Displaying all 12 results
- Conference Session
- ERM WIP IV: Examining Undergraduate Recruitment & Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alexandra Mary Jackson, Rowan University; Justin Charles Major, Rowan University; Rachel Burch, Rowan University; Patricia Lynn Hurley, University of Delaware
- Tagged Topics
- Diversity
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- Educational Research and Methods Division (ERM)
study utilizes bothquantitative and qualitative methods to explore the Fidget Toy project intervention, taking bothself-report survey results and qualitative reflections to understand the impacts of this curricularintervention.The Mental Health Fidget Toy ProjectWe developed a project for first-year engineering students that focuses on incorporating mentalhealth awareness and reflection into the curriculum. This project was piloted in Spring 2024 infive sections of a second-semester, first-year course at a mid-Atlantic institution, a generalengineering course focused on basic engineering concepts and interdisciplinary design. In thishalf-semester project, students designed and manufactured a fidget toy for use by engineeringstudents like them
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 29
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Marin Jayne Fisher Hale, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
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- Educational Research and Methods Division (ERM)
classes of first-year engineeringstudents at a large, public university in the Mid-Atlantic region of the U.S..This paper highlights the initial steps of a larger study that seeks to understand the impact of afeedback intervention on peer feedback quality. The potential impact can be elucidated bycomparing comments from students who received the intervention with students from a previousyear who did not. This paper describes the development of a rubric to assess peer feedbackquality that arose from the implementation and evaluation of the intervention. To examine thisprocess, we ask the following research questions: 1. How did exposure to a feedback intervention in a first-year engineering course impact the quality of
- Conference Session
- ERM WIP II: Equity & Accessibility in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Daniel Kane, Utah State University; Wade H Goodridge, Utah State University
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- Diversity
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- Educational Research and Methods Division (ERM)
Atlantic Section Fall Meeting, Oct. 2018. Accessed: Feb. 21, 2025. [Online]. Available: https://peer.asee.org/implementation-and-first-year-results-of-an-engineering-spatial-skills- enhancement-program[11] T. J. Ashby, W. H. Goodridge, S. E. Lopez, N. L. Shaheen, and B. J. Call, “Adaptation of the Mental Cutting Test for the Blind and Low Vision,” presented at the 2018 ASEE Zone IV Conference, Mar. 2018. Accessed: Dec. 21, 2022. [Online]. Available: https://peer.asee.org/29599[12] W. H. Goodridge, N. L. Shaheen, A. T. Hunt, and D. Kane, “Work in Progress: The Development of a Tactile Spatial Ability Instrument for Assessing Spatial Ability in Blind and Low-vision Populations,” presented at the 2021 ASEE Virtual
- Conference Session
- Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Eduardo Rodriguez Mejia, Rowan University; Cheryl A. Bodnar, Rowan University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
(Please specify)).Utility, intrinsic, and attainment values were grouped and only cost STV was presented as anindependent entry in the survey. The results of the study focused on the cost STV and suggestedstrategies to reduce it. Factor analysis of the responses supports Eccles’ EVT as a consistentframework for studying and analyzing motivation in a graduate context. 2MethodsThis study consisted of a think-aloud protocol that was conducted with 6 engineering doctoralstudents at a research intensive university in the mid-Atlantic region. The aim is not to transferthe findings at this early stage of the project, but to get a better understanding of
- Conference Session
- Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Cassandra Sue Ellen Jamison, Rowan University; Justin Charles Major, Rowan University ; Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
focus in our study are undergraduate engineering students ata mid-Atlantic R2 Carnegie Classification university enrolled in one of six available engineeringmajors at the institution (mechanical, civil and environmental, chemical, biomedical, electrical andcomputer, or engineering entrepreneurship). The population of the institution’s engineeringprogram is approximately 34% non-White and 22% non-Male. Across the institution itself, a thirdof students are first-generation while nearly 44% are identified as “food insecure.”Interview Protocol Development – Our semi-structured interview protocol was developed byadapting our colleagues’, Kirn and Benson [5], past work with FTP and engineering studentproblem-solving behaviors to our own, engineering
- Conference Session
- Investigating Student Pathways to and through Undergraduate and Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Collette Patricia Higgins; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University & Carthage College
- Tagged Topics
- Diversity
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- Educational Research and Methods Division (ERM)
options forexposure and involvement [4].Two types of learning arrangements, structured and unstructured, as well as two forms ofcuriosity, specific and diversive, have been previously identified and expressed as a matrix [5].Students’ pathways provide insight into the overlapping experiences of learning in formaleducational settings as well informal settings such as the home. Towards the exploration of thecomplex definition and validation of this model, seven targeted interviews were conducted withstudents enrolled in a non-disciplinary engineering program at a mid-Atlantic, primarilyundergraduate, comprehensive, public university. Exploring in detail the unique livedexperiences of each of these students gives insight into the development of
- Conference Session
- ERM Technical Session: Developing Engineering Competencies III
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
and developed codes and subcodes that addressed theresearch questions. The product of this process is a full codebook with example quotes from thereflection data.Study ContextThis study was conducted in a project-based, first-year engineering course at a large, publicuniversity in the Mid-Atlantic US. The course is the second in a two-course sequence requiredfor all engineering students at the university. Students complete a semester-long design project inteams of 4-6 students. Peer evaluations were facilitated via CATME, a tool used by the instructorto monitor team dynamics and individual performance throughout the semester. CATME peerevaluation was conducted three times during the 16-week semester (Weeks 7, 11, and 16), andstudents
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 24
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bradley J. Sottile, The Pennsylvania State University
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- Educational Research and Methods Division (ERM)
presented at the Spring 2022 ASEE Mid-Atlantic Section Conference, New Jersey Institute of Technology, Newark, NJ. https://peer.asee.org/40075Sottile, B. J. (2023). Work in progress: What is ethical? A mixed methods study examining student, faculty, and stakeholder views on professional engineering ethics. Paper presented at the Spring 2023 ASEE Zone 1 Conference, The Pennsylvania State University, University Park, PA. https://peer.asee.org/44711Sottile, B. J. (2024a). Catastrophic failure is not an option: Reconsidering post-secondary engineering ethics education in a changing world. [Doctoral praxis, The Pennsylvania State University].Sottile, B. J. (2024b). The modern tenure system in higher
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 29
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Justin Charles Major, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
development and 2) identifies what skillsand attitudes engineering students develop over time and to what degree. Given teamwork’simportance in engineering education and practice, teamwork is essential for engineering studentsto learn. As we have explored the teamwork literature, we have identified that teamwork, as thediscipline has defined it, lacks specificity, thus leaving open the criterion for assessment. Thisproject emerged as an opportunity to both “measure” and precisely define teamwork skills andattitudes. In the summer/fall of 2023, we developed a pilot survey of engineering teaming attitudesand skills and administered it at two mid-Atlantic institutions. Our pilot administration led to asample size of n=606 with representation across
- Conference Session
- ERM Technical Session: Strategies for Student Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Robert M Nickel, Bucknell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
they built a collaborative environment. At the same time, students wrote reflections on the different activities that they participated in. We identified three themes from the memos and student reflections: self-awareness, professional exploration, and collective collaboration. These themes were further mapped onto specific components of the course design to better understand their pedagogical impact. While this study is context-specific, the approach and findings are relevant to a range of educational contexts seeking to support student development through collaborative, cohort-based models.Context his study took place in an ECE department at a liberal arts university in the Mid-Atlantic
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 16
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Catherine G. P. Berdanier, Pennsylvania State University; Julio Urbina, Pennsylvania State University; Reginald F. Hamilton, Pennsylvania State University; Catherine L. Cohan, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University; Cynthia Howard Reed, Pennsylvania State University
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- Diversity
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- Educational Research and Methods Division (ERM)
may not be meeting those challenges.MethodsContext: This research was conducted at a single large research intensive (RH-VH) public universitylocated in the mid-Atlantic region of the United States, as part of an NSF Funded S-STEM program. S-STEM programs are intended to support low-income students in their trajectories to and through school.While most funded SSTEM programs in the United States are aimed at undergraduate student support, thisSSTEM is unique in that it supports low income Master’s students to obtain thesis-based MS degrees.Students in the program are supported financially, have substantial professional development programming,regular mentorship meetings with faculty affiliated with the program, and peer/near-peer mentoring. At
- Conference Session
- Entrepreneurship and Inventive Thinking & Student Beliefs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Cayla Ritz, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
’ approach toprocess safety judgements [34], [36]. There were five senior-level chemical engineering studentsrecruited from a process safety course at a mid-Atlantic institution for this pilot. Due toscheduling complications, only three students completed all phases of the data collection process.The participants were selected at random after they filled out an interest and consent form. Theirdata has been de-identified as part of the analysis process and pseudonyms were assigned to thestudents (Alex, Bradley, and Charlie). These students were all male, senior-level chemicalengineering students. The selected participants then completed the three-phase pilot researchstudy that took place over the course of the spring 2022 semester. IRB approval was