Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

Education, 2006 Community Building and Identity Development Through Graduate Coursework in Engineering EducationAbstractThe new engineering education graduate degree program at Purdue University is a pipeline foreducating future engineering faculty and professionals interested in pursuing careers that supportresearch-based engineering education reform. The first cohort of doctoral seeking students wasadmitted in Fall 2005. Two courses were developed to address community building and identitydevelopment in this new field of study. Emphasis was placed on these two ideas as the field iscurrently not well defined and the research community is relatively small and fragmented. Suchemphasis is also intended to circumvent common

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Nathan Hyungsok Choe, University of Texas, Austin; Maya Denton, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

curriculum development and teaching through Peer Designed Instruction.Mr. Nathan Hyungsok Choe, University of Texas, Austin Nathan (Hyungsok) Choe is a doctoral student in STEM education at UT Austin. His research focuses on the development of engineering identity in graduate school and underrepresented group. Nathan holds master’s and bachelor’s degrees in electrical engineering from Illinois Tech. He also worked as an engineer at LG electronics mobile communication company.Ms. Maya Denton, University of Texas, Austin Maya Denton is a STEM Education master’s student and Graduate Research Assistant in the Department of Mechanical Engineering at the University of Texas at Austin. She received her B.S. in Chemical

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Blanca Miller, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

science identity, STEM education, and participation in online communities.Mrs. Marissa A. Tsugawa-Nieves, University of Nevada, Reno Marissa Tsugawa is a graduate research assistant studying at the University of Nevada, Reno in the PRiDE Research Group. She is currently working towards a Ph.D. in Engineering Education. She expects to graduate May of 2019. Her research interests include student development of identity and motivation in graduate engineering environments and understanding creativity in engineering design processes.Ms. Jessica Nicole Chestnut, North Carolina State UniversityBlanca Miller, University of Nevada, Reno Blanca Miller is a Computer Science & Engineering Graduate Student at the University of

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Kathryn Ann Mobrand, University of Washington

Tagged Divisions

Educational Research and Methods

-authorship development because she went through aprocess of trusting, building, and securing an internal identity, which Baxter Magolda describesas path toward self-authorship.Emily: Uncomfortable sharing, validated by sharing portfolio, gained confidence in experiences.In the context of the portfolio activity, Emily recognized and acknowledged the importance ofothers’ perspectives, both those in authority positions (such as parents and educators) and thosein more peer positions (such as other students), and how others’ views were significant to herpersonal beliefs and validation. While developing the portfolio, she wanted to know the “rightstuff” that should be included in the portfolio. The freedom of the portfolio activity contributedto her

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

approximately 19,042 (16,136 FTE) has been animportant step toward creating a climate conducive to facilitating fundamental change. Examplesof such change include building collaborations among faculty within and across departments,establishing the identity of students as part of a community beyond their chosen major,improving the efficiency and effectiveness of university systems, and perhaps most importantly,developing a framework to think deliberately about ways to effect change. This paper is focusedon describing and categorizing the development of a STEM “identity” over the past decadewithin a metropolitan campus that does not have an overall STEM central mission.The College of Engineering (CoE), established in 1997 as a result of a regional demand

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexis Prybutok, The University of Texas, Austin; Anita D. Patrick, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Carolyn Conner Seepersad, University of Texas, Austin; Mary Jo Kirisits, University of Texas, Austin

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

students.3 Though much research has been conducted on predicting what willlead students to pursue engineering, exposing P-12 students to engineering to foster interest at anearlier age2, and determining why students leave engineering4, few studies have been conductedon how undergraduate engineers who persist to graduation develop throughout their collegecareers. Thus, in recent years, the framework of engineering identity and the factors thatencompass it, based on previous research on physics and math identities, has been used as a lensto study engineering students.Engineering identity is both a subset of and affected by the larger student identity, which alsoincludes personal and social identities.1 Identity can be defined as how students

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

as juniors and then again fiveyears later as practicing engineers. Brunhaver et al. found a distinction between the ways inwhich technical skills and professional skills are developed and used. They also found that Page 23.621.3participants talked about skills differently over time with working engineers ascribing differentdetails or meanings to skill categories such as communication and interpersonal skills. In thispaper, we seek to extend the timeframe and examine the earlier college years through earlyprofessional practice for some of the same participants. Therefore, we draw on a sample thatreflects freshman year in college through four

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

identity and belonging. This qualitative analysis will be reported in future publications.The URES tool developed in this study represents a preliminary effort to collect and analyzeperceptions of undergraduate research experiences across all class years. Items were drawnfrom constructs associated with assessment of research training programs that overlappedwith constructs of engineering identity. Responses suggest that students build their definitionsof engineering based primarily on didactic training and do not necessarily view high-impactextracurricular research experiences as part of what it means to be an engineer. Future workwill examine the overlap among measures of engineering identity and research skills and willmap the qualitative

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

Tagged Divisions

Educational Research and Methods

interests include student development of identity and motivation in graduate engineering environments and understanding creativity in engineering design processes.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Assistant Professor of Engineering Education at University of Nevada, Reno. His re- search focuses on the interactions between engineering cultures, student motivation, and their learning experiences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem solving processes, and cultural fit. His education includes a B.S. in Biomedical Engineering from Rose-Hulman Institute of Technology, a M.S. in Bioengineering and Ph.D. in Engineer- ing

Conference Session

Development as Faculty and Researcher: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Pulford, University of Washington Center for Engineering Learning & Teaching (CELT); Nancy Ruzycki, University of Florida; Cynthia J. Finelli, University of Michigan; Laura D Hahn, University of Illinois, Urbana-Champaign; Denise Thorsen, University of Alaska, Fairbanks

Tagged Divisions

Educational Research and Methods

aircraft engineer. Her research and professional interests include faculty development, innovations in engineering communication education, engineering student learning motivation, and nar- rative structure in technical communication.Dr. Nancy Ruzycki, University of Florida Director of Undergraduate Laboratories, Faculty Lecturer, Department of Materials Science and Engi- neeringDr. Cynthia J. Finelli, University of Michigan Dr. Cynthia Finelli, Director of the Center for Research on Learning and Teaching in Engineering and research associate professor of engineering education at University of Michigan (U-M), earned B.S.E.E., M.S.E.E., and Ph.D. degrees from U-M in 1988, 1989, and 1993, respectively. Prior to joining U

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

that provided challenging coursework,professors who were invested in their success, peers who were like family, and the reputation oftheir institution for graduating well-prepared minority students in engineering. Data analysisfound that the majority of the students reported having an engineering identity. Furthermore, theexperiences of these minority students impacted their engineering identity in ways that have notbeen cited in previous research.IntroductionIncreasingly, engineers are becoming a part of a global community, and thus diversity acrossrace, ethnicities and gender is becoming more prevalent in the United States. How studentsbegin to identify as engineers may be impacted by their race, gender or ethnicity. As such, it isimportant

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, particularly as related to innovation, pro- fessional identity development, engineering culture, and supporting the recruitment and persistence of underrepresented students within engineering.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Edu- cation from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Janice McCain, Howard University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

, include understanding the relationship between the development ofengineering identity and: • extracurricular activities, both within engineering (eg mini-Baja, solar cars, or volunteering with Engineers Without Borders) and outside engineering (eg theatre, other community service) • exposure (or lack thereof) to engineering practiceAs the nature of student understanding of engineering changes over time and differs betweengenders, a complete picture of how students develop an engineering identity is complex. Thework presented here is only a preliminary examination of the process of identity development asstudents progress through their engineering education, The research of the Center for theAdvancement of

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #15322First Generation Students Identification with and Feelings of Belongingnessin EngineeringHank Boone, University of Nevada, Reno Hank Boone is a Graduate Research Assistant and Masters Student at the University of Nevada, Reno. His research focuses on First Generation engineering college students’ engineering identity, belonging- ness, and how they perceive their college experience.He is also on a National Science Foundation project looking at non-normative engineering students and how they may have differing paths to success. His education includes a B.S. in Mechanical Engineering from University of Nevada

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Perkins, North Carolina State University; Blanca Miller, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Paper ID #18227The Role of Engineering Doctoral Students’ Future Goals on Perceived TaskUsefulnessMrs. Marissa A. Tsugawa-Nieves, University of Nevada, Reno Marissa Tsugawa-Nieves is a graduate research assistant studying at the University of Nevada, Reno in the PRiDE Research Group. She is currently working towards a Ph.D. in Engineering Education. She expects to graduate May of 2019. Her research interests include student development of identity and motivation in graduate engineering research and teaching environments. She is also interested in k-12 integration of engineering in math and science curricula.Heather Perkins

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo; Dominick Trageser, California Polytechnic State University, San Luis Obispo ; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

AbstractIn this research paper, we explore student responses to Utility Value Interventions in staticscourses. Introductory engineering mechanics courses (e.g., statics, dynamics) are critical pointswithin a curriculum, and student performance in these courses can have a strong influence onfuture success. And while these courses are often thought of as “weed out” courses, the ubiquityof these courses for engineers is what makes them an important place for students to develop themotivation to persist through their engineering education. One particularly promising tool for thisdevelopment has been Utility Value Interventions (UVIs) in which students are given opportunitiesto reflect on how their coursework aligns with their lives through short writing

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Estefany Soto, University of Central Arkansas ; Cindy Ann Lenhart, Oregon State University; Kate Youmans, Utah State University; Yoon Ha Choi, Oregon State University

Tagged Divisions

Educational Research and Methods

engineering and the profession. Throughmakerspace activities and the perception of feeling included and developing a sense ofbelonging, students can determine if they are perceived as being part of the engineeringcommunity [12] and therefore, are or can be perceived as being professional engineers. Wemaintain that students who do not feel they belong or included in makerspaces may also feel theyare not perceived to be future engineers, influencing their identity as being members of theprofession and the community of engineers. Thus, gender, ethnicity, and culture may beassociated with feeling of belonging in makerspaces, and an indicator of students’ feeling ofbelonging in engineering and developing and engineering identity. Given students are likely

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

South Korea. She currently works as graduate research assistant in engineering education department. Her research interests are assessment for learners in diverse settings, and teacher education in multicultural settings.Prof. Jeffrey F Rhoads, Purdue University at West Lafayette Jeffrey F. Rhoads is a Professor in the School of Mechanical Engineering at Purdue University and is affiliated with both the Birck Nanotechnology Center and Ray W. Herrick Laboratories at the same insti- tution. He received his B.S., M.S., and Ph.D. degrees, each in mechanical engineering, from Michigan State University in 2002, 2004, and 2007, respectively. Dr. Rhoads’ current research interests include the predictive design, analysis, and

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Kristyn Jackson, Stanford University; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

Realities.” accepted for ASEE Annual Conference, 2008.11. “Unpublished data” obtained through communication with Dr. Krista Donaldson, Jan. 2008.12. H.L. Chen, K.M. Donaldson, G. Lichtenstein, O. Eris, D. Chachra, S.D. Sheppard, “From PIE to APPLES: TheEvolution of a Survey Instrument to Explore Engineering Student Pathways, accepted for ASEE AnnualConference, 2008.13. J. Mervis, "Wanted-A Better Way to Boost Numbers of Minority Ph.D.s," Science, August 28, 1998, Vol. 281,No. 5381, p. 1268.14. N. B. Walters, “Retaining aspiring scholars: Recruitment and retention of students of color in graduate andprofessional science degree programs,” paper presented at the annual meeting of the Association for the Study ofHigher Education, Nov. 1997

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

suggests that this type of studentmay approach writing differently than graduate students in other disciplines, and thus instructionshould be developed that best helps them participate in the discourse of their field.Developing academic literacy is also traced in a case study by [10]. In addition, [11], describe anational workshop to systematically teach Ph.D. students how to communicate engineering andscientific research as an antidote to the typical process of ad hoc student learning fromcolleagues and advisors. [12] describe the value of adding a component of ethics education toengineering graduate curricula to promote awareness of professional norms in the U.S. andgreater awareness of the societal context of engineering. Adding an ethics

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

Tagged Divisions

Educational Research and Methods

: A review of the literature AbstractGraduates from aviation and aerospace technical and engineering disciplines emerge withcertifications and academic coursework to fulfill the respective degree requirements, but maystill lack fluency in key non-technical competencies to fully leverage their professionalcredentials and academic preparation. Due to the applied nature of the aviation and aerospacedisciplines, problem-based learning approaches implicitly seek to incorporate and develop suchskills as part of the educational experience. Individual resilience is one example of a non-technical competency sought by employers across high consequence, technology-basedindustries. However, a stronger shift from

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Watkins, Vanderbilt University; Merredith D. Portsmore, Tufts University; Rebecca D. Swanson, Tufts University

Tagged Divisions

Educational Research and Methods

engineering teacher educators and professional development [14], [18]: GOAL I: Engage teachers in engineering content and process GOAL II: Support teachers’ learning of responsive pedagogy in engineering GOAL III: Enable teachers to plan, modify & select curricula with attention to student thinking GOAL IV: Build a community of educators in engineering nationally and internationally In Table 1, we summarize the key instructional activities in TEEP, how they align to ourfour central goals, and in which courses teachers engage in these activities. Goals Key instructional activities Course Learning engineering

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Stanford University; Sheri Sheppard, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

AC 2011-1551: LOOKING AT ENGINEERING STUDENTS THROUGH AMOTIVATION/CONFIDENCE FRAMEWORKSamantha Ruth Brunhaver, Stanford University Samantha Brunhaver is a third year graduate student at Stanford University. She is currently working on her PhD in Mechanical Engineering with a focus in engineering education. She completed a BS in Mechanical Engineering from Northeastern University in 2008 and a MS in Mechanical Engineering with a focus in Design for Manufacturing from Stanford University in 2010.Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is the Carnegie Foundation for the Advancement of Teaching Consulting Senior Scholar principally responsible for the Preparations for the Professions Program

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Derek Wright P.Eng., University of Waterloo; Andrew J. B. Milne, University of Waterloo, Mechanical and Mechatronics Engineering; Eugene Li, University of Waterloo; Sanjeev Bedi P.Eng., University of Waterloo

Tagged Divisions

Educational Research and Methods

solutions and end of term survey Practice professional Developed: prior course work (MTE100), warm-up problems communication (graphical, Assessed: warm-up problems, written assignment post-event, written, and oral) end of term surveyThe robotic manipulators were built using kits of pre-fabricated components (Tetrix Prime kits,and off the shelf pneumatics components). The groups then went through the engineering designprocess, by developing initial designs, and iterating through them to achieve their final goal.The warm-up problems drew on knowledge from each of their 1A courses. These problems werethe early steps in manipulator design, such as determining the forward kinematics of a knownconfiguration. The

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

Paper ID #15401Stimulating Creativity in Online Learning Environments through IntelligentFast FailureDr. Kathryn W. Jablokow, Pennsylvania State University Dr. Kathryn Jablokow is an Associate Professor of Mechanical Engineering and Engineering Design at Penn State University. A graduate of Ohio State University (Ph.D., Electrical Engineering), Dr. Jablokow’s teaching and research interests include problem solving, invention, and creativity in science and engineer- ing, as well as robotics and computational dynamics. In addition to her membership in ASEE, she is a Senior Member of IEEE and a Fellow of ASME. Dr. Jablokow

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Megan Ellery; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

desire increased guidance on how their graduateprograms were structured and a greater understanding of how to develop and maintain functionalcommunication with their advisors. These findings will allow the engineering education researchand practice communities to understand better how students conceptualize graduate school andprovide adequate guidance and support. This study will contribute to the small body of literatureconcerning graduate engineering attrition and holds implications for the future of engineeringgraduate programs and departments in their ongoing efforts to promote their students' well-beingamid the growing crisis relating to student well-being.Introduction and Literature ReviewWhen observing the statistics for attrition from

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

School. He earned a B.S. in Materials Science Engineering from Alfred Univer- sity, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment tech- niques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and an associate editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert M. O'Hara, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Lisa Benson, Clemson University; Rachel Lanning, Clemson University

Tagged Divisions

Educational Research and Methods

Glenn Department of Civil Engineering at Clemson University, and a 2005 graduate of the Department of Civil and Environmental Engineering at Georgia Tech. Her research portfolio focuses on transportation infrastructure design, safety, accessibility, and management. She is currently the facilitator for the NSF Revolutionizing Engineering and Computer Science Depart- ments (RED) grant at Clemson, and is leading three transformation efforts related to culture, curriculum, and community to achieve adaptability, innovation, and shared vision. Alongside her research, Dr. Ogle has been active in the development of engaged learning and has led two interdisciplinary undergraduate translational research and education courses

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Lanci, Colorado Mesa University; Louis Nadelson, Colorado Mesa University; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Katherine L. Youmans, Utah State University; Adam Lenz, Oregon State University

Tagged Divisions

Educational Research and Methods

charter school in Salt Lake City. In her role as STEM Director Kate developed the schools programs in Computer Science, Robotics and Design Thinking.Dr. Adam Lenz, Oregon State University c American Society for Engineering Education, 2018 Developing a Measure of Engineering Students’ Makerspace Learning, Perceptions, and InteractionsAbstractMakerspaces have become a rather common structure within engineering education programs. Thespaces are used in a wide range of configurations but are typically intended to facilitate studentcollaboration, communication, creativity, and critical thinking, essentially giving students the opportunityto learn 21st century skills and develop