Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

expectation(diversity within a peer network) is often established in first-year courses where diverse teamsare created to address the new ABET Criterion 3, Objective 5 (replacement of old Criterion 3,Objective D) of developing students with, “an ability to function effectively on a team whosemembers together provide leadership, create a collaborative and inclusive environment(emphasis added by authors), establish goals, plan tasks, and meet objectives.” [4] Creating aninclusive engineering and educational environment is critical to engineering’s continued success.Antonio’s findings demonstrate that if engineering education encourages and providesopportunities for meaningful interactions between diverse engineering students, engineeringeducation can

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

and awareness towards research are highly crucial for practitioners and should bethoughtfully planned. Relatedly, the health professional has demonstrated the success of formalactivities, such as workshops, dedicated to increasing awareness of research among practitionersin their fields (Goodenough et al., 2017; Weitzel & Robinson, 2011). In another study examiningTurkish nursing students, interest and use of research were positively correlated to the number ofcourses in research completed by the students (Gerçek, Okursoy, & Dal, 2016). Theimplementation of these strategies can aid in bridging the RTP gap for the wider community inthe future. For the engineering education research community, creating more opportunities that

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

number of items was aggressivelyminimized by primarily focusing on the motivational constructs. The motivational subscales onthe MSLQ were deemed more important than learning strategies for supporting the goals of thebroader curriculum development project. Only two learning strategy subscales were used.Peer-learning was chosen because of its potential importance to planned curricular interventionsinvolving team projects and small-group work. Metacognitive self-regulation was chosen becauseof the relatively high correlation with final grade reported by Pintrich, et. al. [19] and theimportance of metacognition in active-learning settings. The metacognitive self-regulationsubscale was further shortened from the original twelve questions to six, as

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

undesiredoutcomes. Results indicated that 60% of the surveyed population experienced a sense of anxietyregarding grades at the start of the semester. The study then analyzed the emotional impact whengrades were as expected and unexpected mid-semester. Results indicated that 52% of the surveyedpopulation conveyed a level of concern with grades moving forward despite having expectedgrades. This was a critical finding given that academic or emotional concern is generally associatedwith low scores, not high scores. On the other hand, 96% of the students expressed concernedwhen grades were not as expected mid-semester. The research study also intended to extract detailsregarding the plan of action students might consider when grades were not as expected

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Joachim Walther, University of Queensland; David Radcliffe

Tagged Divisions

Educational Research and Methods

’ disposition, so-called meta influencesand various extra-curricular elements. The cluster of learning environment for examplecontained a category for communication and as a subordinate category for the communicationbetween the students and their teachers (Figure 1).Similarly, the work situations were grouped in clusters of categories of accounts where thestudents described ways in which their work impacted on their social life, various practicalitiesof the industrial context, instances of collaboration in the workplace, aspects of planning, typesof technical work, and issues concerned with responsibilities and regulations. Each cluster againcontained categories and subcategories, for example, to classify collaboration with various typesof counterparts

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico-Mayaguez; Ana Nieves, University of Puerto Rico-Mayaguez; Cristina Pomales-Garcia, University of Puerto Rico-Mayagüez; Nayda Santiago Santiago, University of Puerto Rico-Mayaguez; José Vega, University of Puerto Rico-Mayaguez; Vilma Lopez, University of Puerto Rico-Mayaguez

Tagged Divisions

Educational Research and Methods

, in the information task, (4) the level of planning and priorities by the information seeker inrelation to their information tasks, (5) the pros and cons or the effects on effectiveness, efficiencyand productivity of information tasks switching, and (6) serendipity by the information seekerthat is prompted by visual information cues and the tension with the planning and priority goals.According to the researcher findings, multitasking information behaviors may allow users tocope with the complex everyday world in which they live.Friedman and Deek13 have approached the theme trying to answer the questions of whetherinnovation and new technology developments impact or not education and how education couldtake advantage of new technologies. In

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

orientation to learning: they expect tests to measure whatthey have learned and internalize the messages of failure that these low grades appear to suggest.Many of the engineering faculty we interviewed agreed with students that tests should reflect amastery of the material: I can’t imagine why anybody would think that that was a good plan for giving tests. I teach statistics. How can a 30 be representative of the knowledge that you’re supposed to learn? (Female White faculty) I don’t know why it exists. I disagree with it because even a smart student who does well with a 50, I just think it’s—there’s no feeling of satisfaction that you’ve learned something. (Male White faculty) You don’t want to see that everybody doesn’t know half the

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/369354. Carnegie Learning. [Photograph]. Retrieved from http://www.carnegielearning.com/galleries/8/5. Chen, Y. (2002). The development of cyberlearning in dual-mode higher education institutions in Taiwan, International Review of Research in Open and Distance Learning, 2(2), Jan; http://www.irrodl.org/index.php/irrodl/article/viewArticle/59/1226. Creswell, J.W. (2008). Educational Research: planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). Upper Saddler River, NJ: Pearson Education, Inc.7. Creswell, J.W., Plano Clark, V. (2011). Designing and Conducting Mixed Methods Research (2nd ed.). Thousand Oaks, CA: Sage Publications.8

Conference Session

Research Informing Teaching Practice II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Joseph G. Tront, Virginia Tech; Sarah Giersch, Broad-based Knowledge, LLC

Tagged Divisions

Educational Research and Methods

archiving digital materials. Prior to joining BbK, Giersch worked for Columbia University libraries guiding the growth and development of Academic Commons, Columbia’s online research repository. Giersch has also consulted in the area of education technology and specifically on implementing, evalu- ating, conducting outreach for and promoting the sustainability of education digital libraries. Some of the products developed for clients include surveys to measure the use of networked electronic resources in and user satisfaction with digital libraries; an annotated bibliography on evaluating the educational impact of digital libraries; a business plan review of models to sustain digital libraries; and numerous workshops

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michele L. Strutz, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

people for career guidanceGeneral populationSeveral studies show that career guidance often begins as early as 5th to 8th grades; howeverformal career counseling typically occurs in high school. Students are heavily influenced byindividuals with whom they interact with often. 9 Teachers and counselors are a significantsource of guidance as students make career choices. 10 Parents also facilitate their children’seducation and career decisions, and many consider themselves as the most important influence.11, 12, 13, 14Several studies identify the primary influencers of students’ college major and career decisions.The results of a 2005 study that examined Missouri students’ postsecondary plans showed thatparents, siblings, and other members of the

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Anthony Gregerson, University of Wisconsin, Madison; Sean Franey, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods

of future study. We can,however, only make limited conclusions based on the statistical evidence produced from suchstudies. In the future, we plan to reexamine some of the issues raised in this work usingexperimental studies that include a control group of students that is forced to take the exam andcompare their outcomes to the students who are given the option not to take the exam. Theimpact of exam incentives on student opt-in rates highlighted in this paper will be important forthe design of such experimental studies; achieving large enough samples of students who opt-inand opt-out is necessary to obtain reliable results from statistical modeling tools. In the firstsemester of our study, for example, too few students opted to take the

Conference Session

Special Session: Next Generation Problem-Solving

Collection

2010 Annual Conference & Exposition

Authors

Tamara Moore, University of Minnesota; Brian Self, California Polytechnic State University; Margret Hjalmarson, George Mason University; Judith Zawojewski, Illinois Institute of Technology; Barbara Olds, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Heidi Diefes-Dux, Purdue University; Richard Lesh, Indiana University

Tagged Divisions

Educational Research and Methods

student learning by providing formativefeedback to students6.Diefes-Dux, et al.4 present a concrete example of how educational design research, a models-and-modeling perspective from mathematics education, and multi-tiered teaching experimentshave been used in the design of valid and reliable evaluation tools for scoring team responses toMEAs. Their work demonstrates how the design of a package of evaluation tools (includingrubrics, task-specific supports, and scorer training) based on the aforementioned educationalresearch methods supports (1) sustained fidelity to engineering expert-identified characteristicsof high performance across iterations of change to improve reliability, and (2) theimplementation of planned iterations of the evaluation

Conference Session

Research Informing Teaching Practice I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Robert A. Linsenmeier, Northwestern University; Timothy Miller, Binghamton University ; Matthew R. Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

unstated parameters or assumptions.The results of the first question, “do students list parameters?” are shown in Figure 3. Seventy-five percent of teams from BME09 (9 teams) did not state any parameters. The remaining threeteams (25%) only partially stated parameters. The BME10 and BME11 teams showed markedimprovement, with seven teams (41%) in BME10 and six teams (46%) in BME11 fullyidentifying the parameters they planned to model. However, there were still ten teams (59%) inBME10 and seven teams (54%) in BME11 that failed to state any parameters or only partiallystated them. Percent  of  teamsFigure 3. The rubric evaluated teams’ ability to identify parameters they proposed to model(Framework step 2

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

are: Student learning outcomes – the ABET-defined term for what students should know or be able to do1. These are defined by ABET in Criterion 3 a-k. Progress on learning objectives – The IDEA-defined expression used to ask students their opinion on whether they learned more/are better able to do specific actions as a result of taking a course4. See Figure 1 below for the 12 IDEA learning objectives.Note that the phrases “student learning outcomes” and “learning objectives” mean basically thesame thing; they use different terms as defined by different organizations.An assessment plan for a program needs to be a well-defined system. McGourty in 1998described his group’s work in developing a comprehensive assessment program for

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Julie Martin Trenor, Clemson University; Matthew K. Miller, Clemson University; Kyle G. Gipson, Clemson University

Tagged Divisions

Educational Research and Methods

-303.18. Anderson, C. (2004). How much interaction is too much? Usability Interface, 10(3), 9-11.19. Lin, N. (2001). Social capital: A theory of social structure in action: Cambridge University Press.20. Van Der Gaag, M. P. J. (2005). Measurement of individual social capital, Behavioural and Social Sciences Page 22.1656.14 (Vol. PhD, pp. 266). Available from http://dissertations.ub.rug.nl/faculties/ppsw/2005/m.p.j.van.der.gaag/. 21. Trenor, J. M., Yu, S. L., Waight, C. L., Zerda, K. S., & Sha, T.-L. (2008). The relations of ethnicity to female engineering students’ educational experiences and college and career plans in

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas F. Wolff, Michigan State University; Steven M. Cramer, University of Wisconsin, Madison; Barbara A. Masi, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods

AC 2011-1416: RETENTION: QUANTIFYING THE APPLES AND OR-ANGESThomas F. Wolff, Michigan State University Dr. Thomas F. Wolff is Associate Dean of Engineering for Undergraduate Studies at Michigan State University. In this capacity, he is responsible for all activities related to student services (academic ad- ministration, advising, career planning, women and diversity programs, etc.) and curricular issues. He is principal investigator on several NSF grants related to retention of engineering students. As a faculty member in civil engineering, he co-teaches a large introductory course in civil engineering. His research and consulting activities have focused on the safety and reliability of hydraulic structures, and he

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Krishna Madhavan, Purdue University, West Lafayette; Hanjun Xian, Purdue University, West Lafayette; Aditya Johri, Virginia Tech; Mihaela Vorvoreanu, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Phillip C. Wankat, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

community at any given time. In this paper, we also provide adetailed description of the algorithms, workflows, and the technical architecture we use to makesense of publications, conference proceedings, funding information, and a range of otherknowledge products. We plan on announcing its open availability to the EER community.1. IntroductionIn today’s globally competitive economy, success is increasingly driven by knowledge andintellectual capital. Academic communities that have developed a corpus of knowledge artifactsover decades or sometimes centuries of research are uniquely positioned to capitalize on theirexpansive knowledge bases. Yet, this process is fraught with difficulties. To be innovative, anorganization [or community] has to be

Conference Session

Educational Research and Methods Potpourri II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen R. Hoffmann, Purdue University, West Lafayette; Alice L. Pawley, Purdue University; Ranjani L. Rao, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

• Spiritual importance • Risk reduction • Precautionary principle • Balanced solutions • Interdependence (eco and human) • Effective problem definition • Honesty of practice, alignment of principle • Be worth expenditure of limited time, and action resources Business Perspectives and Values • Economic viability • Effective planning, management, and implementation • Defined goals and objectives • Appreciation of limitations • Constant improvement • Management responsibility • Reframe, monetize pollution responsibility • Triple bottom line

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Dina Banerjee, Purdue University; Alice Pawley, Purdue University

Tagged Divisions

Educational Research and Methods

policiessituated within colleges (P&T). By conducting in-depth interviews with STEM faculty membersand exploring organizational texts such as the PL and P&T document guidelines, or college anduniversity level strategic plans and policies for stopping the tenure clock or granting courserelief, we will demonstrate the usefulness of the IE method in engineering education research.This methodology has theoretical and policy implications that address the phenomenon ofwomen’s underrepresentation among engineering faculty.We begin this paper with a discussion of the sociological theory investigating the construct of an“ideal worker” in the context of academia. We then describe some of the theory behind theinstitutional ethnography research method, and

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Sarah Parikh, Stanford University; Helen Chen, Stanford University; Kenneth Goodson, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

performance.This paper concludes with recommendations for fostering engagement in undergraduate coursesand plans for future work. Our results linking course performance with completion of extra creditassignments will spur further study of how to best encourage learning in heat transfer courses.Course BackgroundThe introductory heat transfer course held in Fall 2009 had three required components: an in-class component, an at-home component, and a laboratory component. In addition, there wereoptional components that students could choose to pursue including attending the teachingassistant-led sessions or completing extra credit assignments. There were 61 students enrolled inthe course, and 60 students agreed to participate in this engagement study.There

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Maura J. Borrego, Virginia Tech; Michael J. Prince, Bucknell University; Christopher Evan Nellis, Virginia Tech; Prateek Shekhar, Virginia Tech; Cindy Waters, North Carolina A&T State University; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

is planned: Lecturing and doing examples. Yeah, like they’ll lecture for a little bit and then they’ll do an example problems, lecture to us a little bit, like do just the concept, and then they’ll Page 24.1120.6 put the concept into an example and then they’ll do like an example or two. Then they’ll go back to another concept and just keep building on that, day in and day out. So, it’s very true about half the class doing other things, because I know a lot of people that are [thinking], ‘oh, I don’t learn in this class, I don’t do this, there’s no point in paying attention.’ The question wording

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Educational Research and Methods

Rehabilitation Act requiringthe provision of access and accommodations to students with disabilities [1]. Theimplementation of an effective online course therefore is the result of planned and deliberateactivities. The various challenges of developing online courses have deterred faculty fromembracing the pedagogy. A recent survey [2] of about 2000 faculty indicated that although therewas steady increase in faculty experienced in online teaching, less than 50% faculty had taught atleast one course online. In this backdrop, the challenges faced by faculty not experienced orhaving limited experience in online teaching while moving to a remote learning cannot beoverstated. The quick pivot to remote learning course delivery did not allow faculty to

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Lampe, University of Virginia; Megan Harris, University of Colorado Boulder; Kayla Brooks, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

5.36% 1.29% Hispanic - Male 4.22% 0.90% Black - Male 3.17% 1.58% Asian - Male 1.59% -0.11% Hispanic - Female 1.47% 0.07% Black - Female 0.87% 2.24% Asian - Female -1.73% -0.05% Other - Female -2.16% 0.01% White - Male -5.36% -6.80% White - Female -7.46% 0.87%Table 3. Heat Map of Percent Difference between Suspension and Enrollment, BetweenSuspension and Return at the Intersection of Sex and Ethnicity from Fall 2009 to Spring 2019.any trends in outcomes and not merely be satisfied with aggregate outcomes. In the case of thisstudy, these two institutions plan to continue to track

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey; Darinel Valencia-Marquez, Tecnologico de Monterrey

Tagged Divisions

Educational Research and Methods

system.However, the methodology does not mitigate the student’s frustration when underperforming inthe activities, or the requirement of further practicing to reinforce knowledge. In further research,we are planning to experiment with multiple Guided Learning Sequences for a single topic, andthe use of a control group to compare the improvement in students’ performance with respect toother learning methodologies. We believe that future studies can provide us information tocontinue improving the proposed methodology as a better content delivery strategy to be used invirtual environments.AcknowledgementThe authors would like to acknowledge the financial support of Writing Lab, Institute for theFuture of Education, Tecnologico de Monterrey, Mexico, in the

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew Jordan Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

done in the near future we hope to bringfurther clarity to our observations and within the limits of our study design we intend to generatepractical insights on the improvement of teaching and learning in these courses. We also plan tocarry on this study in Fall 2021 and collect further data from students who have taken ourcourses and their assessments for the first time in Fall 2020.References[1] Brown, P. C., McDaniel, M. A., Roediger, H. L. Make It Stick. United Kingdom: HarvardUniversity Press, 2014.[2] Conway, M. A., Cohen, G., & Stanhope, N. (1991). On the very long-term retention ofknowledge acquired through formal education: Twelve years of cognitive psychology. Journal ofExperimental Psychology: General, 120(4), 395–409.https

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gretchen A. Dietz, University of Florida; Leann Wishah, University of Florida; Elliot P. Douglas, University of Florida; Erica D. McCray, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

explore their development within theprogram. The broader impacts of the project include a planned workshop with findings from theproject for future research and collaborations. Selected narratives from the 19 students will bepresented to engineering programs to highlight ways in which academia can supportunderrepresented students centered around an asset-based approach.AcknowledgmentFunding was provided by National Science Foundation grant EEC-1827377.References[1] C. C. Samuelson and E. Litzler, “Community cultural wealth: An assets-based approach to persistence of engineering students of color,” J. Eng. Educ., vol. 105, no. 1, pp. 93–117, 2016, doi: 10.1002/jee.20110.[2] J. M. Smith and J. C. Lucena, “Invisible innovators: how low-income

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

lot of planning, resources and time allocation.Implications for PracticeResults from this study clearly indicated that faculty members who integrate active learning into theirteaching believed that active learning improved students and increased student engagement andmotivation. As pedagogical beliefs have been proven to be significantly impacting teaching behavior [15],faculty professional developments could focus on changing instructor beliefs about active learning. Onceconvinced about the effectiveness of alternative approaches to traditional teaching, faculty memberswould be more open to trying various active learning strategies.The fact that collaborative learning and problem-based learning were the most commonly usedapproaches and the

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Marie Hamel, University of Maryland; W. Ethan Eagle, University of Maryland

Tagged Divisions

Educational Research and Methods

Group, Inc., a specialty consulting firm with a focus in process safety, chemical security and emergency management. Outside of UMD, Catherine can be found at her alma mater Elizabeth Seton High School, where she serves on the Strategic Planning Committee and helps with their blooming engineering program.Prof. W. Ethan Eagle, University of Maryland Dr. Eagle is a professor of practice in engineering and innovation design. His curriculum design for in- novation, co-developed by and building on the research of Jeff and Staney DeGraff, was adopted by the University of Michigan ’Certified Professional Innovator’ program in 2014, one of the first such certifi- cations in the country. Now a faculty member in the Keystone

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

motivation by institution type.Current work is being dedicated to set up CIT interviews, so interviews can be completed withthe next sample of students Fall 2020. From these interviews, we plan on analyzing recurrentpatterns relating to motivation and connecting these themes to engineering identity responses.We hope to see an improvement in depth of response and in conducting CIT interviews, andidentify further areas of improvement before launching a more broadly disseminated study.References[1] Prybutok, A., Patrick, A., Borrego, M., Seepersad, C. C., & Kirisits, M. (2016). Cross- sectional Survey Study of Undergraduate Engineering Identity. 2016 ASEE Annual Conference & Exposition Proceedings, 26610. https://doi.org/10.18260/p

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

of practicing engineers and to better articulate the nature of the broader set ofcompetencies that are important to accomplishing the work of engineers. In the next section webriefly review the idea of competencies. This is followed by a brief overview of the socializationprocess by which newly hired engineers learn to do their new jobs competently and effectively inthe workplace. Then we present the design of this study followed by an overview of the findings.Finally, we conclude with a discussion and conclusions, including the plans for continuing workon this study, and initial implications for engineering education.Brief review of competence and organizational socializationThere is little consensus about the definition of competence or