Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette

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Educational Research and Methods

Paper ID #27043Engineering Education and Quantified Self: Utilizing a Student-CenteredLearning Analytics Tool to Improve Student SuccessBrandon Xavier Karcher, Bucknell University Brandon is a Digital Pedagogy & Scholarship Specialist at Bucknell University. His work centers around instructional design, educational technology, and pedagogy. Current interests are reflective learning, student-centered design, and learning analytics. He received his B.S. at Southeast Missouri State in Graphics and Multimedia and an M.S. in Computer Graphics Technology at Purdue University.Dr. Beth M. Holloway, Purdue University, West Lafayette

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kevin Calabro, University of Maryland, College Park

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Diversity

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 of improving students’ development along one or more of the patterns.  Additionally, we believe CSR is a particularly appropriate method for this study because the method permits teaching practices to be studied in the context of a real classroom.  The classroom setting within our case study contrasts the laboratory setting used by a large number of studies that have informed the development of the matrix (e.g., [6]­[9]).  The controlled conditions of these research studies do not accurately reflect engineering practice which often requires engineers to work on teams over long durations to solve complex problems. Additionally, the clinical setting does not reflect an educational setting in which a teacher is available to help guide and

Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamara Ball, University of California - Santa Cruz; Linnea Kristina Beckett, University of California - Santa Cruz; Michael S. Isaacson, University of California - Santa Cruz

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Diversity

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Educational Research and Methods

California, Santa Cruz. Beckett’s continuing dissertation research examines a community-university collaboration situated in a low-income, predominantly Latino community, that created and used digital stories as artifacts and learning tools to engage members of the community (parents, teachers, district officials, union leaders, students, non-profit service providers, etc.) in reflection and dialogue around the economic, social, and cultural barriers that constituents face when advocating for student academic achievement, and to identify the strengths and solidarities that can be created to change the school system to better serve the student body (Beckett, Glass, & Moreno, 2012). Beckett has presented her research at

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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arrive at the answer. 85) Feedback should be aligned with goalsFeedback should be aligned with the purpose of the assignment and its evaluation criteria. Morespecifically, feedback should clarify what good performance is in terms of goals, criteria, andexpected standards.6) Feedback should encourage reflection, self-adjustment, and improvement “[Growth mindset] is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter.”—Carol Dweck [25]Merely providing timely and specific feedback is insufficient: teachers must encourage self-assessment and expect the

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Chloe Otis, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

more complicated. In the case of engineering, it has been argued that the assumptionof the rigor and prestige involved in the pursuit of an engineering major imposes additionalpressures related to competition and achievement, which could reflect in poorer mental health.Furthermore, such pressures might be heightened for underrepresented groups that keep facingcumulative challenges while pursuing an engineering degree. While some recent work hasexplored stress and mental health indicators of engineering undergraduates, comparisons of suchindicators across disciplines are scarce. This study examines the differences in wellbeingindicators, perceptions of stress, competition, and achievement between undergraduates inengineering, non-engineering

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

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Diversity

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Educational Research and Methods

from similar backgrounds (0.40) d. Completing my STEM degree will help combat stereotypes about people who share my social identities (0.58)Overall, several of our initial findings are consistent with Yosso’s CCW framework but suggestsome important ways in which the framework can be further developed to reflect the experienceof our survey participants. First, our findings suggest that aspirational capital consists of threesub-dimensions: external-aspirational capital is encouragement and motivation provided byfamily and other close connections, internal-aspirational capital is internal drive and motivationto persist, and resistant-aspirational capital is the drive to succeed in order to serve as a rolemodel for other

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods

and following those changes in strategy.Data Analysis Through deep immersion in the culture and data, themes and connections to theAdaptable Learning model were generated 18. Focused coding 20 was conducted to identifyinstances where participants engaged in appraisal statements. Using contextual clues, theseappraisal examples were then classified as mastery or performance mode examples. Thedescriptions of events developed reflect a discussion of observed learning and study sessionstrategies and observed utterances of appraisals that occurred before and after changes instrategy.Results These findings focus on descriptions of events from the two selected observations. Thefirst observation represents mastery intention evidenced by

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Janet Y. Tsai, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Beth A. Myers, University of Colorado Boulder; Kevin O'Connor, University of Colorado, Boulder

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Diversity

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Educational Research and Methods

movingforward/being stalled in the engineering undergraduate pathway.This perspective shift is further reflected in Sara’s statement that Pre-Calc students are “notthrilled” to be in a course “below where they need to be starting,” which is a surprisingly deficit-based statement about where the Pre-Calc students are in relation to their peers who areapparently superior by virtue of their initial positions (Calculus I or beyond) in the mathsequence. Sara’s words partially confirm Liza’s belief, presented above, that Pre-Calc is a“weed-out” class designed to filter out those who are not worthy of proceeding through theengineering math curriculum and in conjunction, engineering degrees. Again, this is incongruouswith the initial goals of the GS Program

Conference Session

Instrument Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Allison Godwin, Purdue University; Adam Kirn, University of Nevada, Reno

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Diversity

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Educational Research and Methods

experiments and assignments. This sample and the teamingenvironment reflected several similarities to the first-year engineering programs for which thisinstrument was intended. An email introducing and containing a link to the online survey wassent to all students during the final days of the course. Response rates were extremely low (≈7%) due to the timing of the survey and lack of in-class announcements. However, the fewresults that were obtained demonstrated that students would identify others outside of their teamsand even their sections, through use of the free-response questions.The final version of the survey consisted of a cover letter describing the purpose of the researchand data collection, a prompt asking the students to indicate all

Conference Session

Design Thinking and Creativity

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Kirsten A. Davis, Virginia Tech; Barbara G. Ryder, Virginia Tech; Margaret O'Neil Ellis, Virginia Tech

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Diversity

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Educational Research and Methods

for universities toidentify methods for attracting and retaining students, particularly women, in computer science.Interactionalist theory which suggests student retention to a degree is based on personal andenvironmental factors provided the framework guiding our study. In addition, career certaintymodels allowed us to investigate how experiences at the undergraduate level influenced careerinterest in computer science. Questions included prompts to reflect on environmental andpersonal factors that sustained or diminished interest in continuing within a computer sciencedegree and ultimately a career. Significant results suggest that females and males have a similarundergraduate experience and our results indicate that across institutions

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan D. Stolk, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

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environments with the goal of improving learning opportunities for students and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin Col- lege, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from science to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

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ASEE Diversity Committee, Diversity

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Educational Research and Methods

pseudonyms), was much slower than the class norm (e.g., in labprogramming assignments), and two students appeared to particularly excel. By the end of terminterviews, the professor and other students could pick out who in particular was struggling andslow, as could Isaac himself, who reflected “I just don’t think I have the brain for programming.”This happened, in spite of the fact that programming in the professional world is rarely a timedactivity with “winners” easily noticed, and in spite of the fact that the students with whom hecompared himself arguably did not belong in an introductory programming class. Specifically,two out of the five students arrived through non-traditional pathways (a second bachelor’sdegree, a community college transfer

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

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Diversity

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scale.However, there are a number of sub-components within each factor. For example, sub-components of Level of Academic Challenge are higher-order learning, reflective and integrativelearning, learning strategies, and quantitative reasoning. Overall, the NSSE measures a wholehost of students’ experiences. However, the primary focus of PosSES is on students’ engagementin out-of-class activities. One other difference between the two instruments is that the NSSE isadministered to first-year students and senior-year students, while PosSES can be administeredto first-year through senior-year students. PosSES includes all of these high impact activitiesalong with others we identified through reviews of the literature, web searches, and a Q-studyusing focus

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

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Diversity

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’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Shannon Katherine Gilmartin, Stanford University; Beth Rieken, Stanford University; Samantha Ruth Brunhaver, Arizona State University; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

Psychology from Stanford University. Her current research interests include: 1) engineering and en- trepreneurship education; 2) the pedagogy of ePortfolios and reflective practice in higher education; and 3) redesigning the traditional academic transcript.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity

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Educational Research and Methods

as children, and fourstudents did not cite either one of these experiences. The different experiences of first-generationcompared to continuing-generation college students were further captured by interview questionsthat asked students to think back to experiences/activities they engaged in as children oradolescence and determine if they now see them as engineering related experiences. By askingstudents to reflect on the pre-college activities that fostered their interest in engineering, we wereable to understand the cultural and historical practices that brought them to seek an engineeringdegree. With this theme, we sought not to capture every micro experience students have had intheir life, rather obtain a general understanding of the

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

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Diversity

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Educational Research and Methods

suggest that institution type may providevaluable insight into student identity formation. A potential explanation for this result is the cultural differences in place at eachinstitution. Students at the HSI may attend college with the expectation that they are receiving adegree to pursue a very specific career (e.g., “I’m getting an engineering degree to be anengineer”) while students at the PWI may attend college with the perspective that it will openmany different opportunities for them in the future (e.g., “I’m getting an engineering degreebecause it will allow me to do many different things with my career”). This trend is reflected inthe higher engineering interest and plans to work at an engineering job at the HSI

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

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Diversity

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Educational Research and Methods

Engineering Education, 2015 Development and Pilot Test of the Rate and Accumulation Concept InventoryAbstractMany of the rate of change and accumulation processes that we commonly encounter reflect thebehaviors of complex systems. Solving complex system problems within engineering requiresthe ability to interpret the meaning of a function that is modeling a dynamic situation. Thisability is essential for engineers. Thus, knowing how students think and learn about rate andaccumulation processes in complex systems can help educators better prepare students for theirengineering careers.Engineering students often have various robust misconceptions that can persist throughout theireducation and may hinder their

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

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Diversity

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Educational Research and Methods

documents. To address the quality of the data, I took notesduring the interview, which were incorporated into the data analysis, and reflected on the qualityof the data after the interview by answering post-interview reflection questions29 such as: “Howdid the interviewee react to the questions?” and “How was the rapport?” After I developed adraft of the findings in the form of themes, I conducted member checks via a phone call with Page 26.629.5twelve of the participants. During this phone call, I asked the participants for their feedback andcomments on the themes. All of the twelve participants agreed with the themes. Prior to this project

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

homes. While assuming that these two populations are similar is not without its limitations, the immersion of the lead author in both cultural environments and reflective conversations between the authors on a weekly basis allows us to make this assumption with confidence. Reasons as to why this assumption would not be valid (e.g., background demographics, institutional cultures, and other similar factors) are not explored and are grounds for future work. Exploratory instrument development seeks to determine how qualitative results generalize quantitatively.Participants Qualitative interviews of engineering students (n=9) were collected from a southeastern land-grant institution. Interviews focused on students’ perceptions of the future

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

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Diversity

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Educational Research and Methods

the studentswith the higher incoming confidence, regardless of tasks completed). Page 26.1328.14AcknowledgmentsWe are grateful for support provided by the National Science Foundation under EEC-0953698.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References1. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.2. Vogt C. Change: Motivational Factors for Women in Engineering: Self-Efficacy and Academic Self- Confidence.; 2005.3. Vogt CM

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado, Boulder; Frederick A. Peck, University of Montana; Julie Cafarella, University of Colorado, Boulder; Jacob (Jenna) McWilliams, University of Colorado, Boulder

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Diversity

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Educational Research and Methods

QuestionsFollowing from this perspective, we aim to address the following questions: • How do representations of students by instructors function during a meeting in which instructors are working to determine grades for the course? More specifically: o How do the instructors position themselves and one another? o How do the instructors position students within categories that have consequences for success and lack of success? o How do these positionings reflect an instantiate particular ideologies and sets of values regarding calculus and its role in engineering?4. Research Context, Data, and MethodsOur research focuses on a the Access Program, a diversity-promoting program in

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Tuskegee University; John T. Solomon, Tuskegee University

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Diversity

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Educational Research and Methods

environment19.In more recent work, these benchmarks are replaced with engagement indicators that arecategorized into four themes: academic challenge, learning with peers, experiences with facultyand campus environment48. The course material delivery framework outlined in this paper 1focuses on some of these benchmarks including higher order learning, reflective and integrativelearning and learning strategies (all under the “academic challenge” theme).There have been several research efforts over the past many years to improve engagement inengineering classrooms. These include the use of a technology-centered classroom20, formationof learning

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; Kristin Imhoff, Drexel University ; Kevin Ayers, Drexel University; Philipp A. Boettcher

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Diversity

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Educational Research and Methods

fit within Zimmerman’s model of self-regulated learning. Students are encouragedto arrive with forethought, engage in performance, and reflect at the end of the tutoring session,time permitting. Additionally, tutors are trained on Gardner’s intelligences, learning styles, and thinkingstyles. Tutors are provided ample material and training to understand how to engage a studentbased on their demonstrated intelligences, learning styles and thinking styles. Trainingemphasizes to tutors that students receive and process information in a variety of ways. As peertutors they have the opportunity to create and increase learning opportunities for students15. Thetraining these tutors receives impacts their feedback efficacy16.III. Results and

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Catherine McGough, Clemson University; Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

variability in the data14. However, this instrument did notinclude several characteristics of the FTP cone types identified in our subsequent qualitativework. The study described in this paper attempts to further refine our survey instrument bycreating items that quantitatively capture latent constructs reflected in our qualitative findings .MethodsUsing an instrument in research that does not assess what the researchers are presuming tomeasure can lead to incorrect results and wrong decisions18. In refining the MAE survey, carewas taken in the process of choosing factors, developing items, and testing for validity andreliability.Developing ItemsFactors were chosen based on the results from our previous qualitative research. Code categoriesthat were

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Caitlyn Aaron; Adam R. Carberry, Arizona State University

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Diversity

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Educational Research and Methods

Engineering Education Research: Reflections on an Example Study,” Journal of Engineering Education, vol. 102, no. 4, pp. 626–659, 2013, doi: 10.1002/jee.20029.[10] J. Walther et al., “Qualitative Research Quality: A Collaborative Inquiry Across Multiple Methodological Perspectives,” Journal of Engineering Education, vol. 106, no. 3, pp. 398– 430, 2017, doi: https://doi.org/10.1002/jee.20170.[11] S. Tan, “The Elements of Expertise,” Journal of Physical Education, Recreation & Dance, vol. 68, pp. 30–33, Feb. 1997, doi: 10.1080/07303084.1997.10604892.[12] C. Aaron, E. Miskioglu, K. M. Martin, B. Shannon, and A. Carberry, “Nurses, Managers, and Engineers – Oh My! Disciplinary Perceptions of Intuition and Its Role in

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

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Diversity

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wealth,” Race Ethn. Educ., vol. 8, no. 1, pp. 69–91, 2005.[18] C. G. Vélez-Ibáñez and J. B. Greenberg, “Formation and transformation of funds of knowledge among U.S.-Mexican Households,” Anthropol. Educ. Q., vol. 23, no. 4, pp. 313–335, 1992.[19] A. L. Pawley and C. M. L. Phillips, “From the mouths of students: Two illustrations of narrative analysis to understand engineering education’s ruling relations as gendered and raced,” presented at the ASEE Annual Conference, Indianapolis, IN, 2014.[20] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: reflections on an example study: Quality in interpretive engineering education research,” J. Eng. Educ., vol. 102, no. 4, pp

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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time to rest, affecting their mental health.Future work will focus on assessing other type of support interventions that were implementedduring the outbreak of COVID-19. Considering the perceived need for a balance academic load,we also plan to explore ways to improve curriculum planning and assessment patterns inengineering education. During the second semester of 2020, we collected students’ self-reports oftime-on-task to identify peaks of academic workload in specific weeks and subjects. Furtherstudies will be conducted to understand how these self-reported data could help teaching staff andstudents reflect about course planning and time management, respectively.AcknowledgementsThis work was supported by CORFO under grant no. 14EN12-26862

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Educational Research and Methods

and home. He left hisemotional side at home and was a commanding force at work. He identified as an “extremeprofessional.” William described that he deliberately did not bring his family to work events,attend happy hours, or befriend coworkers. Because he described this separation as being “basedon race,” we interpreted his experience as inauthentic in comparison to the White participants.William also experienced isolation because of the lack of peers on his level in the workplace.Structural racism was reflected in various forms throughout the interviews. All three participantsdescribed the hiring process as based on merit. This can prove to be disadvantageous tominoritized individuals, given they often don’t have the same opportunities to

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced

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Diversity

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Educational Research and Methods

towards degree completion will be assessed through pre andpost-semester surveys, reflections, and final exam/presentation scores. At the two south valleycampuses, students will be primarily be assessed to identify the length to which FC-E-POGILpedagogy is successful in improving knowledge gains. The impact of the two pedagogies onknowledge gains will be evaluated by conducting a one-way repeated measure analysis ofvariance (ANOVA). The ANOVA analysis will assess the difference in participants’ summativeknowledge gains based on final exams and presentations as the summative assessment method ateach respective campus. Institutional data on student’s majors and progress towards graduationand will indicate if participation in these courses helps meet