Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

using the four cognitive processes of forethought,intentionality, self-reactiveness, and self-reflectiveness as outlined by Bandura [6], [11]. The studyby Yoon [25] used the personal agency constructs to examine the relationship between agency,vocational identity, and career decision self-efficacy workforce education and development forundergraduate students broadly. Our search yield no new literature on the development of personalagency measures. Yoon [25] also claimed that before his study, no scale using Bandura’s personalagency constructs had been developed.We used survey items from Yoon’s [25] original scale, making modifications and changes toseveral items. However, we did not adopt Yoon’s [25] survey items for the latent construct self

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Educational Research and Methods

and Equity Research (PEER), The Urban Institute, Washington, DC, 2005.[47] M. T. Jones, A. E. L. Barlow and M. Villarejo, "Importance of Undergraduate Research for Minority Persistence and Achievement in Biology," The Journal of Higher Education, vol. 81, no. 1, pp. 82-115, 2010.[48] M. W. Ohland, C. E. Brawner, M. M. Camacho, R. A. Layton, R. A. Long and e. al., "Race, Gender, and Measures of Success in Engineering Education," Journal of Engineering Education, vol. 100, no. 2, pp. 225-252, 2011.[49] J. A. Raelin, M. B. Bailey, J. Hamann, L. K. Pendleton, R. Reisberg and e. al., "The Gendered Effect of Cooperative Education, Contextual Support, and Self-Efficacy on Undergraduate Retention," Journal of Engineering

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lindsey D White, University of New Mexico; Vanessa Svihla, University of New Mexico; Yan Chen, University of New Mexico; Todd Hynson, University of New Mexico; Ian A. Drackert, University of New Mexico; Jordan Orion James, University of New Mexico; Claire Yvonne Saul; Austin C. Megli, University of New Mexico

Tagged Divisions

Educational Research and Methods

reduction of facultytime. To enhance reliability, we worked with instructional designers to develop an online, self-paced training.Introduction and research purposeThe idea of using evidence to inform instruction undergirds faculty development anddepartmental change initiatives, many of which include threading team design challengesthrough core courses. While there are assessments that measure conceptual understanding andsurveys that measure perceptions (e.g., design beliefs, engineering identity, design self-efficacy,team skills, etc.), these provide an incomplete understanding of student individual progress ondesign problem framing ability. Students typically get a lot of practice solving problems, butcomparatively little practice framing

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

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Educational Research and Methods

Development, vol. 72, pp. 187-206, 2001.[9] M. K. Ponton, J. H. Edmister, L. S. Ukeiley, and J. M. Seiner, "Understanding the Role of Self- Efficacy in Engineering Education," Journal of Engineering Education, vol. 90, pp. 247-251, 2001.[10] A. R. Carberry, H. S. Lee, and M. W. Ohland, "Measuring engineering design self‐efficacy," Journal of Engineering Education, vol. 99, pp. 71-79, 2010.[11] T. D. Fantz, T. J. Siller, and M. A. Demiranda, "Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students," Journal of Engineering Education, vol. 100, pp. 604-623, 2011.[12] H. M. Matusovich, R. A. Streveler, and R. L. Miller, "Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa G. Kuhn, Old Dominion University; Joanna K. Garner, Old Dominion University; Shanan Chappell, Old Dominion University

Tagged Divisions

Educational Research and Methods

structure of a sample ofstudent ambassadors who completed the measure at the outset of the academic year.MethodsA review of literature revealed existing resources measuring undergraduate engineering students’motivation and self-efficacy, future intentions, and engineering-related beliefs. These include theLongitudinal Assessment of Engineering Self-Efficacy (LAESE) [5], the Project to AssessClimate in Engineering (PACE) survey [13], the Laanan Transfer Students Questionnaire (L-TSQ) [6], the National WEPAN pilot climate survey [11] Academy of Engineering Changing the 2Conversation survey [12], Assessing Women and Men in Engineering (AWE

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier; Michael Wolf, Rice University; Megan McSpedon, Rice University; Ann Saterbak, Duke University

Tagged Divisions

Educational Research and Methods

nationally, particularly for students who tookless rigorous STEM courses in high school, a population that disproportionally comprisesunderrepresented minorities. The authors developed an 11-item measure of STEM-specific studystrategies, termed the STEM Study Strategies Questionnaire. We explored STEM-specificidentity, self-efficacy, and career aspirations, as well as perceived utility of attaining a STEMdegree, using a model based on Eccles and Wigfield’s (2002) expectancy-value framework ofachievement. An exploratory factor analysis found a four-factor solution to the newly developedscale: Group Work in STEM, Active STEM Learning, Interactions with STEM Professors, andSTEM Exam Familiarity. The authors found significant moderate to strong

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

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Diversity

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Educational Research and Methods

portion of my expenses. Please list approximate percentage of expenses covered (1 to100%)).” Students only saw the second scholarship question if they answered yes to the firstquestion. Motivation. Five questions measured engineering self-efficacy (⍺ = .88). A sample itemfor engineering self-efficacy is “I can do a good job on almost all my engineering coursework ifI do not give up.” Five questions measured engineering interest (⍺ = .91). A sample item forengineering interest is “Engineering is exciting to me.” Five questions measured attainment value(⍺ = .85). A sample item for attainment value is “Being good in engineering is an important partof who I am.” Finally, four questions measured utility value (⍺ = .87). A sample item for

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

supportresources. These items, and several subsequent items about engineering attitudes and beliefs, areadapted from the POWER study [6], which investigated women’s persistence in engineeringcareers. The POWER survey was derived from SCCT [10], which lends the ability to comparethe proposed to previous literature. Although the POWER survey includes a measurement ofengineering self-efficacy, in this study we operationalize a self-efficacy scale relating to theABET student outcomes [25]. This tie between self-efficacy and accreditation student outcomescan offer insight into the actual tasks that engineering graduates use professionally. In addition toattitude and belief measures based in SCCT, we also include engineering beliefs factors relatedto

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Joana M. M. Melo, Pennsylvania State University

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Educational Research and Methods

survey originally comprisedfive individual scales in addition to demographic informational questions, and information aboutfuture anticipated career trajectories. The purpose of deploying a battery of writing scales was (1)to discern how, if at all, attitudes toward writing presented in different scales correlated with eachother; (2) to characterize dominant patterns or characteristics generalized over a large nationwidepopulation of engineering graduate students, and (3) also assess students’ writing attitudes inrelationship with their research self-efficacy, a topic on which students are more used to beingassessed. As part of a larger mixed-methods research design, the entire scale is deployed tocurrently-persisting engineering students and

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

insights into these findings. One possible explanation may be stereotypethreat, which Steele and Aronson [10] first described as being at risk of conforming to negativestereotypes within one's own group (e.g., men are better engineers, boys are better at math).Stereotype threat has been shown to inhibit performance and self-efficacy, which isinterdependent on self-regulated learning [11], [12]. However, research has also found thatfemale engineers can experience a “stereotype boost”, where they are motivated by the presenceof unfavorable stereotypes [13]. Female students in this study could be motivated by stereotypethreat to overcome negative stereotypes, especially since they were able to compare themselveswith peers, largely male, within

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois, Urbana-Champaign; Leon Liebenberg MASEE, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

, we assume that play can be correlated tostudents who have a sense of control and are able to act toward their own intrinsic motivation.The challenge and skill required for the team project are used to assess the ability for the projectto remain engaging and are derived from flow theory and based on similar questions fromHamari and colleagues [7]. Engagement is also asked directly and is additionally comprised ofelements of concentration, interest, immersion and enjoyment. Together, questions fromconcentration, interest, immersion and enjoyment should proxy engagement in the learningprocess. Self-efficacy is used as a proxy for learning outcomes, though for participants whoprovide consent, course grades will also be used to measure learning

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Peter H. Carnell, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Divisions

Educational Research and Methods

, 0.79 and 0.72 for Factor 1, Factor 2, and Factor 3, respectively.We examine correlations between the three factors of the ARS-30 and three factors on the CD-RISC scale. The factor analysis for the CD-RISC yielded three resilience factors based on theresilience literature (in measure of Self- efficacy, Faith and Tenacity). The results showed thatthe all three factors from the ARS-30 were significantly correlated (r = 0.24 ~0.69) to the factorsderived from the CD-RISC measure (see Table 2).Table 2…. Correlations between factors extracted from ARS-30 and CD-RISC 1 2 3 4 5 6ARS-30 1. Persevera 1 -.38** .55** .66** .39** .61

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jae-Eun Russell, University of Iowa; Mark S. Andersland, University of Iowa

Tagged Divisions

Educational Research and Methods

smart devicesMethodsA university teaching, learning and technology research team collaborated with the courseprofessor to conduct the study. All students in both the TLC and ALC courses were invited tocomplete three surveys during the semester—one at the beginning of the semester, one in themiddle of the semester, and one at the end of the semester. The first survey assessed students’self-efficacy, intrinsic values, and test anxiety [10]. The second survey included questionsconcerning students’ perceptions of the helpfulness of the class sessions and study hours in atypical week. The third survey reassessed students’ self-efficacy, intrinsic values and testanxiety, helpfulness of the class sessions, and study hours. Additionally, questions

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Emily Parry; Joanna Wright, University of Washington; Lauren Summers, University of Washington

Tagged Divisions

Educational Research and Methods

, sustainability, and professional identity as well as multiple demographic items.The survey also included affective measures assessing self-efficacy, task value, belonging, andjob values that may play a role in mediating how students develop their views of sustainability orsense of social responsibility and global citizenship during their undergraduate years. Table 1: Characteristics of the Study Population Women Men Total Total 164 235 399 Type of Major Business 54 32 86 Education

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

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Diversity

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Educational Research and Methods

Paper ID #26856The Influence of Background Characteristics on Socialization Processes inEngineeringMs. Emma Brennan-Wydra, University of Michigan Emma Brennan-Wydra is research associate in the Office of the Associate Dean for Undergraduate Ed- ucation at the University of Michigan College of Engineering. Her master’s thesis investigates the rela- tionships between library use and academic self-efficacy of undergraduate engineering students. Emma holds a master’s degree from the University of Michigan School of Information and bachelor’s degree in chemistry and women’s, gender, and sexuality studies from Yale

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University

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Diversity

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Educational Research and Methods

the emotional experience of shame presentswithin a real student, outside of theory. This IPA study, true to the methodology, is intended tomake connections of theory concerning engineering education, gender identity and shame withthe real ways that shame is experienced within the student [19]. The five themes presented abovepresent a picture of the interaction between engineering culture and the individual student.Nicole’s experience of shame follows a cognitive path that is valuable for those in theengineering community who wish to see students succeed. Navigation of shame experiences isclosely linked within the literature to student’s self-efficacy [22-25]. Students who continuallyexperience pervasive shame within their academic and

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

Tagged Divisions

Educational Research and Methods

implementation withnumerous student cohorts. The methods used for tracking and comparing student sentiment,confidence, beliefs, skill development, and technical skill performance include: (1)demographics, (2) assessments of conceptual knowledge (i.e., two concept inventories and threefaculty-developed proficiency exams), (3) a survey that assesses design self-efficacy and othercourse-specific assessments, (4) written design skills tests that measure design problem framingability, and (5) student observations and interviews. These assessment methods are distributedand administered throughout the four-year degree program. This paper outlines and describesthese assessment tools and methods and how they are used to measure outcomes. The analysis ofsome of

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

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Diversity

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Educational Research and Methods

, studies of students’ self-efficacy in engineering contexts providevaluable insights into how students’ perceived abilities to accomplish particular tasks mayinfluence important student outcomes; however, these studies do not fully account for other aspectsof students experiences and identities including attitudes toward subject material, motivation,background experiences, social identities like race and gender, and other salient and interwovenstudent attitudes, beliefs, and mindsets. Accounting for multiple and overlapping measures canprovide additional explanatory power to understand student outcomes, but this approach alsobrings methodological challenges in analyzing complex data with multiple correlated dimensions.One newer statistical

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University

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Diversity

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Educational Research and Methods

], [15]. Despite thelarge body of research supporting the PSI, some criticisms can also be made. Namely, self-assessment of personal abilities is inherently affected by self-esteem, or an individual’s feelingsabout their own value and capabilities. Poor appraisals can be associated with low self-esteemrather than low self-efficacy, which could be the case for an individual who scores low on PSIbut is known by an instructor to be a good self-motivated student who succeeds a problem-solving. Similarly, a known bad student at problem-solving could score high on PSI due to anover-inflated evaluation of their own abilities.3. Engineering Modified Problem Solving InventoryThe Heppner and Peterson [6] PSI was developed to measure adults’ individual

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

of here than we have to. I mean not in a bad way like I equipment for personal projects, love this space.” ease in learning, application of Student: “So I'd really like to come in and make skills, enthusiasm, engagement, something I've just been busy you know.” self-efficacy, struggle, creative Director: “It's people that I see here on a daily basis expression coming in utilizing the equipment, having that spark, that desire to be here.” Affordances and Student independence, Student: “… and then timing management is, well like

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

courses: Effects on self- regulatory self-efficacy, mood, stress, and sleep quality,” J. Am. Coll. Heal., vol. 58, no. 5, pp. 433–442, 2010.[26] M. Scheidt et al., “Validity evidence for the SUCCESS survey: Measuring non-cognitive and affective traits of engineering and computing students,” 2018, p. 28.[27] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, 2006.[28] A. Chiesa, “The difficulty of defining mindfulness: Current thought and critical issues,” Mindfulness (N. Y)., vol. 4, no. 3, pp. 255–268, 2013.[29] S. Sauer et al., “Assessment of mindfulness: Review on state of the art,” Mindfulness (N. Y)., vol. 4, no. 1, pp. 3–17, 2013.[30

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey

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Diversity

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Educational Research and Methods

) their experience in professional seminars.This reflects ongoing work in the multiple dimensions of identity development, particularly inconnecting academic competence (‘can I do this’, or academic self-efficacy) to professionalaspirations (‘do I belong’, or professional role confidence).Course Performance - ‘The Ultimatum’Course performance is the first measure freshman students use to determine how well they fitin the engineering program. This was true across majority groups and underrepresentedstudents. However, many students who were well prepared and had strong family supportcommented that adjusting to college and learning how to study were the biggest obstacles theyfaced during their first year. Those students, who arrived to college with

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Woodcock, University of Michigan; Nicole Erin Friend, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Educational Research and Methods

interdisciplinaryengineering field to inform adaptive undergraduate curricular reform. Interdisciplinaryengineering programs and courses, those that focus on solving problems that require skills andtechniques of multiple disciplines [1], have gained traction in engineering education [2], [3].Such programs have also been shown to promote 21st century skills (critical thinking, complexproblem solving, self-efficacy, etc.) [4] and diversity in the engineering pipeline [5]. One fieldthat both embodies the characteristics of interdisciplinary engineering and has motivated thedevelopment of undergraduate specific programming is tissue engineering and regenerativemedicine (TERM). TERM, a subfield of biomedical engineering (BME), brings togetherresearchers from a variety of

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

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Diversity

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Educational Research and Methods

major rolein institutional priorities, individual experience, and engineering culture that necessitates anuanced and holistic research agenda.1.1. Prior Empirical Work on Smartness Relevant in Engineering EducationDespite evidence that smartness is interwoven into disciplinary practice and implicated in issuesof equity and inclusion, there is a limited amount of critical dialogue about it in our community.Some extant work has concluded that intelligence beliefs are linked to self-efficacy and the useof active learning strategies and knowledge building behaviors [18]. A study considering howyoung African American students construct perspectives of science and school related to theirown identity showed that students conceptions of science and

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

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Diversity

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Educational Research and Methods

challenges General student challenges Typical challenges experienced by undergraduates Non-traditional students These students had different demographics and needs Supports provided by the program Financial support Financial supports critical for focused participation in higher education; opens academic doors Social activities Transfer students have different personal needs On-campus housing Peer mentor support Mentors are champions who support and value Coordinator support students Confidence Participation in a program supports student self