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

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Educational Research and Methods Division (ERM)

settings.Jack Boomer Perry, University of Michigan .Dr. Aaron W. Johnson, University of Michigan Aaron W. Johnson is an Assistant Professor in the Aerospace Engineering Department and a Core Faculty member of the Engineering Education Research Program at the University of Michigan. His design-based research focuses on how to re-contextualize engineering science engineering courses to better reflect and prepare students for the reality of ill-defined, sociotechnical engineering practice. Current projects include studying and designing classroom interventions around macroethical issues in aerospace engineering and the productive beginnings of engineering judgment as students create and use mathematical models. Aaron holds

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; Shane A. Brown P.E., Oregon State University; James L. Huff, University of Georgia

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Educational Research and Methods Division (ERM)

Paper ID #48377Exploring Student Engagement and Project Outcomes in Capstone Design:Insights from a Grounded Theory StudyElliott Clement, Oregon State University Elliott Clement is a doctoral student at Oregon State University. His current research is using grounded theory to understand identity and motivation within the context of capstone design courses. He is also part of a research team investigating context-specific affordances and barriers faculty face when adopting evidence-based instructional practices in their engineering courses.Dr. Shane A. Brown P.E., Oregon State University Shane Brown is an associate

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)

Paper ID #46958Brief: Development of Feedback Literacy Through Reflections in Project-BasedLearning TeamsMs. Katherine Drinkwater, Virginia Polytechnic Institute and State University Katie Drinkwater is PhD student in Engineering Education at Virginia Tech. She holds a bachelors degree in Mechanical Engineering from Duke University. Katie researches engineering design, teamwork, feedback literacy, engineering decision-making, extracurriculars, and women in engineering.Olivia Ryan, Virginia Polytechnic Institute and State University Olivia Ryan is a Ph.D. student in Engineering Education at Virginia Tech. She holds a B.S. in

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolina López, Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontificia Universidad Catolica de Chile; Isabel Hilliger, Pontificia Universidad Católica de Chile; Luis Eduardo Vargas-Vidal, Pontificia Universidad Catolica de Chile

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Educational Research and Methods Division (ERM)

Paper ID #48945Transforming a Project-based Course: Learning Outcomes Assessment andEvaluation for Becoming a Professional EngineerCarolina L´opez, Pontificia Universidad Catholica de Chile Carolina L´opez is the Continuous Quality Improvement Coordinator at Pontificia Universidad Catolica ´ de Chile (PUC-Chile) at the Engineering School in Pontificia Universidad Catolica de Chile (PUC-Chile). Carolina received an MA in Social Sciences from the Universidad de Chile.Gabriel Astudillo, Pontificia Universidad Catolica de Chile Engineering Education Division and Computer Science Department, Pontificia Universidad Catolica de

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius

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Diversity

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Educational Research and Methods Division (ERM)

humanitarian engineering, engineering education, and equity and inclusion topics. She primarily teaches thermal-fluid sciences as well as introductory and advanced design courses. In addition to her courses and research, she serves as the Associate Director for Research and Education for the Peugeot Center. With the center, she is also an active leader for humanitarian engineering student project teams, primarily working in Guatemala.Ren´e Marie Rosalie Marius Ren´e Marius is an undergraduate student at Lipscomb University. She is studying Software Engineering with a German minor. Ren´e has been working with Dr. Dodson to research the connections of humanitarian engineering projects affecting views of diversity, equity, and

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

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Educational Research and Methods Division (ERM)

approach toenhancing student learning, particularly in STEM courses. While widely implemented in thenatural sciences, their adoption in engineering remains limited. This multi-institutional studyanalyzed survey data from 21 engineering faculty to identify best practices and challenges inimplementing CUREs. Findings highlight that course structure and organization are essential,requiring adjustments to content delivery and timelines. Faculty were found to align CUREtopics with their research, benefiting both students and their projects. Project-based learning,especially through collective projects, proved highly effective. Faculty reported that CUREsenhanced student learning, collaboration, writing, and presentation skills. However

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)

, design for manufacturing, and engineering education. ©American Society for Engineering Education, 2025 Translating Evidence on Asset-based Pedagogies into Engineering Education PracticeIntroductionIn this evidence-based practice full paper, we describe an inventory of asset-based strategies co-produced by study participants and researchers in an ongoing, multi-year research project at alarge, public, land-grant, Hispanic-Serving Institution. Asset-based approaches emphasizestudents' inherent strengths, lived experiences, and cultural identities as foundations forcultivating inclusive learning environments as well as promoting skill development amongstudents [1], [2]. Despite promising

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

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Educational Research and Methods Division (ERM)

students in project-based contexts to learn not only from engaging in their own projects, but also by having opportunities to see across projects done by their peers. This turns out to be more challenging than she had expected, and she creates multiple different approaches over time, leveraging the different educational contexts she happens to find herself in. Eventually, this work becomes a dissertation focused on naming the approaches she created over time and what the collection of approaches has to offer as guidance for others who might want to help students see across projects.There are many ways to understand the work in the above scenarios. For example, the educatorscould be described as

Conference Session

ERM WIP IV: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Justin Charles Major, Rowan University; Rachel Burch, Rowan University; Patricia Lynn Hurley, University of Delaware

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Diversity

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Educational Research and Methods Division (ERM)

of Experiential Engineering Education. She earned her PhD in civil and environmental engineering from the University of Delaware in 2024. Rachel’s research interests include engineering education and sustainability in engineering, and she has engaged in specific projects regarding mental health in engineering students, K-12 engineering education, sustainable technologies for food waste management, and biological waste treatment.Miss Patricia Lynn Hurley, University of Delaware Patricia Hurley is a graduate student studying environmental engineering at the University of Delaware. ©American Society for Engineering Education, 2025 WIP: Introducing thriving in a first-year engineering

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, Rose-Hulman Institute of Technology; Heather Chenette, Rose-Hulman Institute of Technology

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Educational Research and Methods Division (ERM)

thesustainability content that Chenette integrated into the course “Polymer Engineering” during Fall2024. We sought to understand how chemical engineering students approached and reflected ona materials recommendation project: selecting a polymer for products made via injectionmolding. Our goal was to elicit details on how students ultimately arrived at their materialrecommendation and what they thought about the material selection process. By developing thiswork into an evidence-based practice paper, we also sought to provide an example of howsustainability content can be added to an existing course.BackgroundSustainability and Sustainable DevelopmentEngineers are tasked with designing solutions to meet the needs of society, which often connectto the

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sungwon Shin, Texas Tech University; Sunho Lim; Suhkyung Shin, Hanyang University

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Educational Research and Methods Division (ERM)

createpositive impacts on people’s lives?” encourages students to examine both the benefits andchallenges of drone technology, addressing ethical dilemmas that arise in real-worldapplications. Students explored topics such as federal drone laws, the Sky-of-Privacy-Things(SoPT), cybersecurity, privacy, and ethical issues. They also participated in online groupdiscussions (e.g., What specific programming techniques can be used to prevent and overcomethe privacy and security challenges associated with drone technology?), programming projects,simulation analyses, and class discussions on visualization tools. In addition to lectures, studentsparticipated in inquiry-based learning through assessments outside of class.Assessment MethodsThe course used three

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

-related service and leadership. Avis is a student member of the Tufts School of Engineering DEI committee and serves as an alumni committee member of the Anti-racism and Equity Action Team (ACT) at the University of Connecticut. ©American Society for Engineering Education, 2025 An Investigation of Black Students' Experiences in Engineering TeamworkIntroductionTeam-based, project-based learning has become an integral part of engineering education. Overthe past two decades, first-year cornerstone courses, co-curricular design activities, andculminating capstone courses have proliferated in engineering education due, in part, to thebelief that such experiences are necessary for preparing students for

Conference Session

ERM Technical Session: Improving Assessment in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Allison Van Beek, University of Toronto; Susan McCahan, University of Toronto

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Educational Research and Methods Division (ERM)

classroom space (e.g., active learning space) is used and utilized. This type of aggregatedobservation data could be particularly useful to enhance instructional space design (e.g., activelearning classrooms (ALCs)), as well as to support other systemic decision-making. In addition,instructors and teaching teams who want to use evidence-based approaches to improve theirteaching, can struggle when trying to make sense of observational data.As part of a multi-year research project studying instructor behaviour and tool use in a large-scale active learning classroom, we have gathered a large dataset generated from classroomobservations. We saw an opportunity to address the challenge of interpreting our data by buildingpractical, descriptive activity

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Currey, Rowan University; Juan M Cruz, Rowan University; Kaitlin Mallouk, Rowan University; Stephanie Farrell, Rowan University; Justin Charles Major, Rowan University

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Diversity

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Educational Research and Methods Division (ERM)

food-insecure student, Justin is eager to challenge and change engineering engineering education to be a pathway for socioeconomic mobility and broader systemic improvement rather than an additional barrier. ©American Society for Engineering Education, 2025 Engineering Persistence: Assessing Initiatives for First-Year Engineering StudentsAbstract This empirical research full paper describes a project aimed at increasing graduation ratesamong low-income, academically talented engineering students by implementing first-yearstudent initiatives. The project, supported by an NSF-SSTEM (National Science FoundationScholarships in Science, Technology

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

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Diversity

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Educational Research and Methods Division (ERM)

participantengaged in a one-hour interview conducted via online video conferencing. The interviewprotocol focused on their motivations, challenges, and strategies for engaging in CoPs, as wellas the impact of these collaborations on their teaching practices and career development. Semi-structured interviews allowed participants to provide detailed accounts of their experienceswhile ensuring key topics were addressed consistently.Artifacts such as teaching materials, project proposals, and FII-related documents were collectedto contextualize participants’ engagement in CoPs. These artifacts offered additional insightsinto participants’ approaches to collaborative teaching and their contributions to FII projects.Collecting multiple data sources aligns with

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Sudeshna Pal, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Diversity

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Educational Research and Methods Division (ERM)

University of Central Florida (UCF), where she teaches courses in the areas of system dynamics, controls, and biomedical engineering. Her current research interest is engineering education, with focus on blended learning, project-based learning, and digital and design education. Her educational research is supported by grants through the National Institutes of Health and the National Science Foundation. She has published several pedagogical journal and conference articles. She received the Excellence in Undergraduate Teaching Award in 2020 and 2024, and the Teaching Incentive Program Award in 2022 at UCF.Prof. Hyoung Jin Cho, University of Central Florida Professor Hyoung Jin Cho is the Associate Chair of the Department

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tanveer Mansur Syed, Florida Institute of Technology; Godwyll Aikins; Catherine G. P. Berdanier, The Pennsylvania State University; Kim-Doang Nguyen, Florida Institute of Technology

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Educational Research and Methods Division (ERM)

dataapplication" tasks (such as labs and projects) compared to "technical data application" tasks (suchas homework assignments). The study found that a robust connection between information literacyand data application positively influences students' competence, recognition, and interest levels.Conversely, when information literacy lacks connection to data application, it can negativelyimpact engineering identity formation. These findings have important implications for engineeringeducation, suggesting that curricula should intentionally incorporate data application experiencesthroughout degree programs to foster both data proficiency and engineering identity development.The results also provide insights into how different types of learning experiences

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

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Educational Research and Methods Division (ERM)

example, work by Borrego et al.(2013) systematically explored how team-based projects are utilized in engineering education tomeet various “professional” learning outcomes [15]. This study explored the professional learningoutcomes aimed at by team projects and identified common negative team behaviors that educatorstried to reduce. It highlighted a gap between the desired educational outcomes and the use ofresearch-based methods to achieve them. This further emphasizes the need to better understandthe motivations and learning objectives within specific teamwork contexts to inform pedagogicaldecisions.MethodsSurvey Development and DisseminationTo explore the landscape of teamwork in engineering classrooms, a survey tool was developed

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evan J Aldrich, Texas A&M University; Yanwen Chen, Texas A&M University; Alex Gonce, Texas A&M University; Aaron Peter Thibault, Texas A&M University; Michael S Rugh, Texas A&M University

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Educational Research and Methods Division (ERM)

engagement with interactive entertainment in education. The project integrates digital game-based learning to develop a virtual measure of time preferences while exploring how virtual platforms and games influence learning outcomes, economic behavior, and market formation.Ms. Yanwen Chen, Texas A&M UniversityAlex Gonce, Texas A&M University Alex Gonce is an undergraduate researcher at the LIVE Lab at Texas A&M University, where they study Computer Engineering with a minor in Neuroscience. They have worked at the lab for over a year, leading a research team and collaborating on multiple projects focused on gamification in education. In addition to their research, they serve as a Peer Teacher for the College of

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)

project (NSF #2327938). In our larger study, our goal is todevelop classroom interventions engineering service-learning instructors and students can utilizeto promote reflexivity regarding their beliefs about the relative value of diverse perspectives. Tothis end, we have first adapted methods from various social science disciplines to elicit complexbeliefs in an engineering education research context. We intend to work collaboratively withengineering service-learning instructors to translate these adapted methods into a classroomcontext and ultimately produce instructional interventions to enable reflexivity in engineeringservice-learning contexts regarding the value of diverse perspectives.Conceptual frameworkSociotechnical dualism is the

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin C. Flores, University of Texas at El Paso; Dessaray Gorbett

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Diversity

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Educational Research and Methods Division (ERM)

sustainable programs,creating a more inclusive and dynamic academic environment. The current study assesses asummer research program from 2019 to 2024. The current study evaluates a summer researchprogram that operated from 2019 to 2024, was designed to increase degree retention andattainment for STEM students while promoting their advancement into graduate students. Thisprogram engaged students in high impact practices aimed at fostering professional development,affinity for their STEM discipline, and research skills.Each year, student cohorts participated in an eight-week research project under the supervision ofuniversity or community college faculty members. Depending on institution of origin, previousresearch experience and academic standing

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)

students’ educational, social, and psychologicaloutcomes, particularly for non-majority students in engineering and computing education whooften experience isolation, which in turn impacts their decisions to leave their fields of study.Consequently, sense of belonging research has become more prevalent in engineering andcomputing education to challenge racial and socioeconomic disparities, leading to a recent surgeof interest and publications in the field. This work is part of a larger literature review project on asense of belonging in engineering and computing education, focusing on the barriers, needs, andinfrastructure that help non-majority students develop a sense of belonging. While this review isongoing, we present some preliminary

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)

Department of Engineering Education at Virginia Tech. He earned his PhD in Engineering Education Systems & Design at Arizona State University and has a BS/MS in Biomedical Engineering. His research group explores approaches to building positive and inclusive learning environments that support the professional growth of students and faculty within engineering education contexts. 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. ©American Society for Engineering Education, 2025 ‭Understanding First-Year Engineering Students' Perceptions of‬

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Educational Research and Methods Division (ERM)

improvement in mentoring practices. Mentoring relationships can play animportant role in the development of engineering students’ professional identities. While there isa plethora of studies on mentor-mentee relationships in engineering disciplines, theserelationships have not been extensively examined in the context of a National ScienceFoundation (NSF) ERC. In 1985, the NSF launched the ERC program to foster research,education, and technology and make a positive societal impact in the US; since that time it hassuccessfully sponsored a growing number of ERCs. Students in these ERCs are majorcontributors to the power engine that drives the momentum of ERCs’ directions. Yet, becauseERCs are multi-institutional, interdisciplinary, and project-based

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johan Tabora, Northwestern University; David P O'Neill, Northwestern University

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Educational Research and Methods Division (ERM)

the QE so she “didn’t really do a lot of quals prep. During thattime, I was very much focused on enjoying the conference and making the most of it.”On the other hand, not having a defined project for the QE presentation was linked with negativeemotions. Leslie explained that “I did have a project given to me when I came in but it was notsomething that I could present for quals.” She was working on another clinical trial but“unfortunately, the data...was not super interesting...there was a lot of floundering happening...and figuring out...where do we go from here. So that part was really hard and super stressful.”Avenger explained that ambiguity about “how much preliminary data is needed” was “confusingfor lots of people.” “As a second year

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

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Educational Research and Methods Division (ERM)

motivational, social andpsychological aspects of individuals to consider the meta-cognitive regulation of learning duringcollaboration. Out of 48 papers, only two focused on students’ social regulation of learning.One was a small-scale qualitative case study of social regulation of learning (which encompassesco-regulation and socially shared regulation) within 3 inter-disciplinary group projects made upof postgraduate students [16.pdf]. The second was a 2-year, mixed methods study, examining thesocially shared regulatory strategies that 871 undergraduate students (1st to 5th year) used toovercome team working issues [43.pdf]. Researching into social regulation of collaborativelearning is complex as students are engaging in self-regulation and social

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, The Johns Hopkins University, Laurel; Nusaybah Abu-Mulaweh, The Johns Hopkins University

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Educational Research and Methods Division (ERM)

each week. Preliminary findings on the firstimplementation might shed light on implementation issues in undergraduate engineeringeducation.Research ContextAs previously stated, we piloted this case study in a yearlong multidisciplinary engineeringdesign course. The multidisciplinary engineering design course is a two-semester sequencewhere teams of students from multiple engineering subdisciplines and varying academic levelsare engaged in design challenges with project partners from medicine, industry, or the socialsector. For the Fall and Spring 2024-25 semesters, there were 31 students enrolled split intoteams of 3-4 each, resulting in 8 teams. The course has two faculty instructors and a projectpartner for each team (8 total). Students go

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryann R. Hebda, Baylor University; Morgan R Castillo, Baylor University; Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; Tracey Sulak, Baylor University; Anne Marie Spence, Baylor University

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Educational Research and Methods Division (ERM)

1.Decades of research support educational practices that show promise toward bridging this gap.For example, perceptions of the relative importance of technical and professional skills from firstyear to senior year can be influenced by experiences in co-ops, internships, project-basedlearning activities and participation in engineering extracurricular activities [7]. Guidance forinstructors and program leaders also spring from program outcomes (e.g., ABET) such as Patrickand colleagues’ [8] set of specific elements of engineering practice. Thus, the responsibility fordeveloping accurate perceptions of the engineering profession begins with engineering educationprograms, then transfers to students as they pursue opportunities for authentic

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)

State University’s Micron School of ©American Society for Engineering Education, 2025 Actualizing Graduate Student Identity, Belonging, and Feelings of Competence in STEM via Personal Storytelling1. IntroductionThis work-in-progress, evidence-based practice paper reports on Year 1 activities of a multi-year,National Science Foundation (NSF) funded research to practice project that aims to develop andassess a storytelling intervention to support science, technology, engineering, and mathematics(STEM) graduate student retention. In academically challenging STEM graduate degree programs,students’ lack of professional identity, isolation, and feelings of incompetence (i.e., impostorism)have been

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia; Nyna Jaye DeWitt, University of Georgia

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Educational Research and Methods Division (ERM)

examined the workplace transitionexperiences of undergraduate queer engineering students and revealed a notable gap in the literatureconcerning transition experiences of these students. To address this gap, we have developed a new researchagenda that specifically investigates the school-to-work transition (STW) of undergraduate engineeringstudents. The aim of this project is to analyze and map the existing literature on this topic through a scopingreview (ScLR). A scoping review is a type of literature review designed to systematically explore and map thebreadth of available evidence on a specific topic (Samnani et al., 2017). It identifies key concepts, researchgaps, and the variety of study designs within a field (Grant & Booth, 2009). For