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

Tagged Divisions

Educational Research and Methods

journey map highlighting salientexperiences they’ve had during the previous semester. Information from the interview transcriptsand journey maps is placed into a conceptually clustered matrix and reviewed by multipleresearchers for accuracy. Through the process we draw on multiple sources of data alongsideconstant comparison of findings between researchers to make sense of the students’ experienceswhile retaining their social reality [31]. Alongside the use of first-person direct quotes, these effortshelp retain ongoing communicative validation of each student’s story, and a “co-construction ofmeaning” as we develop findings [32]. Through this process, both positive and negativeinteractions with faculty emerged as salient moments within students

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

strategies.Dr. Lisa Benson, Clemson University Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. c American Society for Engineering Education, 2020 It's the End of the

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

.[2] Council of Graduate Schools, “Ph. D. Completion and Attrition: Analysis of Baseline Data,” 2008.[3] R. Sowell, J. Allum, and H. Okahana, “Doctoral initiative on minority attrition and completion,” 2015.[4] K. H. Hunter and K. Devine, “Doctoral Students’ Emotional Exhaustion and Intentions to Leave Academia,” vol. 11, pp. 35–61, 2016.[5] B. E. Lovitts, Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study, vol. 32. 2001.[6] B. E. Lovitts and C. Nelson, “The hidden crisis in graduate education: Attrition from Ph.D. programs,” Academe, vol. 86, no. 6, pp. 44–50, 2000.[7] C. M. Golde, “Should I Stay, or Should I Go? Student Descriptions of the Doctoral