Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oluwatosin Alabi, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; R. Edwin Garcia, Purdue University, West Lafayette

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Educational Research and Methods

protocols.AcknowledgementsThis research was supported in part by the U.S. National Science Foundation under the award#DMR 1305694. REG thanks the financial support from National Science Foundation CMMI0856491. Page 24.582.12References1 Lee, C. B., Jonassen, D. & Teo, T. The role of model building in problem solving and conceptual change. Interactive Learning Environments 19, 247-265 (2011).2 Stratford, S. J., Krajcik, J. & Soloway, E. Secondary students' dynamic modeling processes: Analyzing, reasoning about, synthesizing, and testing models of stream ecosystems. Journal of Science Education and Technology 7, 215-234 (1998).3 Smith, C

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

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Educational Research and Methods

. Page 22.1563.2  Figure 1: Sanders’ map of design research5,6, with the “Design-Led / Research-Led” axis and the “Expert Mindset / ParticipatoryMindset” axis.Mosborg et al.’s studied the conceptions of design of practicing engineers8 by surveying andinterviewing 19 advanced practicing professionals from a range of engineering disciplines(mechanical, electrical, civil, industrial, materials science, systems engineers) about theirconception of design and design processes. In this study, the researchers asked the engineers to“create a picture or representation of what you think the process of design is.” They also askedthe practicing engineers to rate the six most and least important skills from a list of 23 skills.Finally, they asked the

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Leah Paborsky, University of Michigan; Sara L. Hoffman, University of Michigan; Steve J. Skerlos, University of Michigan

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Diversity

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Educational Research and Methods

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Kelly Guerin, Iowa State University

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Diversity

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Educational Research and Methods

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Reeping, University of Michigan; Dustin Grote, Weber State University

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Educational Research and Methods

might not account for structural nuances intransfer student pathways.Figure 1. Example calculation of course cruciality using the blocking factor and delay factorTo provide grounding for what kind of values to expect from structural complexity, Table 1presents a series of examples that increase in interconnectedness. Empirical values of curricularcomplexity for four-year programs from 63 schools ranged between ~50 and ~500 with anaverage of 273.6 in Heileman et al.’s program quality study [3]. Within institution variation isalso notable; the range was 191-618 in a study by Grote et al. at Virginia Tech [6]. Note that themetric depends on the number of courses in the plan of study, so comparisons using the rawmeasure between plans of study with

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

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Diversity

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Educational Research and Methods

in IEEE Transactions in Professional Communication, the Nell Ann Pickett Award for best article in Technical Communication Quarterly, and the NCTE Best Article in Theories of Technical Communication (in both 2015 and 2018). She is also the co-founder of Women in Technical Communication, a mentoring organization that received the 2015 Diana Award from ACM Special Interest Group in the Design of Communication.Dr. Nathan R. Johnson, University of South FloridaDr. Fernando S´anchez, University of St. ThomasRev. Walter R. Hargrove American c Society for Engineering Education, 2021The Politics of Citation Practices in Engineering Education: A CitationNetwork Analysis

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhilin Zhang, University of Illinois at Urbana-Champaign; Bhavya Bhavya, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; Yun Huang, University of Illinois at Urbana-Champaign

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Educational Research and Methods

“Provideoptions for Perception” item in the “Provide multiple means of Representation” category becauseit offers a new way to “customize the display of information” by enabling students to search andgather information they need. UDL Guideline UDL Guideline item(s) ClassTranscribe Feature Provide multiple means Minimize threats and - Distraction/stress-free learning of Engagement distractions interface Provide options for - Student personal usage analytic Sustaining Effort & reports based on interaction with Persistence the platform Provide multiple means

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan Elizabeth Anderson, University of Washington; Denise Wilson, University of Washington; Ziyan Bai, University of Washington; Neha Kardam, University of Washington; Shruti Misra, University of Washington

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Educational Research and Methods

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yaqub Alam Mahsud, Harvey Mudd College; Alexandra Loumidis, Harvey Mudd College; Kobe Mia Rico; An Nguyen, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

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Educational Research and Methods

; Overcoming Resistance to Cooperative Learning,” Coll. Teach., vol. 58, no. 2, pp. 52–57, Mar. 2010, doi: 10.1080/87567550903418594.[2] J. M. Langer-Osuna, “How Brianna Became Bossy and Kofi Came Out Smart: Understanding the Trajectories of Identity and Engagement for Two Group Leaders in a Project-Based Mathematics Classroom,” Can. J. Sci. Math. Technol. Educ., vol. 11, no. 3, pp. 207–225, Jul. 2011, doi: 10.1080/14926156.2011.595881.[3] N. Dasgupta, M. M. Scircle, and M. Hunsinger, “Female peers in small work groups enhance women’s motivation, verbal participation, and career aspirations in engineering,” Proc. Natl. Acad. Sci., vol. 112, no. 16, pp. 4988–4993, Apr. 2015, doi: 10.1073/pnas.1422822112.[4] C. L. Colbeck, S. E

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

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Educational Research and Methods

[1] President’s Council of Advisors on Science and Technology, “Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics,” Science (80-. )., vol. 2, p. 130, 2012.[2] B. E. . 1960- Lovitts, Leaving the ivory tower : the causes and consequences of departure from doctoral study. Lanham : Rowman & Littlefield, 2001.[3] R. Sowell, J. Allum, and H. Okahana, Doctoral initiative on minority attrition and completion. Washington, DC, 2015.[4] A. Godwin, “The Development of a Measure of Engineering Identity,” 123rd Am. Soc. Eng. Educ. Annu. Conf. Expo., p. 15, 2016.[5] J. C. Hilpert, J. Husman, G. S. Stump, W. Kim, W. T. Chung

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bernhard Schadl, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University

Tagged Divisions

Educational Research and Methods

. W., & Osipow, S. H. (1966). Vocational certainty and indecision incollege freshmen. Personnel & Guidance Journal, 44(10), 1037-1041.Atadero, R. A., Rambo‐Hernandez, K. E., & Balgopal, M. M. (2015). Using social cognitivecareer theory to assess student outcomes of group design projects in statics. Journal ofEngineering Education, 104(1), 55-73.Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ: Prentice-Hall.Betz, N. E., & Voyten, K. K. (1997). Efficacy and outcome expectations

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

otherpopulations and critical time periods. 12 ReferencesBabapour Chafi, M., Rahe, U., & Pedgley, O. (2012). The Influence of Self-reflective Diaries on Students’ Design Processes. In DesignEd Asia Conference 2012.Bauer, T. N., & Erdogan, B. (2012). Organizational socialization outcomes: Now and into the future. The Oxford Handbook of Organizational Socialization, 97–112.Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 2001(90), 9–18.Brunhaver, S., Gilmartin, S. K., Grau, M. M., Sheppard, S., & Chen, H. L. (2013). Not all the same: A look at early career engineers

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justine Chasmar, Clemson University; Lisa Benson, Clemson University

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Educational Research and Methods

):113-125.13. Lens W, Simons J, Dewitte S. Student Motivation and Self-Regulation as a Function of Future Time Perspective and Perceived Instrumentality. In: Volet S, Jarvela S, eds. Motivation in Learning Contexts: Theoretical Advances and Methodological Implications. Pergamon; 2001:233-248.14. Lens W, Simons J, Dewitte S. From Duty to Desire: The Role of Students’ Future Time Perspective and Instrumentality Perceptions for Study Motivation and Self-Regulation. In: Pajares F, Urdan T, eds. Academic Motivation of Adolescents. Greenwich, CT: Information Age Publishing; 2002:221-241.15. Kirn AN. The Influences of Engineering Student Motivation on Short-Term Tasks and Long-Term Goals. 2014;(May).16. Benson L, Kirn

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marina Miletic, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Eva Chi, University of New Mexico; Sang M. Han, University of New Mexico; Catherine Anne Hubka, University of New Mexico; Yan Chen, University of New Mexico; Sung "Pil" Kang, University of New Mexico; Abhaya K. Datye, University of New Mexico

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Educational Research and Methods

students in University College Dublin,”Proceedings of the 2010 American Society for Engineering Education Annual Conference &Exposition, Louisville, Kentucky, U.S.A., June 20-23, 2010.[4] W. M. Clark, D. DiBiasio, and A. G. Dixon, “A project-based, spiral curriculum forintroductory courses in ChE: Part 1. Curriculum design,” Chemical Engineering Education,34(3), pp. 222-233, 2000.[5] K. F. Trenshaw, M. Miletic, J. W. Schlude, A. S. Tillman, T. J. Vogel, J. A. Henderson, andE. G. Seebauer, “Chemical Engineering Design Projects Across the Curriculum at a LargeResearch-Intensive Public University,” International Journal of Engineering Education, 31(5),1352-1375, 2015.[6] K.Trenshaw, J. Henderson, M. Miletic, E. Seebauer, A.Tillman, and T. Vogel

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

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Educational Research and Methods

Conference Session

ERM Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, University of Colorado; Alyssa Nicole Berg, University of Colorado, Boulder

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Educational Research and Methods

, Boulder Daria Kotys-Schwartz is the Faculty Director for the Mesa State College-University of Colorado Mechan- ical Engineering Partnership program and an instructor in the Department of Mechanical Engineering at the University of Colorado, Boulder. She received B.S. and M..S degrees in mechanical engineering from the Ohio State University and a Ph.D. in mechanical rngineering from the University of Colorado, Boul- der. Kotys-Schwartz has focused her research in engineering epistemology, engineering student learning, retention, and diversity. She is currently investigating the use of oral discourse method for conceptual development in engineering, the impact of a four-year hands-on design curriculum in engineering, the

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

underrepresentation of white women and people of color inengineering undergraduate education are diverse, yet follow common patterns: many attempt toprovide undergraduates with tools for better negotiation of institutions by decreasing bias,increasing access, and improving fairness. An examination of recent summaries of work ongender and race helps reveal these patterns.AAUW (formerly the American Association for University Women)’s recent summary of criticalresearch10 on gender in STEM disciplines describes six common types of research: 1)examinations of gender-based theories of intelligence and how promotion of a “growth mindset”over a “fixed mindset” can help “protect” (p. 33) girls and women from various forms ofstereotype; 2) examinations of stereotype

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Conference Session

Student Learning, Problem Solving, & Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Youyi Bi, School of Mechanical Engineering, Purdue University; Tahira N. Reid, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

students whowere new to PSVT performed better, though the difference was not significant (p = 0.698 basedon the Welch two sample t-test). However, there was a significant difference (p=0.007) in theaverage time spent solving each PSVT problem for participants who were previously exposed toPSVT (M=24.6 s, SD =4.1 s) and those who were not (M=39.8 s, SD=13.1 s). Although studentsnew to PSVT spent more time in the solving process, further analysis showed there was nocorrelation between performance and time spent on PSVT problems (Pearson correlationcoefficient ( ) ).Within the current sample, there was no significant difference (p=0.314) in average PSVTperformance between male participants (M=71.4%, SD=24%), and female

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hector Zuniga-Robles, Universidad Andres Bello; María Elena Truyol, Universidad Andres Bello

Tagged Divisions

Educational Research and Methods

conversations are generated in class having laid out basic knowledge and any doubts generated are solved in class." (S14) "I think they serve to lay the groundwork for the subject that is going to be further discussed in class and thus, once in the class itself, one better understands the concepts and subject matter." (S36)Students' perception of the "Flipped Classroom + Podcasts" instructional practiceThe responses obtained from the “Student Response to Instructional Practices” (StRIP)questionnaire were compiled in spreadsheets and analyzed using the Excel statistical modules.The StRIP was sent by email to students at semester´s end, obtaining 26 responses out of the 53student total.Given the interest in analyzing student

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Naukkarinen, Lappeenranta-Lahti University of Technology; Marja Talikka, Lappeenranta-Lahti University of Technology

Tagged Divisions

Educational Research and Methods

Scope of interventionEuropean Journal of Engineering Education 6 Engineering education 21Computer Applications in Engineering Education 3 Computer Science 7International Journal of Engineering Education 3 K-12 engineering 6IEEE Transactions on Education 2 34Journal of Engineering Education 2 Location of the authors'Journal of Systems and Software 2 institution(s)Advances in Engineering Education

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Renato Alan Bezerra Rodrigues, University of Manitoba; Jeffrey Wayne Paul, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba

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Educational Research and Methods

virtual summer seminar. This seminar was moderated byAditya Johri, one of the editors of the Cambridge Handbook of Engineering Education Research(CHEER). In this series of 15 seminars, 32 CHEER authors engaged in a one-hour discussionwith Johri to elicit their current views on the topics highlighted in their chapters. As part of theintroduction to each seminar, Dr. Johri asked the author(s) how they entered the field of EER.The findings from the analysis of this secondary data are used to develop a framework to helpanswer the research question: How did current engineering education researchers enter thefield? This is the first step in our major research goal, which aims to investigate what institutionscan do to attract and retain EER

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou, University of Michigan

Tagged Divisions

Educational Research and Methods

. 2016-June, 2016.[16] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study,” J. Eng. Educ., vol. 105, no. 2, pp. 366–395, 2016.[17] S. R. Porter and M. E. Whitcomb, “Non-response in student surveys: The role of demographics, engagement and personality,” Res. High. Educ., vol. 46, no. 2, pp. 127– 152, 2005.[18] C. A. Lundberg, L. A. Schreiner, K. Hovaguimian, and S. Slavin Miller, “First-Generation Status and Student Race / Ethnicity as Distinct Predictors of Student Involvement and Learning,” NASPA J., vol. 44, no. 1, p. 57, 2007.[19] M. C. Manley Lima, “Commuter Students’ Social Integration : The Relationship

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Joana M. M. Melo, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

study overall is to facilitate students’ abilities to communicate their researcheffectively and more easily decipher the discourse expectations of academic engineering ingraduate school. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant1733594. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] B. Yalvac, H. D. Smith, J. B. Troy, and P. Hirsch, “Promoting advanced writing skills in an upper- level engineering class,” Journal of Engineering Education

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Laura Melissa Cruz Castro, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

content and kids. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.[3] T. A. Angelo, and K. P. Cross, Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, CA: Jossey-Bass, 1993.[4] R. Glaser, (1963). “Instructional technology and the measurement of learning outcomes: Some questions,” American Psychologist, vol. 8, no. 8, 519–521.[5] E. Lee, A., Carberry, H. A., Diefes-Dux, and S. Atwood, “Faculty perception before, during, and after implementation of standards-based grading,” Australian Journal of Engineering Education, vol. 23, no. 2, pp. 53-61, 2018.[6] H. A. Diefes-Dux and L. M. Cruz Castro, “Student reflection to improve access to standards

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

for the future. F1 Please describe your plans over the next 5 years. What would you want to do after you complete your dual degree program? F2 Are you interested in pursing any additional graduate degrees in the future? Please list all the fields and degree programs of interest. a Anticipated Graduate Program(s): b Anticipated Graduate Degree(s): c Anticipated Start Date(s):Students could select to receive this questionnaire in electronic or hard-copy form. From thesecompleted questionnaires, one student who had not been identified through the final survey andinterviews, told us of plans

Conference Session

ERM Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Stephen Snyder, Taylor University; Elise Romines, Taylor University; Rachel Dodge, Taylor University; Jason Kruegar, Taylor University; Travis Booth, Taylor University; Josh Gates, Taylor University

Tagged Divisions

Educational Research and Methods

. Markman (Eds.), Carmichael’s manual of child Page 14.907.21 psychology (Vol 1, pp.77-166). New York: Wiley.6. Brown, J. S., Collins, A., & Duguid, (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.7. Carlson, E.R. (1997). Experienced cognition. Mahwah, NJ: Erlbaum.8. Cohen, M.S., Freeman, J.T., & Wolf, S. (1996). Metacognition in time-stressed decision making: Recognizing, critiquing, and correcting. Human Factors, 38(2), 206-219.9. Collins, A, Brown, J. S., & Newman, (1989). Cognitive apprenticeship: Teaching students the craft of reading, writing, and

Conference Session

Knowing Our Students, Faculty, and Profession

Collection

2009 Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University; Maura Borrego, Virginia Tech; Kacey Beddoes, Virginia Tech; Miguel Hurtado, Purdue University

Tagged Divisions

Educational Research and Methods

papers, including anexamination of relevant background information and author biographies, also suggests thatcollaborations frequently grow out of pre-existing individual and institutional relationships. Forexample, researchers who move to another country may continue to collaborate and publish withpeers and partners at their former institution(s). In other cases, cross-national collaborationsinvolve visiting professorships, post-doc appointments, Fulbright exchanges, and advisee-studentrelationships that cross national boundaries. International initiatives undertaken by universities,including partnerships with foreign institutions, also seem to encourage research collaborations.Keyword and Category AnalysisFigure 1 presents total number of

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Geoffrey L. Herman, University of Illinois at Urbana-Champaign; Sofia Meyers, University of Illinois at Urbana-Champaign; Sarah-Elizabeth Deshaies, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

R. R.Cocking, editors, How People Learn: Brain, Mind,Experience, and School: Expanded Edition. Washington, DC: The National Academies Press,2000. [Online]. Available: https://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition[4] K. Rayner, “Eye movements and attention in reading, scene perception, and visualsearch,” The Quarterly Journal of Experimental Psychology, vol. 62, no. 8, pp. 1457–1506,2009. [Online]. Available: https://doi.org/10.1080/17470210902816461[5] M. Hegarty, Multimedia learning and the development of mental models. Cam- bridge:Cambridge University Press, 2014, p. 673–702.[6] A. M. Madsen, A. M. Larson, L. C. Loschky, and N. S. Rebello, “Differences in visualattention

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Diana Jaleh Arya, University of California, Santa Barbara; Noreen Balos, University of California, Santa Barbara; Maria Teresa Napoli, University of California, Santa Barbara; Elizabeth Sciaky, University of California, Santa Barbara

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

appointment of five lead engineers to serve as project mentors for theprogram. These project mentors selected ten community college students from a shortlist of 20candidates provided by two members of the RU team (lead principal investigator and graduatestudent researcher) who conducted 34 interviews from an original pool of 58 applicants. Originalapplicants represented a range of individual differences: 26% female, 55% underrepresentedethnic minorities; 57% first generation; 27% veterans; 62% low-income; 5% students with1This research was supported by, or in part by, the U. S. Office of Naval Research under awardnumber N00014-15-1-2438.disabilities2. The final selection of ten from this diverse pool echoed such diversity: two females,five minorities