Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

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Educational Research and Methods

interdisciplinary graduate education and is the Director of an NSF-NRT Program. He is author/co-author of over 170 journal publi- cations, 25 conference proceedings and has given close to 75 invited talks at international and international venues. c American Society for Engineering Education, 2020Non-Academic Career Pathways for Engineering Doctoral Students: An Evaluation of anNSF Research Traineeship Program Our evidence-based practice paper examines non-academic pathways, which arebecoming increasingly common for graduate degree recipients, particularly those in STEMfields. However, career preparation by academic institutions, faculty, and advisors tends tooverwhelmingly focus on academic career pathways

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Educational Research and Methods

responses, we do not wish tosuggest that these are the “wrong” career experiences. Career pursuits entail a number of unknownvariables that may result in undesirable outcomes, and recognizing discontent may be a first stepto finding career interests that are more enriching.Future work from this project will include expanding the analysis to other engineering major. Wealso plan to interview faculty members and students to understand their perceptions of careerpreparation and potential career pathways leading from an engineering degree.AcknowledgementsThe authors would like to thank the Purdue University Davidson School of Engineering, whosePipeline Center funded this project. This work was also supported by the National ScienceFoundation (DGE

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Educational Research and Methods

, mismatched expectations for what theirgraduate school experience would be like and conflicting personal and professional identitiesinfluenced their decision process. Peters and Daly [15] studied engineering students who returnedto graduate school after working for a time, showing that the utility of the degree was a majordriving force in persistence. The decision to stay in the degree was viewed through an analysis ofcosts, saying that “the question was not whether they could successfully complete a graduatedegree program but whether it was worth doing” (p. 262). A more comprehensive model of theattrition decision process was developed by Berdanier et al. [16]. The GrAD model not onlyexposed the major factors in engineering graduate student

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

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Educational Research and Methods

Paper ID #29189”Adversary or Ally”: Undergraduate Engineering Students’ Perceptions ofFacultyMr. H. Ronald Clements III, Purdue University H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for Purdue’s Engineering Education department for the 2020-2021 year. He works with Dr. Allison Godwin on her NSF CAREER grant titled ”Actualizing Latent Diver- sity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews and helping to understand the identity trajectories of latently

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brittany C. Bradford, Rice University; Margaret E. Beier, Rice University; Megan McSpedon, Rice University; Michael Wolf, Rice University

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Educational Research and Methods

. Megan received a B.A. in English from Rice University.Prof. Michael Wolf Michael Wolf is Professor of Mathematics at Rice University as well as Faculty Director of the Rice Emerging Scholars Program, an initiative he co-founded in 2012. The Rice Emerging Scholars program is a comprehensive 2-4 year program that begins the summer before matriculation for a group of matric- ulating Rice students whose preparation for STEM is weaker than those of their peers. c American Society for Engineering Education, 2020Examining STEM Diagnostic Exam Scores and Self-Efficacy as Predictors of Three-Year STEM Psychological and Career OutcomesAbstractIn this research-based paper, we explore the relationships

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

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Educational Research and Methods

instructors make when planning and implementing class projects in themakerspaces.ContextThis study was conducted at a large, public research university in the southwestern United States.This university boasts a large and respected engineering school with an undergraduateengineering population of approximately 6,000 students. The school of engineering is home to arecently redesigned makerspace that is available to all engineering students and faculty forcoursework, research, and personal projects. The makerspace is over 30,000 square feet and isprominently located in the newest engineering building on campus. The space is highly visiblewith floor to ceiling windows giving it a powerful presence in the school of engineering, whileproviding a warm

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Oenardi Lawanto, Utah State University; Sherry Marx, Utah State University

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Diversity

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Educational Research and Methods

majorsin higher education, engineering is a professional major (i.e., engineering bachelor’s degreeprograms prepare students for careers in the engineering profession; an engineering bachelor’sdegree is prerequisite for gaining employment as an engineer). With this understanding of theprofessional nature of engineering study, the traditional success marker of degree attainment wasconflated with the participants’ social mobility/career goal in this study. Based on the co-creatednarratives, it is clear that all participants desired to work as engineers. Moreover, 11 of 14participants indicated that degree attainment was a personal marker for success. Therefore, degreeattainment as a marker for success cannot be wholly separated from the social

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods

many ofthe themes may be the same.Graduate level engineering education research promotes that graduate socialization into theexpectations and norms of academic engineering are complex and overlap. Berdanier,Whitehair, Kirn, and Satterfield [21] recently studied how students discuss the overlapsbetween these factors, understanding that no one factor likely pushes a student to changesignificant career goals such as pursuing a PhD. They presented a new model for graduateattrition, called the GrAD model, to explore the dynamic nature of the decision to leave.Other scholars have delved into the importance of research group dynamics and role modelsto students forming academic engineering identities and developing competencies in graduateschool. For

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

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Diversity

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Educational Research and Methods

prompts students to experience new and different perspectives asthey build knowledge together [13]. When engineering and education students develop lessonplans collaboratively, they share expertise from their respective disciplines with each other. Theyalso bring personal experiences as students of a particular gender and background, withparticular interests. These perspectives inform their decision making as they collaborativelydesign lessons to engage their fifth/sixth grade partners. This practice integrating multipleperspectives is essential for engineers tackling complex interdisciplinary problems and futureteachers addressing the needs of an increasingly diverse student population.This study aims to answer the following research questions

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Divisions

Educational Research and Methods

Paper ID #30380Understanding how Novice Indian Faculty Engage in Engineering EducationResearchMr. Javeed Kittur, Arizona State University Javeed Kittur is currently a doctoral student (Engineering Education Systems & Design) at Arizona State University, USA. He received a Bachelor’s degree in Electrical and Electronics Engineering and a Mas- ter’s degree in power systems from India in 2011 and 2014 respectively. He has worked with Tata Con- sultancy Services as Assistant Systems Engineer from 2011-2012, India. He has worked as an Assistant Professor (2014 to 2018) in the department of Electrical and Electronics

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Educational Research and Methods

community facing engineering student-lead projects, and produced more than 200,000 community service hours. Butler brings faculty and industry partners together to mentor and support these student projects as students gain real-world experiences the necessary skills for future careers. American c Society for Engineering Education, 2020 STEM Energy Education in California San Joaquin ValleyBackgroundThere are significant educational equity gaps that exist in STEM fields for underrepresentedminority (URM) students who live in the San Joaquin Valley. URM students are defined as non-white and non-Asian, though it is recognized that there are subpopulations of URM

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

inhigher education highlights the critical need for change agents—individuals within academia andoutside of it willing to enact a transformation in STEM education at the curricular, institutional,and national levels. A core piece of ensuring a change in educational systems is the ability of theseagents to exercise their agency (i.e., free will or choice to act). However, the dominant norms inhigher education can limit opportunities for students, faculty members, or higher educationadministrators to enact their agency [3], [4]. A deeper understanding of how agency is defined andused in this context for research and policy changes can provide useful ways of catalyzing changein engineering education.Agency is an emerging theory within engineering

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

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Diversity

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Educational Research and Methods

expectation source. However, that clarity is tempered by the stress of the academicexpectations themselves, as well as the potential implications of failure to fulfill them.Besides academics, expectations can also come from engineering superiors, who were definedas entities within the engineering major with influence to directly and professionally influence astudents’ grades, learning environment, career-related decisions and other engineeringexperiences. These entities range from individuals such as professors to small organizations suchas the student advising center.For example, if an instructor unknowingly creates a hostile learning environment with rigidexpectations and methods, the learning experience can become extremely stressful

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nancy Nelson, University of Calgary; Robert William Brennan, University of Calgary

Tagged Divisions

Educational Research and Methods

, satisfaction with thelearning experience, acquisition of skills and competencies, persistence, attainment of learningobjectives, and career success [5]. These components can be used to define tangible goals forstudent success initiatives within dedicated student success departments, faculties, and individualclassrooms.Moving to the far end of the student success spectrum, a series of interviews with studentssuggests success is “not just of good grades and steady progress toward graduation, but a holisticsense of fulfillment. They want to become strong candidates for careers in their chosen fields,emerge as competent and trustworthy adults, look back on their time without regrets, and maketheir mentors and family members proud” [6]. This means

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caitlin Donahue Wylie, University of Virginia; Kathryn A. Neeley, University of Virginia; Brian P. Helmke, University of Virginia

Tagged Divisions

Educational Research and Methods

experience in research (2) Clarify which field I wanted to study (3) Clarify whether graduate school would be a good choice for me (4) Clarify whether I wanted to pursue a research career (5) Work more closely with a particular faculty member (6) Participate in a program with a strong reputation (7) Get letters of recommendation (8) Enhance my resume (9) Other (please specify): (10) ________________________________________________Q44 As a college student, how many semesters have you participated in research during theacademic year? Note: For the purposes of this survey, capstone projects do not qualify as havingparticipated in research. I have never participated in research during the school year (1) 1 semester (2) 2

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

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Educational Research and Methods

members (our department or from anotherengineering program), and often industry mentors representing the sponsoring company. Some ofthe faculty advisors are professional engineers serving as adjunct faculty. Course includes projectmanagement, team dynamics, laboratory and field tests and writing workshops. Over the courseof the two semesters, students are asked to develop of a broad range of product or service ideasthat are eventually narrowed towards a specific, well-developed, and workable prototype. This istaking place through several steps, such as: idea presentation, sketch model, mock-up review,assembly model, technical review, prototype testing and final presentation. An end-of-year seniordesign year the students display final deliverables

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Patrick Marcel Danner, Technical University of Munich; Shannon Katherine Gilmartin, Stanford University; Carol B. Muller, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

University Fullerton, the Office of the Vice Provost for Graduate Education at Stanford University, the School of Medicine at Stanford University, and the School of Fisheries and Ocean Sciences at the University of Alaska, Fairbanks.Dr. Carol B. Muller, Stanford University Carol B. Muller is the Executive Director of WISE Ventures, an internal initiative at Stanford located in the Office of Faculty Development, designed to communicate, build networks, and help amplify existing and seed new and needed ventures across the Stanford campus to advance equity in science and engineer- ing. She also serves as executive director for Stanford’s Faculty Women’s Forum. A longtime university administrator, educator, and social

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Kristen B. Wendell, Tufts University; Chris Buergin Rogers, Tufts University; Ethan E. Danahy, Tufts University; Isabella Stuopis, Tufts University

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Diversity

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Educational Research and Methods

experience to several cornerstone design experiences which provide students with theopportunity to do several larger design projects throughout their undergraduate careers [7,8]. Anincreasing amount of technical courses have also begun leveraging design projects in addition to,or instead of, traditional end of semester evaluations in an attempt to give students differentkinds of opportunities to apply and demonstrate their engineering knowledge [9,10].While the value of design projects in engineering curricula is accepted by most institutions, theactual design of these experiences is not necessarily straightforward [11]. Designing finalprojects in a way that authentically requires students to apply their technical knowledge whilesimultaneously