Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University Maryland; Peggy O'Neill, Loyola University Maryland

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Diversity

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Educational Research and Methods

improve technical writing instruction in laboratory courses, a multidisciplinary team ofprofessors in the departments of Writing and Engineering (1) developed a curricular frameworkthat integrates common practices of teaching technical writing in tandem with existing engineeringlaboratory courses and (2) trained a set of students to be Engineering Writing Fellows (EWF),undergraduate engineering students who tutored peers in their technical writing assignments. Thispaper will share the student and instructor opinions of these initiatives employed in the LinearCircuits Analysis Laboratory course. Analysis of the initiatives was conducted via student surveyand comparison of student writing pre and post EWF tutoring. Results show students

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Zachariah J. Beasley, University of South Florida; Les A. Piegl, University of South Florida; Paul Rosen, University of South Florida

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Educational Research and Methods

. Garden, M. S. Roh, J. E. Lee, C. M. Balch, and T. A. Aloia, “Reviewing the review: a qualitative assessment of the peer review process in surgical journals,” Research integrity and peer review, vol. 3, no. 1, p. 4, 2018. [5] W. Xiong, D. Litmaan, and C. Schunn, “Natural language processing techniques for research- ing and improving peer feedback,” Journal of Writing Research, vol. 4, no. 2, pp. 155–176, 2012. [6] K. Cho, “Machine classification of peer comments in physics,” in Educational Data Mining 2008, 2008. [7] K. Lundstrom and W. Baker, “To give is better than to receive: The benefits of peer review to the reviewer’s own writing,” Journal of second language writing, vol. 18, no. 1, pp. 30–43, 2009. [8] I

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Asefeh Kardgar, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

year computing students were asked to keep a weeklyblog to describe their learning experiences. Students were also responsible for doing peer reviewby posting comments on their peers’ reflections. The results of this case study indicated thatstudents progressed to different stages of reflection and engaged in dialogic and criticalreflection. Also, students not only felt positive about the reflection but also showed satisfactionfor the received feedback [20], [32]. In many of these studies, students were reporting theirthoughts from a particular direction, e.g., professional skills in general [20], [28], [34],communication or writing skill [29], [31], or critical thinking [31], [33]. In some cases, studentswere provided with other peers

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington; Ahmer Arif, University of Washington; Gina Tesoriero, University of Washington; Yuxin Xu, University of Washington

Tagged Divisions

Educational Research and Methods

that feature some of the components ofElizabeth’s self-designed activity. We might ask how a reflection activity in the classroom caninvoke the metacognitive processes that Elizabeth made sense of when reading, writing, andcrafting her blog. Next, we offer a second engagement with reflection that Elizabeth shared inher interview where she attempted to ask her friends reflective questions.Engagement 2: Sharing reflection with peers.When we prompted Elizabeth to think about who asks her to engage in reflection, she respondedwith, “I don’t think anyone directly asks. I usually bring it up in all of my conversations.” Shewent on to share a second engagement she had had with reflection where she attempted toprompt reflection with her peer group

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anthony Ferrar, Temple University; Pete Watkins, Temple University

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Educational Research and Methods

Initiatives. After graduating in 2015, he joined the BEARS Lab (B&E Applied Research and Science) in the nuclear engineering program at the University of Florida as postdoctoral researcher where he investigated spent fuel storage and cancer treatment. Throughout his graduate and postdoctoral experiences he participated in teaching, student mentorship, and faculty development as an instructor and advocate for learning inno- vation. He joined the Temple University faculty in 2015, where he focuses on Engineering Entrepreneur- ship, Social Networking and Connections in Higher Education, Peer-to-Peer Mentorship, and Open and Inclusive Education.Pete Watkins, Temple University Pete Watkins is an Associate Director in

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lilian Maria de Souza Almeida, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education; Idalis Villanueva Alarcón, Utah State University

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Educational Research and Methods

best medium option tocommunicate with the target audience. Contemporary engineers are also required tocommunicate globally, since interactions with peers and other audiences located in differentparts of the world are very common in most industrial segments.The communication challenges of engineers in industry include difficulties with public speakingand miscommunication in writing. Expertise in these two communication aspects need to bemore appropriately developed among engineering students in order to prepare them to theindustry demands. Cross-generational communication challenges or difficulties related tocommunication between older and younger generations of engineers were also one of thecommunication challenges revealed in this study

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Heidi A. Diefes-Dux, University of Nebraska, Lincoln

Tagged Divisions

Educational Research and Methods

finalstage, these analyses will be processed to create a set of recommendations to reduce variability.Context. This study is contextualized in a first-year engineering program at a large publicuniversity. Analysis is centered in the second course of a two-semester sequence of courses.This course typically has over a dozen sections of over 100 students each spring semester. Eachsection usually employs an instructor, a graduate teaching assistant, four undergraduate peerteachers, and two undergraduate graders. For any given assessment, each grader typically gradesone-third of the section responses and the peer teachers split the remaining responses. All of thegrading is generally overseen by the graduate teaching assistant, though specifics vary

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bankole Kolawole Fasanya, Purdue University Northwest; Masoud Fathizadeh P.E., Purdue University Northwest

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Diversity

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Educational Research and Methods

, but the studies were based only on studentperspectives, whereas, student final grades were not included in the analysis to confirm studentsreport. Student classroom engagement greatly involves peer-to-peer interaction and not student-to-machine interaction. Nevertheless, student classroom engagement is complex and broad to behandled in one direction. Some researchers classified student behavior as a predictor of classroomengagement [11]. Likewise, Appleton, Christenson, and Furlong [12] classified factors thataffected student classroom engagement into two categories namely; the indicators and thefacilitators. The author further divided indicator factor into three categories namely: affective,behavioral, and cognitive and the facilitator

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

asfrequent interactions with faculty and peers and more participation in academic activities, is mostimportant for student persistence. Townsend and Wilson [4] concurred, identifying that theseinteractions contribute to a student sense of belonging at the institution. Rendón [18] found thatthe more students perceive an interaction as being positive, the more they view themselves as anintegral and valued member of their college, critical for an overall positive experience. A number of studies have identified academic integration in college as more importantthan social integration for transfer student persistence. For instance, Townsend and Wilson [4]found that community college transfers make their social connection in the classroom, and

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samantha Lee Russell, Grand Canyon University; Maria Zafonte, Grand Canyon University

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Educational Research and Methods

- engineering-programs-2018-2019/#GC1[12] W. H. Guilford, “Teaching peer review and the process of scientific writing,” Advances in Physiology Education, vol. 25, no. 3, pp. 167-175, 2011. Appendix ARate how important the following skills are to your future career in engineering: Very Important Somewhat Not very Completely Important Important important unimportantMath skills 1 2 3 4 5Verbal Communication skills 1 2 3 4 5Writing skills 1

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sivakumar Krishnan, Vishnu Educational Development and Innovation Center

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Educational Research and Methods

Computer Lab Activity Education Learning Assessment to Learning Assessment -- Close the Loop Case Studies and Mentoring and Individual reflection and Solutions Counselling sharing followed by peer review Faculty Presentations -- Educational Research Educational Paper Reviews and Paper Reviews Research Presentation in Small Groups Educational Research Educational Individual reflection and Paper – Abstract Research sharing followed by peer Writing reviewTable 3. Topics Covered in the Level 2 WorkshopIn this

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, York College of Pennsylvania

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Educational Research and Methods

learning occurs, such as peer to peer discussions, students are still sitting.Learning science has shown that the brain and physical activity are connected. An active body canlead to an active mind. Significant work has been done on how to create intentional movement inelementary and middle school classrooms, but it is limited in higher education settings.This paper discusses how an “escape room” learning activity has been implemented and assessedin two small-sized engineering programs, York College of Pennsylvania and Iron RangeEngineering. Escape rooms are a physical adventure game to challenge players, where they mustsolve a series of puzzles to escape the room in a given time limit. In this activity, using movementto review content in

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Chris C. Martin, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology

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Diversity

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Educational Research and Methods

increase the inclusiveness of our department, hypothesizing thatmarginalized students feel too much uniqueness and too little similarity with peers. ODT positsthat people prefer groups that provide sufficient inclusiveness within the group and sufficientdifferentiation between the in-group and the out-group. We wondered if ODT could also beapplied to individual identity, such that individuals seek out an identity that is neither too similarto nor too distinct from their peers. We conducted two studies in our R1 university department totest if high and low levels of uniqueness and similarity were indeed associated with negativefeelings. We found that the average student was not necessarily averse to high or low levels ofthese two factors. In Study

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph C. Tise, The Leonhard Center; Sarah E. Zappe, Pennsylvania State University, University Park; Esther W. Gomez, Pennsylvania State University, University Park; Manish Kumar, Pennsylvania State University; Rachel Miriam Vriend Croninger, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University, University Park

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Diversity

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Educational Research and Methods

-represented minority (URM) status; 50% were females. Students were asked to write aresponse to a case statement before the REU program began and at the program’s conclusion.The case statement asked students to imagine they were graduate students planning a researchproject and to create a rough plan to execute this research project with the goal of submitting aconference paper (see Appendix). The post-REU case statement was identical to the taskprovided for the pre-REU data collection. However, students were also asked in the post-REUtask to compare their post-REU plan with their pre-REU plan, revise their pre-REU plan, andnote any sources of inspiration for their plans (e.g., research partners, courses or labs). Studentsfirst wrote their plans on

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

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Diversity

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Educational Research and Methods

proposal, while working in a research group with a faculty, and oftengraduate student, mentor; 2) Mentoring, which consists of a multi-tiered approach designed tosupport the students with trained peer mentors often former LEARN® participants assigned toeach student in the program, paired laboratory/faculty mentors, and a LEARN® programcoordinator; and 3) Community Building, which consists of living/learning opportunities, socialprogramming, and other non-research related extracurricular activities. It is hypothesized that theLEARN® program participants will:1. Demonstrate higher fall-to-fall retention, credits earned, GPA, and graduation rates compared to matched intra-institutional comparison groups;2. Demonstrate developmental gains in

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University; Angela Minichiello P.E., Utah State University; Theresa Green, Utah State University

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Diversity

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Educational Research and Methods

coding as being different from rating. Like rate, code has different definitions indictionaries and in qualitative coding guides (Saldaña, 2015; Thornberg & Charmaz, 2014). 2However, we understand coding to include descriptions that are not necessarily related to qualityand that do not necessarily have a numerical assignment. For example, in our previous research(Authors, 2018) we identified forms of capital that high school students mobilized towardsolving an engineering design problem. Our codes included Social Capital: Peer, defined as“other high school students who provided ideas or information regarding potential designelements” and

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Frenkel, New York University; Jack Bringardner, New York University; Sheila Borges Rajguru, New York University

Tagged Divisions

Educational Research and Methods

 engage  with them in professional skill workshops.    The S2S program aims to prepare both graduate and undergraduate students with the  professional skills they will need after graduation regardless of if they are going into industry or  academia.  A multitude of skills are covered in the program that address the knowledge, skills,  and abilities necessary for the T­shaped engineer, including but not limited to:  information  literacy,  leadership, teamwork, diversity, time and project management, reflection  scientific/written/oral communication, writing, career services, entrepreneurial mindset, and  public speaking.  To

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alejandro Gutierrez, University of California, Merced; Christopher A. Butler, University of California, Merced; Abbas Ghassemi, University of California, Merced

Tagged Divisions

Educational Research and Methods

effectively developed throughcontinuous, experiential, and collaborative learning experiences [12, 13]. One particular exampleof this is the Affinity Research Group model [14], which sees engineering learning as an iterativeand social process in which students achieve learning outcomes through their own experiences asmembers of a community brought together by a shared goal. In an Affinity Research Group,students continuously engage in experiential learning groups as they move forward in their careerpathways. This allows them to not only learn from their peers, faculty, and mentors, but also helpand mentor others in turn. This model of learning is particularly relevant in the case of Hispanicand first-generation students, who posses cultural work

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wan Kyn Chan, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

), a weighted system familiar to many in higher education. The two primaryvariants are the `straight’ scale (i.e. A, B, C, D, F) and the somewhat more granular `plus/minus’scale (i.e. A+, A, A-, B+, etc.), both used widely. Despite research on cumulative GPAs, gradeinflation, and academic performance, there is a dearth of research correlating grading systemsdirectly to students’ passion, interest, or motivation toward their coursework.In this work, we consider another GPA system using a continuous scale in which students’numerical course grade (0-100%) would map directly to their course GPA (0-4). The approachallows the GPA to provide infinite grade differentiation among peers. No prior literature hasconsidered student attitudes about such a

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign

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Educational Research and Methods

for improving its design.Jonassen [7], building on work by Schön [8], notes that well-structured tasks require a search fora pre-determined solution, whereas ill-structured tasks can be thought of as a design process.Thus, solving an ill-structured task requires more than simply attempting to solve for a singlecorrect answer. Ge’s research [9] has shown that when working with peers, students mustimplement four interaction processes to effectively solve an ill-structured task: representing theproblem (through exploration), planning and proposing solutions, attempting to solve (iteratingplans and making justifications), and monitoring and evaluation (evaluating the solution andconsidering alternatives). To assess the design of ill-structured

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

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Educational Research and Methods

. His current research topics include (1) writable/rewritable quantum structures by stress patterning; (2) low-cost, crack-tolerant, advanced metallization for solar cell durability; (3) thin film processing and nanoscale surface corrugation for enhanced light trapping for pho- tovoltaic devices; and (4) microsphere-based manufacturable coatings for radiative cooling. He has close to 70 publications in peer-reviewed journals and over 200 invited/contributed papers at academic insti- tutions, national laboratories, and conferences. He received a UNM Junior Faculty Research Excellence Award in 2005 and an NSF Career Award in 2001. He is a recipient of STC.UNM Innovation Award consecutively from 2009 to 2018, and he was

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods

a new Engineering Leadership Program to enable students to bridge the gap between traditional engineer- ing education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Latina/Latino students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.Dr. Ines Basalo, University of Miami Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the Uni- versity of Miami. Prior to joining the University of Miami in 2014, she worked as an adjunct professor at

Conference Session

ERM Technical Session 12: Creativity and Problem Framing

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristin Lerdal, South Dakota School of Mines and Technology; Andrea E. Surovek, South Dakota School of Mines and Technology; Kristen S. Cetin, Iowa State University; Bora Cetin, Iowa State University; Benjamin Ahn, Iowa State University of Science and Technology

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Educational Research and Methods

is founded in knowledge and experience and gained over time without regard to aspecific domain [10] while the second believes creativity is domain specific and may beunrelated across domains [11, 12]. That creativity requires expertise in a field lends itself todomain being relevant in the creative process; for example, a poet of renown is not necessarilygoing to produce an innovative engineering design nor is an engineer going to write an award-winning poem. It is not impossible, but it is not predicted by any known assessments.An alternative to defining creativity as domain-general or domain-specific is to recognizecreativity as a habit that can be developed and applied to a variety of situations or domains [13]while creative products and

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

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Educational Research and Methods

and conceptual information used to frame the problemin terms of needs/constraints; 2) design practices used (e.g., generating ideas, consideringmultiple stakeholders, remaining tentative); and 3) stylistic choices (e.g., organizing theirresponse, depicting context). We developed three DST scenarios and tested them in a chemicalengineering program over a three-year period (n=580). To make data analysis feasible, twoundergraduate peer-learning facilitators analyzed each DST independently (14 PLFscontributed), following minimal training. Results. Using a validity-as-argument approach (Linn,1994), we argue that the DST provides valid information about design problem-framing ability,provided the information is used for course improvement purposes

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

learning, evidence of improved feedback practicescontinues to be missing [19]. For instance, a lack of alignment between formative andsummative assessment has been noted [20]. Performance based assessment has been extensivelystudied, in particular, the use of formative assessment tools such as rubrics to provide feedbackon student work [21]. However, rubrics are more commonly used on writing assignments, oropen-ended projects, such as design reports. Courses that emphasize content (i.e. facts, and theapplication of physical and mathematical concepts) are common in engineering curricula. Inmany engineering courses students are asked to solve closed-ended problems to demonstratetheir mastery of the material in these types of “fact and principle

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Lee Michael Martin, University of California, Davis

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Diversity

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Educational Research and Methods

Paper ID #27504The Social and Conceptual Function of Uncertainty in Open-Ended Project-Based LearningColin Dixon, Concord Consortium Colin Dixon holds a Ph.D. in Learning & Mind Sciences from the University of California, Davis. He researches the development of STEM practices and agency among young people creating things to use and share with the world. He writes about equity and identity in making and engineering, the role of community in science learning, and how youth leverage interests and experiences within STEM education.Prof. Lee Michael Martin, University of California, Davis Lee Martin studies people’s efforts

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Stephen Barner, Oregon State University; Shane A. Brown P.E., Oregon State University; Sean Lyle Gestson, Oregon State University

Tagged Divisions

Educational Research and Methods

, textbooks, and peers [2, 4, 6]. Situatedcognition theory offers a theoretical framework for studying this education-practice gap inengineering. Situated cognition theory proposes that the social and material contexts whereinknowledge is learned and applied influences our ability to apply similar knowledge in newcontexts [7]. Engineering education often focuses on transmitting conceptual knowledge tostudents in abstract formats with the intent of providing students a fundamental understanding ofconcepts so that they can apply these concepts to unique situations in their future coursework orengineering careers [5, 8]. Situated cognition challenges this ubiquitous notion of concepts andour ability to apply conceptual knowledge within novel

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Paul Hummel, California Polytechnic State University, San Luis Obispo; Bridget Benson, California Polytechnic State University, San Luis Obispo; Joseph Callenes, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods

affecting the ability of different students to feel socially included among theirclassmates and strive academically. To answer this question, we sent a survey to all Computer andElectrical Engineering students at Cal Poly San Luis Obispo asking about their experiences withthese types of expenses. Ultimately the survey collected responses from 114 students across theeconomic spectrum, from students facing homelessness due to education costs, to those who donot face financial burdens or the need to work to support their education.Overall some of the results of this paper were promising. Students of lower means largely do notreport feeling ostracized from their peers based on laptop ownership or the need to rely on coursepartners to pay for components

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

in academia and research, broaden my knowledge base, engage in evidence-based practices to promote the quality of life, and ultimately be an avid contributor to the world of academia through research, peer reviews, and publications. c American Society for Engineering Education, 2019 Negotiating Identity as a Response to Shame: A Study of Shame within an Experience as a Woman in EngineeringAbstract: This research paper presents the findings of an interpretative phenomenologicalanalysis (IPA) case study of the experience of shame in a woman engineering student. Ouroverarching research question that framed this study was: How do woman students with multiplesalient identities

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adaline M. Buerck, University of South Florida; Maya A. Trotz, University of South Florida; Estenia Ortiz Carabantes, University Of South Florida; Daniel Arnulfo Delgado Jr., University of South Florida

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Educational Research and Methods

each. During the first brainstorm session,students were allowed to discuss with each other topics within the local wicked problem thatinterested them. A follow up discussion was facilitated by the teaching assistants and generalresearch topics were then established by the TAs based on student interests. Students alsoidentified deliverables they would like to see for this project, and these were then incorporatedinto the syllabus.At the second brainstorming session students completed personalized index cards stating theirresearch interests with the class project and then worked for the first time with peers on theirselected group project. In groups of 3 to 8, they shared ideas with each other on the topicssummarized by the TAs and wrote these