Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew T. Stimpson, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

Educational Research and Methods

experience. While the program had manyobjectives, a principal goal was to provide teachers confidence and then a means to incorporateengineering principles in their teaching of math, science, and technology topics in theirclassrooms. The formation of stratified teams was a critical component of the program. In total,there were X labs each with a different research focus, biomechanics, educational computing,sustainable energy, and organic electronic devices.By creating teams of individuals with different educational and professional backgrounds, weintended to foster cognitive diversity within the groups. Cognitive diversity as a construct islinked with increased outcomes [6]. One such outcome was the development of an engineeringinformed lesson plan

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

workforce.Dr. Joyce B. Main, Purdue University at West Lafayette Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in Education Faculty Fellow Award, and the 2019 Betty Vetter Award for Research from WEPAN. In 2017, Dr. Main

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

Engineering Careers (PEARLS) and for Building Capacity at Collaborative Undergraduate STEM Program in Resilient and Sustainable Infrastructure (RISE-UP). Both projects are funded by NSF.Dr. Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus Sonia M. Bartolomei-Suarez is a Professor of Industrial Engineering at the University of Puerto Rico Mayag¨uez (UPRM). She graduated with a BS in Industrial Engineering from UPRM (1983), a MSIE (1985) from Purdue University, and a PhD in Industrial Engineering (1996) from The Pennsylvania State University. Her teaching and research interests include: Discrete Event Simulation, Facilities Planning, Material Handling Systems, Women in Academia in STEM fields

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Catholica de Chile

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Educational Research and Methods

Artificial Intelligence; specifically, automated planning, search and knowledge representation. Currently his research focuses on understanding how machine learning techniques can be applied to the intelligent decision-making process, on the applicability of reasoning techniques and learning to databases. He is also an assistant researcher at the Millennium Institute for Foundational Research on Data. American c Society for Engineering Education, 2020 WIP: What Makes Courses Demanding in Engineering Education? A Combination of Mixed Methods and Grounded Theory Research1. IntroductionEngineering undergraduate programs have become demanding in terms of workload

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership ; Calvin Sophistus King Ph.D., Dr. Mahalingam College of Engineering and Technology

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Educational Research and Methods

Learning Outcomes Specific, detailed learning outcomes for personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, consistent with program goals and validated by program stakeholder 3 Integrated Curriculum A curriculum designed with mutually supporting disciplinary courses, with an explicit plan to integrate personal and interpersonal skills, and product, process, and system building skills 4 Introduction to An introductory course that provides the framework for engineering practice in product, process, and Engineering system building, and

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods

and college levels: Institution and college normative documents.Our selection of normative documents at the institutional and college-level is adapted fromWilliam (2013), who argues that diversity planning initiatives tend to take on a normative roleand are regarded as a change-making tool. William (2013) suggests that mission and visionstatements, diversity plans, diversity reports, and academic and strategic plans can provide aholistic representation of the normative values, beliefs, and ideologies espoused by an institutionof higher education, in addition to also delineating strategies for achieving them [19]. Withinengineering education, Cross, Lee, Gaskins, and Jones (2018) have taken a similar approach foranalyzing diversity initiatives

Conference Session

Approaches to Curriculum and Policy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinlu Shen, Zhejiang University; Tuoyu Li, Zhejiang University

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Educational Research and Methods

discipline issues that are raised in the existingprojects, in the meanwhile discussed how to meet industry demand in the process ofnew engineering construction. The research findings are as following: (1) Thecommonness of programs’ schemes is emerging. In terms of mechanismconstruction, the mechanism of collaborative education receives the most attention,while the cultivation of soft ability and engineering innovation ability are focusedmost in terms of the talent ability; (2) Most of the construction plans are aimed atthe transformation of traditional disciplines, and there is little construction ofcorresponding disciplines for national key industries such as energy conservation,environmental protection and new materials; (3) The overall design of

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

with program faculty. Finally, students created portfolios and individualdevelopment plans which would be expected to support their career development, but studentsreported that these requirements were more onerous than helpful. The D3EM program serves asan example of how impactful programs can be designed to encourage students to explore avariety of potential future career pathways, particularly beyond tenure-track faculty positions.Implications from the findings include the continued implementation of such programs andsustained efforts to change the conversation about PhD careers that reflect the job market andgraduate student interests.Introduction In the past decade, graduate engineering education has emerged as a research

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

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

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Educational Research and Methods

scaffoldingprompts can foster students’ participation in effective collaborative problem-solving interactionsthat include not only attempting to solve but also exploring the task, planning how to solve, andevaluating the completed solution [7]. This study investigates the impact of scaffolding promptson collaborative problem-solving interactions and quality of groups’ final task solutions so thatinstructors can better understand how to design effective ill-structured collaborative tasks forundergraduate engineering students.Collaborative Problem-Solving InteractionsGe and Land’s research in collaborative problem solving has stressed the importance of fourproblem-solving processes necessary for effectively solving an ill-structured task in groups.These

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph H. Holles, University of Wyoming

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Educational Research and Methods

research plan, (4) research ethics, (5) graduate school familiarityand applying for graduate school, (6) presenting your research plan, and (7) professional skills. To complement the lectures, assignments for the course are shown in Table 2. The skillsand concepts to be reinforced by each assignment are also shown in Table 2. Assignments fallinto the same seven areas as listed above for course topics/lectures.Table 2: Course Assignments Topic Skills/Concepts Reinforced 1 Finding a Mentor Faculty/Student Interaction Research Interests Self-Reflection Identifying Potential Mentors Web research Meeting Mentors Oral and Written Communication 2

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

, research suggests that preserviceteachers do not feel academically prepared and confident enough to teach engineering-relatedtopics.This interdisciplinary project provided engineering students with an opportunity to developinterprofessional skills as well as to reinforce their technical knowledge, while preserviceteachers had the opportunity to be exposed to engineering content, more specifically coding, anddevelop competence for their future teaching careers. Undergraduate engineering studentsenrolled in a computational methods course and preservice teachers enrolled in an educationaltechnology course partnered to plan and deliver robotics lessons to fifth and sixth graders. Thispaper reports on the effects of this collaboration on twenty

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brent K. Jesiek, Purdue University, West Lafayette; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University; Russell Korte, George Washington University

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Diversity

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Educational Research and Methods

participation (e.g., as subjects in research studies) with an uncertain value proposition.Research method innovations are needed to reduce barriers to access, minimize risks and costs toparticipants, and more quickly generate actionable insights for partner firms.Given the preceding discussion of trends and challenges, we plan to carry out and investigate theefficacy of multi-institutional, multi-sites field research using novel methods such as agileethnography, trace ethnography, and network ethnography. These methods are new andevolving, and thus have scarcely been used to study engineering practice. Yet they appear verypromising given their potential to generate research findings much more rapidly and with a

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

decide on the subject matter to cover inthe PLTL workshops. The two selected subjects were Resume Building and Creation of E-portfolios. They had already received a training on resume building and the creation of e-portfolios, and the goal was to help other LIATS to complete theirs. Two planning sessions wereheld previous to each session to decide on logistics, contents, and practice. Then all the studentsparticipating in the PEARLS Program were equally distributed among the ten peer leaders.Training the leaders was done using a cognitive apprenticeship framework, as it works well withPLTL [13, 14]. PLTL is rooted in Vygotsky’s zone of proximal development [2]. Here the PLTLcoordinator models behaviors for the PLTL leader to follow, providing

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Adam R. Carberry, Arizona State University; Alison Cook-Davis, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wendy M. Barnard, Arizona State University; Megan O'Donnell, Arizona State University; Wilhelmina C. Savenye, Arizona State University

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Educational Research and Methods

provides a set of common outcomes for allcenters to design their evaluation plans and regularly evaluates whether centers are leveragingthe efforts of other ERCs. However, ERCs currently undertake evaluation in relative isolationfrom other ERCs despite NSF’s encouragement of instrument sharing [3]. The nature of thisoften-solitary assessment results in each center developing and using similar but also divergentevaluation tools. A consequence of these multiple ERC assessments has created redundancy inthe investment of effort and resources at each center. Divergence in data collection from theseredundant efforts has made cross-center comparisons difficult, if not impossible.A consortium of three ERCs (Center for Bio-mediated and Bio-inspired

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Todd M. Fernandez, Georgia Institute of Technology; Kaela M. Martin, Embry-Riddle Aeronautical University; Richard T. Mangum, Embry-Riddle Aeronautical University; Cristi L. Bell-Huff, Georgia Institute of Technology

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Educational Research and Methods

, then move on to discuss transitioning from bell-curve gradingto specifications grading in a statistics class, and finally creating a first-year engineering coursefrom scratch using specifications grading. In all three cases, the move to specifications gradingtook a few twists and turns, but overall, we plan to continue to use specifications grading.Through the diversity of course types, we hope to show how specifications grading can be usedflexibly in different types and levels of engineering courses. As we explain, in each case studythere are particular goals, benefits, and challenges of specifications grading in different types ofcourses that can help faculty guide implementation.Case StudiesCase Study 1: Senior Capstone DesignAt a small

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University

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Educational Research and Methods

their lives” [33].Change management was likewise commonly found to describe a person’s ability to manageboth small alterations in direction to plans, to completely disruptive and unforeseen events. Ineither sense the ability to adapt, find innovative ways to remain in relationships and regain a pathto a goal were associated with Change management and Innovation themes. In terms of dynamicorganizational or community-wide situations, three levels of resilience were described by Ryanet al.in a community/cultural study on positive responses to negative extremism and how itequated to community violence and terrorism. These levels were described as 1) National, 2)Community and 3) Individual adaptive change. Ryan reports embracing the necessity of

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

, Winters, Brunhaver, andMatusovich compared 36 alumni’s initial career plans with their employment outcomes four yearslater [10]. These alumni moved between working and graduate programs, and half of the alumnireported that they were not doing what they expected for their career. Similar to the present study,another analysis explored the write-in responses at the end of a survey in which junior and seniorundergraduate engineering student participants could elaborate on their career plans [11].Together, this body of work has led to insights about the very early careers of engineering alumni(i.e., within the first five years) and overall trends in the movement of engineering alumni withinthe labor force. However, there remains a need to understand

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

Computing in Engineering is a course required for all 200 engineering students ata research university in Massachusetts. In the last few years, the course underwent a transitionfrom a large, lecture-based course taught by one professor to several smaller sections taught bydifferent professors, each using their own instructional technique. In the spring of 2019, fourprofessors taught the Introduction to Computing Course using three different instructionalmethods. All courses had the same syllabus goals, outlined in Table 1 below. Table 1. Course Goals (as defined in the 2019 syllabi) Overall Goal Key ComponentsFluency in a Master basic Know common Use good code Plan

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Apostolellis, University of Virginia; Sitong Wang, University of Cincinnati

Tagged Divisions

Educational Research and Methods

the observer would get thelecturer’s lesson plan before class and then randomly sit behind a group of 10 students inclass, recording how many of them were engaged, disengaged, or of uncertain engagement.The observation is recorded for any major content change or every 2 minutes, and notes arewritten on every page of the lesson plan. Therefore, the instructor can relate the studentengagement data to the lecture content after class. To refine the student behavior categoriessuggested by the BERI protocol, we did some pilot observations based on the suggestedbehavior set. We decided to add some course-specific behaviors such as “collaborative work,”“device use,” and “presenting.” We then used the expanded behavior pool in the formalobservations

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

P.K. Imbrie, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

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Educational Research and Methods

: An Analysis of First Year Engineering StudentsAbstractThis work-in-progress research paper addresses issues related to the measurement of teameffectiveness. The study is motivated by recent changes in the ABET Criterion 3 accreditationguidelines, which state that students are mandated to demonstrate "an ability to functioneffectively on a team whose members together provide leadership, create a collaborative andinclusive environment, establish goals, plan tasks, and meet objectives." In addition to ABET,the use of teams in engineering education has become a widespread pedagogical tool to facilitatethe learning of technical content, as well as to prepare students for professional practice. Thus,having the ability to

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lauren Singelmann, North Dakota State University; Enrique Alvarez Vazquez, North Dakota State University; Ellen M. Swartz, North Dakota State University; Mary Pearson, North Dakota State University; Ryan Striker P.E., North Dakota State University

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Educational Research and Methods

Paper ID #30835Student-Developed Learning Objectives: A Form of Assessment to EnableProfessional GrowthMs. Lauren Singelmann, North Dakota State University Lauren Singelmann is a Masters Student in Electrical and Computer Engineering at North Dakota State University. Her research interests are innovation-based-learning, educational data mining, and K-12 Out- reach. She works for the NDSU College of Engineering as the K-12 Outreach Coordinator where she plans and organizes outreach activities and camps for students in the Fargo-Moorhead area.Mr. Enrique Alvarez Vazquez, North Dakota State University Experienced Systems

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

between informal and formallearning; changing our methods for teaching, evaluation, and assessment; developing diversity,accessibility, and inclusion; and leading to new technologies and innovations (American Societyfor Engineering Education [ASEE], 2016). These facilities are full of potential for variouspedagogical practices to be implemented, but thus far there is a gap in makerspace literatureexploring the pedagogy from a faculty perspective within the makerspace, specifically thedecisions instructors make when planning and implementing class projects in the makerspaces.The popularity of makerspaces is confounded by the lack of clarity in describing what constitutesthe actual act of making which has been intentionally left vague (Tomko

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

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Diversity

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Educational Research and Methods

interests include the use of machine learning in general and deep learning in particular in support of the data-driven and self-driven management of large-scale deployments of IoT and smart city infrastruc- ture and services, Wireless Vehicular Networks (VANETs), cooperation and spectrum access etiquette in cognitive radio networks, and management and planning of software defined networks (SDN). He is an ABET Program Evaluator (PEV) with the Computing Accreditation Commission (CAC). He served on many academic program design, review and planning efforts. He serves on editorial boards of multiple journals including IEEE Communications Letter and IEEE Network Magazine. He also served as chair, co-chair, and technical

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jorge A. Baier, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Ximena Hidalgo, Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile

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Educational Research and Methods

Paper ID #31445What is care in Engineering teaching?Dr. Jorge A Baier, Pontificia Universidad Catholica de Chile He is an associate professor in the Computer Science Department and Associate Dean for Engineering Education at the Engineering School in Pontificia Universidad Cat´olica de Chile. Jorge holds a PhD in Computer Science from the University of Toronto in Canada and a Master’s Degree in Engineering Sciences from Pontificia Universidad Cat´olica de Chile. His research focuses on areas of automated rea- soning in Artificial Intelligence; specifically, automated planning, search and knowledge representation

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

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Diversity

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Educational Research and Methods

Mexico State University. He completed his bachelor’s degree in 2018 and is set to graduate this summer after completing a thesis project on microaggressions amongst undergraduates in STEM using a focus group methodology. He has worked as a research assistant for the past two years on a grant sponsored by the NSF that explores URM success. He plans to apply to a PhD program for the Fall of 2021.Miquela K Gorham, Miquela Gorham is a graduate student at New Mexico State University in the Sociology Department. She also completed her Bachelor’s of Arts in Sociology at New Mexico State University. Her research interest focuses on sociology of education, social inequality, and race and ethnicity.Miss Lorissa Humble, New

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

research varies fordifferent groups of students.ResultsSurvey RespondentsThe Undergraduate Research Experiences Survey (URES) was administered to allundergraduate students enrolled in the School of Engineering and Applied Science at UVA.The response rate was 28% (n = 769). Respondents were evenly divided among class yearsand representative of the school’s demographic makeup with respect to age, genderidentification, race, ethnicity, first-generation status, and distribution of students amongmajors. In addition to their primary majors, 3% of respondents were completing a secondengineering major, 9% had a second major outside engineering, and 38% had at least oneminor. Most students (67%) planned to pursue a job as an engineer after graduation

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette; Elizabeth Litzler, University of Washington; Jeremi S. London, Virginia Polytechnic Institute and State University; Julia M. Williams, Rose-Hulman Institute of Technology; Jennifer M. Case, Virginia Polytechnic Institute and State University

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Educational Research and Methods

of EER&I research, audiences that need to be aware of the impact onengineering education, potential systematic processes for documenting impact, and plans forpiloting some processes for documenting impact. Metrics ranged from the relativelystraightforward measures of the number of engineering education programs and productivity ofthose programs and individual researchers, which could be expected to have impact, to the moresubtle changes in attitude toward EER&I and extent of implementation of the results of EER&Iresearch, which would reflect the impact. Some of those subtle changes include attitudes towardwho can/should be an engineer and how the engineering culture, and courses, can change tobroaden participation in engineering

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

coursesof action [23]. In academic settings, identity has been shown to predict learning, engagementwith class content, and decisions to pursue specific disciplines in the future [22].Choice and PersistenceSTEM career aspirations are students’ current intentions of having a STEM career when theygraduate. STEM career aspirations tend to decline over time; however, there are clear individualdifferences in changes in STEM career plans, which fluctuate for many students [24]. In theexpectancy-value model, we frame career aspirations as an achievement behavior choice thatfollows the development of STEM identity and precedes behavior (i.e. pursuing a STEM-relatedcareer).Current StudyWe explore the relationships among objective STEM preparation and STEM

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette

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Diversity

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Educational Research and Methods

: Impact of the student-faculty relationship in a highly challenging course,” Coll. Teach., vol. 60, no. 2, pp. 41–47, Apr. 2012, doi: 10.1080/87567555.2011.627576.[7] L. E. Davis, I. Ajzen, J. Saunders, and T. Williams, “The decision of African American students to complete high school: An application of the theory of planned behavior,” J. Educ. Psychol., vol. 94, no. 4, pp. 810–819, 2002, doi: 10.1037/0022-0663.94.4.810.[8] C. J. Armitage, P. Norman, and M. Conner, “Can the theory of planned behaviour mediate the effects of age, gender and multidimensional health locus of control?,” Br. J. Health Psychol., vol. 7, no. 3, pp. 299–316, 2002, doi: 10.1348/135910702760213698.[9] C. H. C. Drossaert, H. Boer, and E. R. Seydel

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sreyoshi Bhaduri, McGraw-Hill ; Michelle Soledad, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods

% of the total variability in the data, 8and all had eigen-values greater than 1 (Appendix A). The six factors revealed throughEFA were:(1) Working the Problems, (2) Associations with the Real World, (3) SeekingHelp to Improve Conceptual Understanding, (4) Planning, (5) Utilizing Resources, and(6) Interactions. These six factors are triangulated by some of the main themes thatemerged from a deeper qualitative analysis (Morelock, et al. (under review)) of studentsdescribing their learning strategies. The Working the Problems factor – primarily onetargeting behavioristic strategies, may be the most important factor of this instrument,and one which sets it