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

AC 2011-925: UTILIZATION OF A THINK-ALOUD PROTOCOL TO COG-NITIVELY VALIDATE A SURVEY INSTRUMENT IDENTIFYING SOCIALCAPITAL RESOURCES OF ENGINEERING UNDERGRADUATESJulie Martin Trenor, Clemson University Julie Martin Trenor, Ph.D. is an assistant professor of Engineering and Science Education with a joint appointment in the School of Materials Science and Engineering. Her research interests focus on social factors affecting the recruitment, retention, and career development of under-represented students in engi- neering. Dr. Trenor is a recent NSF CAREER award winner for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.”Matthew K. Miller, Clemson

Conference Session

Special Session: Discovering implications of the Academic Pathways Study for YOUR Campus

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Sheri Sheppard, P.E., Stanford University; Samantha Brunhaver, Stanford University; Debbie Chachra, Franklin W. Olin College of Engineering; Helen L. Chen, Stanford University; Shannon Katherine Gilmartin, Stanford University; Deborah Kilgore, University of Washington; Micah Lande, Stanford University; Gary Lichtenstein, Quality Evaluation Designs; Dennis Lund, University of Washington; Karl A. Smith, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

context more broadly than men did.  Some students struggle with the shift from ―book problems‖ to open-ended problems.  College students navigate through engineering programs in ways that display large and consequential variation.  Seniors are less satisfied with faculty and TAs than first-year students are, although seniors interact with faculty and TAs more.  Seniors’ use of language becomes more engineering design-specific.  Today’s engineering graduates think more about a “first job” than about a lifetime career choice.  A sizeable fraction of engineering graduates are considering a future outside the field of

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Gerhard Sonnert, Harvard University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

-socioeconomic students as an often understudied population. Justin has served as the ASEE Student Division Co-Program Chair and is a current Director of Special Projects for the Educational Research & Methods Division.Dr. Allison Godwin, Purdue University, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering foster or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

arenot interested in having the same kinds of social experiences in college as first time freshmen[21]. These students were more interested in activities related to the goal of achieving thebaccalaureate degree, such as undergraduate research, academic clubs, or pre-professionalorganizations. In their study of student experiences at geographically-isolated campuses, Nuñezand Yoshimi [22] found that two years after transfer, students emphasized academic involvementover social involvement, and identified institutional agents, and academic and career goals asimportant. Participation in academically-oriented activities contributed to their socialengagement in the institution. Deil-Amen [23] found that for current community collegestudents, in-class

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chengyu Sun, California State University, Los Angeles; Deborah Won, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Harsh Gadhia, California State University, Los Angeles

Tagged Divisions

Educational Research and Methods

college career. The online tool enables students and advisors to keep track of thestudents’ educational goals, or milestones, and progress toward reaching those milestones. Eachmilestone is classified both by the level at which advisors in our College believe students shouldaim to complete it and by the dimension of the student’s college education under which thatmilestone falls. Thus the flight plan forms a matrix divided into stages of their career (i.e., frompre-frosh through senior level) and into “runways”, which we categorized as 1) academicperformance; 2) career preparation; and 3) leadership & community engagement. Advisors foreach degree program collaborate to identify the milestones most appropriate for students in thatmajor

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, she was the director of the Savannah River Environmental Sciences Field Station. Dr. Simmons has nearly fourteen years of engineering and project management experience working with public utility companies, a project management consulting company, and a software company. She is a registered professional engineer, project management professional and LEED accredited professional. Her research interests are in investigating students’ development of leadership skills and other professional competencies and in students’ involvement in curricular, co-curricular and extra-curricular activities. Dr. Simmons is a NSF CAREER award recipient for her research entitled, ”Investigating Co-Curricular Participation of Students

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

Tagged Divisions

Educational Research and Methods

Paper ID #29189”Adversary or Ally”: Undergraduate Engineering Students’ Perceptions ofFacultyMr. H. Ronald Clements III, Purdue University H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for Purdue’s Engineering Education department for the 2020-2021 year. He works with Dr. Allison Godwin on her NSF CAREER grant titled ”Actualizing Latent Diver- sity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews and helping to understand the identity trajectories of latently

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Cynthia Y. Young, University of Central Florida; Cherie Geiger, University of Central Florida; Patrice Lancey, University of Central Florida; Divya Bhati, University of Central Florida

Tagged Divisions

Educational Research and Methods

AC 2011-1377: DEFINING AN EVALUATION FRAMEWORK FOR UN-DERGRADUATE RESEARCH EXPERIENCESLisa Massi, University of Central Florida Dr. Lisa Massi is the Director of Operations Analysis in the UCF College of Engineering & Computer Science. Her primary responsibilities include accreditation, assessment, and data administration. She is a Co-PI of the NSF-funded S-STEM program at UCF entitled the ”Young Entrepreneur & Scholar (YES) Scholarship Program.” Her research interests include program evaluation and predictors of career intentions.Michael Georgiopoulos, University of Central Florida Michael Georgiopoulos is a Professor in the UCF Department of Electrical Engineering and Computer Science and the PI of the

Conference Session

Modeling Student Data

Collection

2010 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Divisions

Educational Research and Methods

cannot be measured with a traditional examination as it involvesdifficult to measure constructs that fit together as metrics of preparedness. Throughout the pasttwo decades, researchers have attempted to measure related constructs such as citizenry andreadiness for global workforces. Unfortunately, none of these metrics have been preciselyaligned to career preparedness in the way that this paper intends to describe. As such, there iscurrently sparse research on global preparedness of business and engineering students. In aneffort to meet challenges put forth by various professional societies, this paper addresses anassessment comparison between engineering and business students on preparedness to work inglobal workforces

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shiuan-Huey Yen, Institute of Engineering Education Taiwan; Jessica Fan, Institute of Engineering Education Taiwan; Mandy Liu, Institute of Engineering Education Taiwan; Liang-Jenq Leu, Institute of Engineering Education Taiwan

Tagged Divisions

Educational Research and Methods

’ effectiveness.IntroductionHaving high-level talent has always played a key role in economic progress. The top performersin the Bloomberg Innovation Index, including Japan, the U.S., and Taiwan [1], have also placedvalue on doctoral education. Japan has revealed its vision to improve career prospects for youngresearchers. The U.S. issued guidelines to support University-Industry Cooperation (UIC). InTaiwan, universities receive funds for research and development (R&D) management.However, cultivation of doctoral-level talents across the country has recently faced severalchallenges, including a downward trend in doctoral student enrollment [2]-[3], a high dropoutrate in doctoral programs [4]-[5], and delayed graduation among the doctoral students [6]-[7].In addition

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

graduate students, in particular, attitudes about writing have implications on career trajectory,persistence, and well-being in graduate school. The purpose of this research is to understand howgraduate engineering student attitudes toward writing affect career trajectory, attrition, andpersistence. Our prior research employs a series of previously-developed scales assessing variousdimensions of writing attitudes and behaviors as a way to understand multiple dimensions of astudent’s affective relationship with writing; however, the survey is long (~30 minutes) and canbe time-consuming for researchers to analyze. Each of the scales within the survey studies anaspect of the writer’s attitudes. This research employs confirmatory factor analysis to

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering from Purdue University. Prior to attending UT, she worked as a chemical engineer for an industrial gas company.Dr. Maura Borrego, University of Texas, Austin Maura Borrego is Professor of Mechanical Engineering and STEM Education at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anita Patrick, University of Texas, Austin; Nathan Hyungsok Choe, The University of Texas, Austin; Luis L. Martins, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; Meagan R. Kendall, University of Texas, El Paso; Carolyn Conner Seepersad, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of Engineering Education. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.Dr. Meagan R. Kendall

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Rachel McCord, The University of Tennessee at Knoxville Rachel McCord is a a Lecturer and Research Assistant Professor in the Engineering Fundamentals Divi- sion at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Kevin O'Connor, University of Rochester; Daniel Amos, University of Washington; Tori Bailey, Stanford University; Gary Lichtenstein, Stanford University; Lari Garrison, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Marcus Jones, Howard University; Derek Seward, University of Rochester; Lisa Perhamus, University of Rochester; Reed Stevens, University of Washington

Tagged Divisions

Educational Research and Methods

separated consequences,” 11 and those that areextrinsically motivated. Researchers have claimed that intrinsic interest is associated withretention, while extrinsic interest is associated with decisions to change majors. For example,Seymour & Hewitt, in one of the most important and comprehensive works on retention inSMET disciplines, take intrinsic interest to be among the most important factors in understandingstudents’ decision to persist in or to change their major. They claim that “the best foundation forsurvival and success is to have chosen one’s major because of an intrinsic interest in thediscipline and/or the career fields to which it is leading.” 13 It is important to note for ourpurposes that intrinsic interest or motivation is

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas

Tagged Divisions

Educational Research and Methods

strategies and didacticcurriculums, integrated design technologies and developing technologies; to simulation, qualityin higher education, and distance learning; to information communication technology,assessment/accreditation, sustainable technology and project-based training; and to engineeringmanagement, women engineering careers, and undergraduate engineering research.Trends in Engineering EducationThe trends in engineering education have been reported over several periods of time by differentauthors. Meisen6 mentions that the global trends in engineering education in the 90s were agreater emphasis on experiential programs supported by industry work experience, decliningemphasis on laboratory instruction, internationalization of engineering

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Ismail Orabi, University of New Haven

Tagged Divisions

Educational Research and Methods

in the coursewas affected by several factors such as student ability, motivation, the quality of secondaryeducation obtained. The female students had a slightly higher overall course grade average thanmen and outperformed the male students on all class assignments except the final design project.The attitude survey showed that men reported higher gains than women on the technical skills,including confidence on engineering knowledge as a career and problem-solving skills whilewomen indicated higher gains in teamwork and design skills. Female students were able to learnthe material as effectively as the male students.IntroductionGender differences may exist in many different areas of education; from performance toattitudes, from classroom

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University; Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University

Tagged Divisions

Educational Research and Methods

American Society for Engineering Education, 2016 IMPORTANCE OF UNDERGRADUATE RESEARCH: EFFICACY AND STUDENT PERCEPTIONSAbstractUndergraduate research has emerged as a high-impact approach that can be used to enhancestudent engagement and to enrich student learning experiences.1 It is observed in the literaturethat undergraduate research can have an impact on student retention, and possibly attract womenand ethnic minorities to science-related disciplines while playing an important role in thedetermination of career paths for participating students.2, 3, 4 While there are multiple studies onthe impact of undergraduate research in social sciences and sciences, there is limited literature inthe engineering

Conference Session

Educational Research

Collection

2010 Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Helen Chen, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

does this in turn affect how these students make decisions about further participation in engineering after graduation? Page 15.344.2 ≠ EDUCATION: What elements of students’ engineering education contribute to these changes observed in skills and identity? What do students find difficult and how do they deal with the difficulties they face? ≠ WORKPLACE: What skills do early-career engineers need as they enter the workplace? Where did they obtain these skills? Are there any missing skills? How are people’s identities transformed in moving from school to work?While the APS has utilized a variety of methods

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin; Tayo Oladunni, Purdue University, West Lafayette; Kenneth Reid

Tagged Divisions

Educational Research and Methods

., academic self-efficacy,academic motivation, leadership, metacognition, career, type of learner (e.g., deep vs. surface),teamwork, and expectancy-value) serve as independent parameters to an artificial neuralnetwork (NN) that is used to predict student persistence within engineering school at the endof first year. A feed-forward neural network model with back-propagation training was developed topredict third semester retention of a cohort of first-year engineering students (N=1,523) at alarge Midwestern university. The model constituted of 159 primary nodes corresponding to 8noncognitive factors described by a 159 item instrument. The resulting model was shown tohave a predicative accuracy of 82% for retained students after their first year and

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane A. Brown, Washington State University; Shannon Davis, Washting State University; Chelsea Nicholas, Washington State University

Tagged Divisions

Educational Research and Methods

Engineering Education, 2011 Practicing Engineers Conceptions of Sight Distance and Stopping Sight Distance within the Context of Highway DesignIntroductionCivil engineering departments strive to prepare their graduates to be productive andinnovative design engineers. Yet, high passing rates on the Fundamentals of Engineeringexam coupled with low scores on concept inventory tests show that while many studentsmay know how to apply their knowledge to straightforward mathematical problems, theirconceptual understanding of the fundamental ideas may still be lacking. Innovation anddesign in the workplace may be challenging for early-career engineers if they possess lowconceptual understandings after

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Hala Alfadhli, University at Buffalo; Lucas Wickham, University at Buffalo; Ashley Cummings, University at Buffalo; Randy Yerrick, Fresno State University

Tagged Divisions

Educational Research and Methods

only attended to in preparation for career fairs and interviews. In this study, weexplored the role of reflection on students’ abilities to communicate their engineering experiencesin professional terms. Students participated in formative reflection about specific professionalcompetencies scaffolded around engineering problem typology (EPT). We conducted mockinterviews (MI) pre-/post-PT based professional competency reflection with undergraduateengineering students. Analysis showed statistically significant improvement in MI evaluationscores. Through qualitative analysis of interview transcripts for the teamwork interview questionwe identify specific features of student responses that changed from pre to post mock interviews.The findings from

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students. In 2018 and 2019, she collaborated with Dr. Kavitha Chandra to utilize participatory action research (PAR) as an evaluation approach for the Research, Academics, and Mentoring Pathways (RAMP) summer program for first-year female engineering students.Prof. Kavitha Chandra, University of Massachusetts, Lowell Kavitha Chandra is the Associate Dean for Undergraduate Programs and Professor of Electrical and Com- puter Engineering in the Francis College of Engineering at the University of Massachusetts Lowell. She directs the Research, Academics and Mentoring Pathways (RAMP) to Success program that aims to estab- lish successful pathways to graduate school and interdisciplinary careers for new undergraduate students

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Educational Research and Methods

introduced to courses, programs or curricula,often from the perspective of instructors and educators. Research on student learning andassessment typically examines engineering students’ learning experiences and perceptions, andcontributing factors to their learning outcomes such as academic achievement and competencydevelopment. Research on retention and diversity of engineering students addresses how toretain engineering students in their engineering studies, particularly female and other minoritystudents. Other possible research areas include paradigms, methodologies and communities ofengineering education research itself; academic and career pathways of engineering students;admission process of engineering students; engineering workplace practice

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Forney, Loyola Marymount University; Sunai Kim, Loyola Marymount University

Tagged Divisions

Educational Research and Methods

efforts focus on counterfactual reasoning for recommender systems that can employ the intended choices of those being advised to create better policies. He is interested in applying these systems in real-world scenarios with human advisees to assess their effect on quality of education. He also works closely with the Seaver College First-Year Advising Committee, attempting to help first-year STEM students begin their college careers through data-driven analyses that concert his backgrounds in Computer Science and Psychology.Dr. Sunai Kim, Loyola Marymount University Sunai Kim is an Assistant Professor in Civil Engineering with a specialty in Structural Engineering and is a licensed structural engineer in the state of

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Adam R. Carberry, Arizona State University; Alison Cook-Davis, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wendy M. Barnard, Arizona State University; Megan O'Donnell, Arizona State University; Wilhelmina C. Savenye, Arizona State University

Tagged Divisions

Educational Research and Methods

included. Questions and items associated with the category “future plan” exploredERC participants’ future career and academic plans following their participation in the ERC.Questions and items associated with the category “program satisfaction” allowed ERCparticipants to give feedback on their overall ERC experience.The final step was to develop an appropriate method for presenting items for a given category.Items pertaining to understanding the ERC, skill sets, mentorship experience, and climate ofinclusion were presented using a scale from 0 to 100. Items addressing future plans werepresented as binary items, while program satisfaction items were presented as a combination ofLikert-type, binary, and open-ended items. Additional demographic items

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar, New York City College of Technology and the City University of New York; Diana Samaroo, New York City College of Technology and the Graduate Center of the City University of New York; Armando Dominguez Solis; Sandie Han, New York City College of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

scholarship, (2) mandatory academic advisement, (3) career andgraduate school exploration, (4) undergraduate research or other extra-curricular opportunities,(5) cohort-strengthening high impact social support. Particular emphases are also placed onfemale and underrepresented minority (URM) students’ recruitment and retention in STEMfields.We recognize the importance of identifying strategies to employ that may potentially lead tohigher persistence of students, particularly of low-income students, in an urban STEM setting[2]. In thinking about how to best deploy resources, we formulated our multifaceted approachbased on a number of interventions that have proven to be effective. We have combined studentsupport programs and activities that saturate

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Tanner, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University

Tagged Divisions

Educational Research and Methods

with whether those students eventually leaveengineering. We use this information to compare students who stayed in engineering againstthose who left using quantitative data on how certain and interested they initially were inengineering as well as qualitative responses describing why they switched disciplines or leftengineering.IntroductionAs STEM students and workers gain national attention, a growing body of research seeks toexamine why students choose to pursue STEM-based majors as demonstrated in many previousreports [1]-[4]. Supporting this growth, the National Science Board put together a reportexamining the STEM pipeline, the process of students moving from early education, throughhigh school and college, and into STEM careers [5

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of North Carolina at Chapel Hill

Tagged Divisions

Educational Research and Methods

and development ,4-­‐6 with the goal of introducing strategies toimprove education and retention in engineering7. The theory of identity-trajectory wasintroduced by McAlpine8 to explain the professional identity development through time ofgraduate students and emerging academics through intellectual, institutional, and networkstrands. The three strands work independently, and at times, weave together to explain identitydevelopment for those early in their academic career. Identity-trajectory provides a means tounderstand these early influences impact on one’s professional trajectory as they progressprofessionally.The intellectual strand focuses on learning within and the contributions of an individual to theirfield. Past experiences, agency