycontend with emotional states associated with meeting the multi-layered expectations of theirinstitutions, their professional peers, or their students. Therefore, it is important that we gain anunderstanding of how faculty contribute to and experience professional shame.Accordingly, the research questions of this paper are: (RQ1) How do faculty experienceprofessional shame? (RQ2) How do faculty behave in ways that might affect the professionalshame experiences of students? (RQ3) How do cultures of well-being in engineering educationrelate to faculty’s shame experiences? Through answering these research questions, we will helpgain a better understanding of

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Manish Malik SFHEA, MIET; Julie-Ann Sime FHEA, MBPsS, Lancaster University, UK

Tagged Divisions

Educational Research and Methods Division (ERM)

in duplicate detection, which may producesub 100% results [16]. Screening abstracts for relevant papers using GenAI performed betterwith Cohen’s Kappa of 0.87 for human-machine versus 0.82 for human-human as reported inliterature [15]. The results for the data extraction by NotebookLM®, needs further improvementfor most fields extracted, however, it was useful to capture the aims, population and outcome(and some other fields but not all fields of interest), which helped in further shortlisting thepapers at full-text read stage. In fact, GenAI performed better with Cohen’s Kappa of 0.82 forhuman-machine vs 0.77 for human-human as reported in literature [15]. Since writing,NotebookLM® has undergone some upgrades and this may improve the

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tania Gosselin, Université du Québec à Montréal ; Lawrence R Chen, McGill University

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering are part of a research group, typicallya team of peers working under the supervision of the same faculty member. These groups arecentered around a specific research focus and provide space for collaborative learning. They caninfluence how students approach their research, acquire knowledge, develop skills, and feelabout being part of a broader academic or professional community [8].Despite their importance, the role of research groups on a graduate student’s experience has notbeen studied as extensively as the role of the supervisor. Yet, existing research highlights theirunique contributions. For example, Pyhältö et al. found that while supervisors tend to provideindividual mentorship, research groups foster teamwork and intellectual

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

human talents contribute to our profession’s social and global relevance.Catherine G. P. Berdanier, The Pennsylvania State University Catherine 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, 2025Stifling Dissent: Engineering PhD

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Matthew Bahnson, Purdue University at West Lafayette (COE)

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Diversity

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Educational Research and Methods Division (ERM)

doctoral studentschanging research labs during their academic programs in engineering graduate education.Recent research has demonstrated over 70% of engineering doctoral students contemplateleaving their programs without a doctoral degree [1]. Depending on the discipline, 40-60% ofengineering doctoral students actually depart due to conflicts with advisors and peers, financialor academic difficulties, and personal or family concerns [2]. Some students remain in theirdoctoral programs by changing research labs, advisors, programs, or even universities [3], [4].While changing research labs can help retain partially trained and qualified students, theassociated individual costs, programmatic barriers, and advisor conflicts complicate the

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trevion S Henderson, Tufts University; Avis Carrero, Tufts University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

professional practice [1].Indeed, team-based, project-based learning experiences are thought to support myriad social,technical, and sociotechnical learning outcomes for engineering students, such as learning tothink and communicate in the languages of engineering, technical writing and communication,prototyping and fabrication, and so on [1]–[3]. However, existing research has indicated that thebenefits of participating in team-based, project-based learning experiences are not always sharedby all students, and sociodemographic characteristics, such as race/ethnicity, sex/gender,socioeconomic status, and international student status, can inform the socioacademic dynamicsby which students come to participate (in)equitably in engineering teamwork.The

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

says,” Leah explains. Despite excelling academically,her visa status has restricted her access to internships, jobs, and other professional opportunitiesthat her peers take for granted. “It’s hard to hear everyone else doing all these things that I’mlegally not allowed to do. It’s a constant reminder of what I’m up against.” Leah reflects on the challenges of finding community within the Middle Eastern diasporain the U.S. She notes the heightened fear of visibility due to political tensions and the potentialconsequences of being associated with student organizations affiliated with her home country.“There’s always this undercurrent of fear. Even if you’re just gathering to eat snacks from backhome, you’re wondering if it’s too extreme

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew M Grondin, University of Wisconsin - Madison

Tagged Divisions

Educational Research and Methods Division (ERM)

formidable communicative, embodied resources forgrounding principles in STEM. Discussing torsion, a student may enact angular deformation bygesturally communicating their emerging understanding to peers (see Figure 1). Gestures canindicate a students’ reasoning processes as sensorimotor activity is engaged in problem solvingand analysis [7; see Figure 1]. In engineering, students and instructors often produce gestures whilereasoning about physical and mathematical phenomena [9] and carry nonverbal information thatcomplements verbal reasonings [10]. Grondin and colleagues [10] catalogued the gestures engineering students produced in anengineering lab as they mechanically reasoned about the concept of torsion. These gestures oftendepicted the

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)

, collaborating/working on a team 6 research Conducting theory, practice, critiquing, writing, presenting 18 Development of content, assessment, pedagogy, EngE teaching research driven teaching 16 other Did not fit into an identified category 7Of the 67 POs, 34 (50%) focused on research or teaching. 21 POs (31%) were in the categoriesof career, DEI, engineering expertise, engineering education issues, and professionaldevelopment.The remaining 13 POs (19%) were not neatly categorized, as we disagreed on the category (6),or the POs did not fit into an identified

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahlia Aviva Altgold, The Ohio State University; Emily Dringenberg, The Ohio State University; David A. Delaine, Florida International University; Amena Shermadou, The Ohio State University

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Educational Research and Methods Division (ERM)

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harly Ramsey, University of Southern California

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Educational Research and Methods Division (ERM)

writing five complete sentences immediately before the FSCQ questions. Overall, as anarrower and entirely quantitative instrument, the FSCQ was more desirable for this evaluation.The study by Brixton et al (2020) is notable for demonstrating that the three latent constructs offuture self theory are correlated but independent factors; however, it studies these relationshipsthrough multiple modified scales [29], whereas Sokol and Serper examine a single instrument,the FSCQ, across multiple studies. Notably, all three investigations use 10 years as a time framefor imagining the future, in alignment with the time frame used in the initial Future SelfContinuity Scale [21], which all three studies acknowledge as a seminal instrument.The ten questions