Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

that ourapproach can be replicated in other fields and other student populations.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grants1842166 and 1329283. Any opinions, findings, conclusions, or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. We thank the SPHERE research group for their helpful feedback.References[1] S. Kovalchuk, M. Ghali, M. Klassen, D. Reeve, and R. Sacks, “Transitioning from university to employment in engineering: The role of curricular and co-curricular activities,” in 2017 ASEE Annual Conference & Exposition, 2017.[2] R. Korte, S. Brunhaver, and S. Zehr

Conference Session

Teaming & Collaborative Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Malini Natarajarathinam, Texas A&M University; Soo Jeoung Han, Texas A&M University; Michael Beyerlein, Texas A&M University; Jill Zarestky, Colorado State Univeristy; Lei Xie, Texas A&M University; Khalil M. Dirani, Texas A&M University; Rodney Boehm, Texas A&M University

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creating awareness about Industrial Distribution and related STEM fields among the public.Ms. Soo Jeoung Han, Texas A&M University Soo Jeoung (Crystal) Han is currently a Ph.D. candidate in the Department of Educational Administration & Human Resource at Texas A&M University. She worked in business and academic institutions in South Korea for more than five years. Her research interests reflect her diverse work experiences including the field of virtual team collaboration, cross-cultural team diversity, shared leadership development of teams, and global/women leadership. Currently, she has published journals and book chapters in the field of collaborative learning, team leadership, and e-learning.Prof. Michael

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

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, 1524601, and 1524607. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References1. K. Schneider, A. Bickel, and A Morrison-Shetlar, “Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates,” Journal of College Science Teaching, vol. 44, no. 3, pp. 37-43, 2015.2. K. Schneider and A. Bickel, “Undergraduate research apprenticeship model: graduate students matched with STEM first-year mentees,” Council on Undergraduate Research Quarterly, vol. 36, no. 1, pp. 25-31, 2015.3. J. Frechtling. “The 2002 user-friendly handbook for project evaluation,” National

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

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National Science Foundation for their support through a Graduate ResearchFellowship (DGE-1333468). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] C. E. Foor, S. E. Walden, and D. A. Trytten, ““I wish that I belonged more in this whole engineering group:" Achieving individual diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007.[2] J. M. Smith and J. C. Lucena, “‘How do I show them I’m more than a person who can lift heavy things?’ the funds of knowledge of low income, first generation engineering students,” J. Women Minor. Sci. Eng., vol. 22, no. 3, pp. 199–221, 2016.[3

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Olusola Olalekan Adesope, Washington State University; Negar Beheshti Pour, Washington State University; Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University

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students to work cooperatively in interactive learning groups. Participants were then asked to complete an online Figure 1. Venturi survey administered over Qualtrics© at the end of the semester. flow meter The survey prompted participants to reflect on their LC- DLM instruction and report how well they believed being taught concepts with LC-DLM influenced their learning experience Figure 1. Venturi flow meter compared with other course concepts they learned with regular lectures in the same class. Participation in theexperiment was

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Adam Kirn, University of Nevada, Reno

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traumatic events are perceived and handled within engineering environments by allmembers of the engineering education community. Specifically, the messaging around emotionalexpression should be examined to determine what explicit and implicit barriers are constructed inengineering. Through advanced understanding in this area we can begin to create models thatsupport students through challenges that manifest in and out of the engineering classroom.AcknowledgmentsThis work was funded by grants from the National Science Foundation (EEC-1531586/1531174,DGE-1333468). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elvia Castro, Tecnologico de Monterrey (ITESM); Iliana López MS, Tecnologico de Monterrey; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile

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as density, transitivity, and reciprocity in the network [2]. This approach is amethodological and pedagogical innovation because it has the potential to inform and providefeedback about the participants’ work, promote reflection on their collaborative practices andcontribute to cohesion, dialogue and the flow of knowledge within the team to continuouslyimprove the internalization of the new educational model.Keywords: Educational Change, Teacher Collaboration, Social Network Analysis, EducationalInnovationResearch Background and MotivationThis work-in-progress research is being carried out at a large multi-campus private university inMexico and focuses specifically on the area of engineering and sciences. The institution ischaracterized by

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

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Diversity

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Nativeand Native Hawaiian or other Pacific Islander students was too low to draw meaningfulconclusions about racial differences in scholarship receipt. The source of these racial/ethnicdifferences is unknown. For instance, they might reflect different levels of opportunity forscholarships or differential application processes for scholarships, as we did not measure whetherstudents had applied for, but not received, a scholarship. The phi value indicates that this overalleffect size for the distribution of scholarships across race/ethnicity was small.Research Question 2With respect to research question 2, there were statistically significant differences in motivationbetween scholarship recipients and non-recipients. More specifically, independent

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdín, Arizona State University; Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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]–[4]. Engineeringknowledge is not value neutral and—depending on how it is selected, organized, demarcated,delivered, and evaluated—it can have discriminatory effects on different populations (e.g., [5]–[7]. Often students are implicitly asked to leave aspects of themselves at the door before enteringthe classroom in order to learn “objective” engineering knowledge [8]. This history of theengineering profession means that class biases were baked into its educational systems, helping toexplain why students from low-income and working-class backgrounds describe the culture andcontent of undergraduate engineering programs as foreign, if not hostile (e.g., [9]). Critically reflecting on what knowledge “counts” as engineering knowledge is

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alyssa Bellingham, Drexel University; John Kamal, Science Leadership Academy; Jessica S. Ward, Drexel University ; Adam K. Fontecchio, Drexel University

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Diversity

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mathematics (STEM) electives in high school. APh.D. student fellow from Drexel University and teacher from the Science Leadership Academy(SLA) in Philadelphia will teach robotics and engineering principles through open-endedprojects that address several of the NEA grand challenges. These projects are structured usingconstructivist pedagogy that ties into five core values: inquiry, research, collaboration,presentation, and reflection. We will introduce this study into an ethnically diverse robotics classcomprised of sophomore, junior, and senior students. The predisposition of students to studytopics relating to robotics will be assessed at the start of the study and then after each project hasbeen completed. Initially, predisposition will be

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jia Zhu, Florida International University; Ellen Zerbe, Pennsylvania State University; Monique S. Ross, Florida International University; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods

- Networking among postdocs Networking - Identifying collaborators Personal Reflection - Identifying professional interests and values - Project assignments allocation Project Management - Project financial management, funding allocation - Not just doing, but finish projects and publications - Giving guest lectures in classesTeaching and Learning - Teaching a course - Developing teaching philosophy/teaching dossier - Managing deliverables to meet the deadline Time Management - Ability to work under time pressurediscipline were generated and appended to the

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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groups (SA4)When students reflected on what they needed from their study groups, some trends were similarto those of lab groups. For example, 21.3% of students prioritized individual accountability intraditional learning while only 14.1% did so in remote learning. This downward trend is similarto what students said about their lab groups. With regard to individual accountability, whilestudents made more frequent comments about interpersonal and social skills in remote learningwith regard to their lab groups, the increase in these types of comments in their study groups wasmuch larger. Students in remote learning mentioned interpersonal and social skills with respectto their peer groups at over twice the frequency (22.7%) of students in

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

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Diversity

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Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madasamy Arockiasamy, Florida Atlantic University; Sudhagar Nagarajan, Florida Atlantic University; Hassan Mahfuz, Florida Atlantic University; Michael R. Maniaci, Florida Atlantic University; Ishwarya Srikanth, Florida Atlantic University; Stephen Michael Castillo; Reinaldo L. Dos Santos, Florida Atlantic University

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Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

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Diversity

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Educational Research and Methods

because culture influences what constitutesintelligence and intelligent acts [9, 10]. Indeed, conceptions of “smartness” in school often caterto analytical abilities, while ignoring other types of intelligence, such as creative or practicalabilities [11]. This emphasis on analytical abilities is magnified even further in engineeringschool, where math and engineering science dominate the curriculum. This cultural norm ofvaluing analytical intelligence above all else reflects white, middle class constructions ofintelligence. This reality contributes to the exclusionary narratives about who belongs inengineering as the qualities that are revered in academia (e.g., brilliance, rigor, seriousness,rationality, objectivity, etc.) are all traditionally

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kakan C Dey P.E., West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Karen E Rambo-Hernandez, Texas A&M University; Julia Daisy Fraustino, West Virginia University; John Deskins; L Christopher Plein, West Virginia University; Abhik Ranjan Roy, West Virginia University

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/assignments. Therefore, as part of this study, the participating faculty regularlyengage with two social science research experts in engineering education who serve as mentorsfor survey, focus group, evaluation, and reflection best practices in course design andassessment.In sum, the unique features of the HEPE offer the following features: (i) students working inteams, (ii) students working across disciplines, (iii) students working on an open-ended problem,(iv) students having access to professors from multiple disciplines, and (v) students havingaccess to external expertise and critique. The next section (section 4.2) describes the details ofthe course offering.4.2 Course implementation structureTwenty-one students are enrolled in the initial

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan Torralba, University of Miami; Rob Rouse, Southern Methodist University

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Educational Research and Methods

each team as well as expert involvement.Table 1Additional details on the composition of each team, as well as relevant information on the SIL experts. Data Collection and Analysis During the IDC, the first author assumed the role of a non-participant observer and collected all the data used in this study. Following an ethnographic approach, he did not engage in any of the activities in which the students participated throughout the IDC and interacted with them only when observation alone did not provide data on instances he believed to be relevant to answering the overarching research question (e.g., when participants worked quietly, independently, or engaged in self-reflection). Main sources of data consisted of extensive field notes, videos

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Catherine Mcgough Spence, Clemson University; Joseph Murphy, Clemson University; Rachel Lanning, Clemson University

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Diversity

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asking the participants about their “story” (for example, “How did you get intoengineering?”), followed by reflecting on their engineering identity, sense of belongingness inengineering for themselves and for other students, and their present and future activities and plans in CE.Interviews were conducted by two members of the research team and were approximately one hour long.Qualitative Data AnalysisInterviews were professionally transcribed, and transcripts were reviewed by the interviewers to correcterrors. Initial qualitative analysis was conducted using descriptive coding (Miles and Huberman, 1994);responses to questions about belongingness were coded with the intention of capturing how participantsdescribed their sense of belongingness in

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ada Hurst, University of Waterloo; Oscar G. Nespoli, University of Waterloo

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order to optimize the classification effort while attempting toinform us of feedback activity nature and level. For example, we recognize the importance ofneed analysis and the emphasis that experts place on this stage verses novices, and so theimportant coding classifications of problem identification, representation and communication areprominent in our model. Additionally, the verification classification is available at each stage, asthis reflects best design practice. Figure 1. A generalized engineering design process model with coding classifications Initiating Planning

Conference Session

Discussions on Research Methodology: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado Boulder; Frederick A. Peck, University of Colorado; Julie Cafarella, University of Colorado, Boulder; Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Mark Rentschler, University of Colorado at Boulder; Jenna McWilliams, University of Colorado, Boulder

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and organizational contexts. We aim to further explore how,through their participation in the routine practices of the undergraduate curriculum,students make themselves, and are made by others, into engineers. The specific focushere is on how a particular “ideology of engineering”2 is reflected in the discourse ofparticipants in presentations for a first year projects course. In particular, this paperdetails how engineering discourses serve to depoliticize complex social issues, and toreframe them as technical issues that can be resolved through design and refinement ofinnovative technologies. A second and related goal is to contribute to recentmethodological discussions in engineering education3, and specifically to introduce

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

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Diversity

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Educational Research and Methods

and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola Sochacka is the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at UGA. Supported by over 1.5M in funding, Dr. Sochacka’s research interests include systems thinking, diversity, STEAM (STEM + Art) education, and the role of empathy in engineering education and practice. Her work has been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.Dr. Stephen Secules, Florida

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Diversity

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Educational Research and Methods

influencedtheir grade, (3) impressions of other members in the study group, (4) opinions about the mostvaluable and least helpful parts of the study group and (5) reflections on how participating in thestudy group changed their confidence in completing the engineering degree and their feelingsabout being a student at ASU. Pseudonyms were given to participants to ensure theconfidentiality of the interview.ResultsThere were 22/50 respondents for the post-survey (response rate of 44%). Of these, 16 could bematched to the pre-survey, due to the fact that some students did not use the same personal codethat they generated on the pre-survey. Of the 16, 14 had been placed in PLSGs, and one hadbeen placed in TARs (one student did not identify a group).Table 2

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

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Diversity

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Educational Research and Methods

engineering major's significancein other countries.Theoretical-based coursework is one of the contributing factors of large numbers of first-year E/CSleaving the engineering field [10]. Such coursework makes relating concepts taught in class toreal-world scenarios quite difficult and creates a negative feeling of engineering concepts amongE/CS students. Students tend to enjoy their coursework if they can see the benefits in real-worldapplications and the flexibility to solve real-world problems. E/CS curriculum should be updatedaccordingly to reflect technological advancement in the field. Teaching students, especially first-year students, outdated technologies and innovation could discourage students from continuing intheir majors. Students might

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Educational Research and Methods

reflect the self-regulative learning experiences oflearners.The MSLQ in the Freeform context In 2008, an active, blended, and collaborative (ABC) teaching and learning environmentfor a core engineering science course (Dynamics), named Freeform, was developed and adoptedby a team of mechanics instructors [28]. With the goal of a student-centered classroom, Freeformtransformed a lecture-based pedagogical environment to a highly-networked pedagogicalenvironment. The hybrid nature of course resources (i.e., instructor-produced videos, hybridtextbooks which combined a traditional textbook and significant white space for note taking, anda course blog) allowed the students to actively, collaboratively engage in the class and managemultiple

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University

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Educational Research and Methods

will use the list of themes and codes developed by Garcia etal.’s (2019) servingness framework as a starting point of a priori codes, while also employingopen coding to identify structural characteristics that are specific to this context and do not fit thelist of codes in Garcia’s study. To identify the cultural characteristics, we will utilize valuecoding, defined by Saldaña (2016) as the application of codes unto data that reflects the values,attitudes, and beliefs about the phenomenon under study [21]. In this case, these codes will applyto the institution’s values, attitudes and beliefs about their role in serving Latinx students. Oncethe structural and cultural characteristics have been identified, we will conduct a second round ofcoding

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

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Educational Research and Methods

used whenappropriate.In conclusion, whilst the first cycle of the Changing Futures Project has been immenselysuccessful, it is extremely resource intensive and would not have happened had the twoacademics responsible not had a personal desire to support students. No additional funding ortime was allocated to run the project which continues to be administered on a mixture of good-will and unpaid overtime! Despite this, the primary outcome of seeing the fortunes of some ofthe weakest students being turned around has been exceptionally rewarding. In reflecting uponthe project, ten key recommendations for institutions, colleagues and students are made:Recommendations for Institutions: 1. Financial Resources: Should be ring-fenced to provide a

Conference Session

Makers, Making, and the Maker Movement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aditya Johri, George Mason University

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Diversity

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Educational Research and Methods

, is a social and discursive practice and understanding itrequires paying close attention at the micro-level. The concept of genre, in turn, highlightsthe recurrent and situated nature of discursive practices, and provides robust methodologicaltools for studying the production, reproduction, and change of discourse. For example, instudying the electronic discourse of a group of computer scientists, Orlikowski and Yates[18] identified the repertoire of genres enacted by the participants over time and showed howthese discursive actions reflected their collective purposes as well as the shared norms andrelations of their occupational community. Similarly, learning in any given setting that relieson repeated discursive acts, which can be

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

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Educational Research and Methods

students have reported the greatestgrowths and appreciations for the opportunity. A number of success stories, as recounted by thescholars themselves, are reflected below:The NSF S-STEM Scholarship has been an unfamiliar, yet amazing opportunity and experiencelast semester. I say unfamiliar because I never imagined being part of scholarship program atsome point in my college life. The many workshops provided like graduate school speeches andspeeches from New York City College of Technology alumni were very inspiring. These speakersprovided me with an abundance of information about graduate school and in a way encouragedme to make the most out of my undergraduate studies by taking the opportunities that areoffered. Mandatory meetings and advisement

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Matthew DeMonbrun, University of Michigan; Michael Geoffrey Brown, Iowa State University; Stephanie D. Teasley, University of Michigan

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Educational Research and Methods

exit these models (p<0.001). Similarly,these students were over 70% less likely to exit the red classification (p<0.001). Studentsin soft applied fields were also less likely to exit the yellow classification (p<0.05), whileundeclared students were less likely to exit the red classification. The linear and non-linear predictors were significant for the yellow and red exit models, and like the yellowentry model, the coefficients suggest that the risk of exiting either model increases until amid-term point, tapers off, and then increases again towards the end of the semester. Thisfinding is likely explained by the weight of assignments during these periods of thesemester (midterm and final examinations), and thus, may simply reflect the

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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ASEE Diversity Committee, Diversity

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Educational Research and Methods

perceivethemselves to fit into a given group, in this case engineering,5 which in turn affects how theyprogress along the academic and career path in their field.6The engineering identity framework utilized in the study is partially based off a physics identitymodel composed of four basic factors: performance, competence, interest, and recognition.5,7Performance describes a student’s belief in their ability to perform in their classes or whenconducting engineering tasks.8 If a student performs poorly in class, they are less likely toidentify themselves as an engineer. Competence describes a student’s belief in their ability tounderstand engineering material, which is often similarly reflected in a student’s performance inclass.8 Interest describes how