Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nourhan Emad El-Atky, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Educational Research and Methods

students [1]. Students worktogether as a team to apply their engineering skills and gain field experience before embarkingon their eventual careers [2]. The open-ended nature of the experience allows numerous learningopportunities for practicing both technical and non-technical skills. While the primary emphasisof capstone design experience is justifiably technical competency, the non-technical aspects areequally important within engineering careers [2]. A structured training within the broad area ofprofessionalism is required to leverage the capstone design experience and better align with thecareer needs.Besides the application of technical knowledge, every capstone project relies on multipleprofessional skills to be successful. While

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie M. Arnett, New Mexico State University; Sandra M. Way, New Mexico State University; David G. Ortiz, New Mexico State University; Lorissa B. B. Humble, New Mexico State University; Analyssa D. Martinez, New Mexico State University

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Diversity

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Educational Research and Methods

c Society for Engineering Education, 2021 Toward an Understanding of the Relationship between Race/Ethnicity, Gender, First-Generation Student Status and Engineering Identity at Hispanic-Serving InstitutionsAbstractUnderstanding how students of different demographic backgrounds differ in their earlyengineering identities can help inform educators’ efforts to facilitate engineering identitydevelopment. This work contributes to this understanding with a quantitative exploration of theways that race/ethnicity, gender, and first-generation status work together to impact engineeringidentity among 656 early-career engineering students at a public Hispanic-Serving Institution(HSIs) in the Southwestern

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods

the basic concepts taught in thecore STEM courses is a strong contributing factor to student attrition. Strategies to improvelearning experiences in STEM courses by all students at colleges and universities are thereforeneeded so that they persist in the STEM career pipeline. A group of STEM faculty members at aHistorically Black University is committed to this important need through the far-reaching use ofVirtual Reality (VR) in its STEM courses and investigating its impact on learning outcomes,engagement and persistence in STEM.The two big questions that continue to be examined by STEM education experts are: (a) Why dostudents change their majors from a STEM to a non-STEM major? and, (b) Why do studentsstruggle with STEM concepts leading

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, University of Florida; Ahmed Ashraf Butt, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

noteworthy that limited studiestook the detailed approach of understanding students' perspective of their learning needs, e.g.[15], expectations in the courses, e.g. [16] and academic challenges [17] that may hinder theirprogress in STEM courses, or future decision of a STEM career. Furthermore, most of thesestudies used a survey approach to understand students’ perspectives and experiences and lackeddirect interaction with students. The purpose of this work in progress study is to understand detailed students'perspectives about their challenges in post-secondary STEM classrooms. More specifically, wefocused on understanding which challenges or factors hindered students' progress in changingtheir perception about future STEM career options

Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner, Campbell University; Michele Miller, Campbell University

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Diversity

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Educational Research and Methods

understandhow students who enter the university with different levels of preparation navigate through theircollege careers through a social capital lens, focusing on their networks, and sense of identityand belonging within engineering. As part of the program, students are expected to meet withfaculty and peer mentors, broadening the pool of potential contacts they might turn to whenfaced with an engineering decision. After the first two years of the program, this paper exploresthe experiences of nine students to understand how their social networks have changed via theName and Resource Generator instrument, an instrument that is designed to understand studentnetworks and access to engineering-related social capital via self-reported networks. This

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

applied this advice throughout his life. William stated that “becausefrom a socioeconomic status and…I want to provide for my family, these are people that are likeme, but they don’t necessarily look like me.”William graduated college and worked at a large company where he previously interned. Twelveyears ago, he left that company in order to begin his time at his current place of employment.During the time of the interview, William was in a leadership role and recognized that thecompany gave him opportunities to define a career path that did not exist before he beganworking there, but he questioned the rate of his advancement. He “has not been shy” to haveconversations about his “desire to advance”, but when the time came “it was always this

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Peter H. Carnell, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Divisions

Educational Research and Methods

reflects the ability to bounce back from adversity and unfavorable conditions.Previous studies have shown the importance of resilience to succeed in the workplace, as well asacademic career. Being resilient is particularly significant in engineering programs; encouragingstudents to develop resilience may be a key catalyst for academic improvement and subsequentcareer success.While the literature pertaining to academic resilience is well-developed, there are not manyinstruments that measure the construct. With a focus on engineering students. The current studyexamines the structure validity of the Academic Resilience Scale (ARS -30). Participantsincluded 113 engineering students enrolled in an engineering class who completed an onlinesurvey of the

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gillian Roehrig, University of Minnesota; Elizabeth Ring-Whalen, St. Catherine University; Jeanna R. Wieselmann, University of Minnesota; Emily Anna Dare, Florida International University; Joshua Alexander Ellis, Florida International University

Tagged Divisions

Educational Research and Methods

the Department of Cognitive and Learning Sciences. Dr. Dare’s research interests are focused on K-12 STEM education. In particular, she is interested in supporting science teachers’ reform- based instruction while simultaneously understanding their beliefs. As science classrooms shift to more integrated STEM approaches, this is especially critical. Additionally, Dr. Dare has a passion for working with K-12 students to understand how changes in classroom instruction impacts their attitudes towards and beliefs about STEM fields. In particular, she is looking at methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently

Conference Session

ERM Technical Session 2: The Study of Identity in Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Dennis M. Lee, Clemson University; Katherine M. Ehlert, Clemson University; Alessandra St.Germain, Clemson University; Lisa Benson, Clemson University; Elizabeth G. Creamer, Virginia Tech; Marian S. Kennedy, Clemson University; Courtney June Faber, University of Tennessee, Knoxville

Tagged Divisions

Educational Research and Methods

understanding by exploring engineering students’ researchexperiences through an interweaving of quantitative survey data and connected qualitativeinterviews. By integrating quantitative and qualitative data, we can better understand students’researcher identities and ultimately better support their research academic and career choices.Introduction and BackgroundUndergraduate research experiences (UREs) give students the opportunity to understand what itis like to be a researcher while enhancing their metacognitive and problem-solving skills [1].Exposure to UREs can help prepare students for a thesis-based graduate program and, morebroadly, can help them clarify their career plans and goals. UREs have been shown to increasestudents’ confidence in their

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

Tagged Topics

Diversity

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Educational Research and Methods

University of Michigan, Ann Arbor. Her research focuses on the development of achievement motivation in educational settings and the interplay among motivation, emotions, and learning, especially in STEM fields.Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ziang Xiao, University of Illinois, Urbana-Champaign; Shiliang Zuo; Jinhao Zhao, Tsinghua University; Wai-Tat Fu, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign; Michael L. Philpott, University of Illinois, Urbana-Champaign; Julia Laystrom-Woodard, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Angela Wolters, University of Illinois, Urbana-Champaign; Brian S. Woodard, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

spatial visualization. He teaches courses at the University of Illinois where he serves as the Director of Undergraduate Programs for the Department of Aerospace Engineering. c American Society for Engineering Education, 2019 Towards Understanding Interrelated Growth Mindset and Spatial Visualization Skill Training Abstract Spatial Visualization skills is a key predictor of students’ academic performance in STEMclasses, retention rate in STEM majors, and future career choice. Previous research focusing onstudents’ spatial visualizations skills has impacted educational practice, including the formation oftargeted training to help

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samantha Lee Russell, Grand Canyon University; Maria Zafonte, Grand Canyon University

Tagged Divisions

Educational Research and Methods

]found that in the STEM majors only 58% of students remain in those fields at the end of theirfreshman year. While there are numerous reasons for this attrition, it is likely that a part of theproblem is that first–year engineering students may not have an accurate understanding of theskills necessary for a successful career in engineering. Similarly, these first year students come tothe career with different motivations. The purpose of this research was to better understand theperceptions of first-year engineering students as they entered a program that was developed witha hands-on, practical focus in order to prepare students for industry after graduation. Because ofthe program’s foundational idea being that the BS in Engineering is an

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

Texas A&M University, post- graduate training in evaluation at The Evaluators Institute (TEI) at George Washington University and the AEA/CDC Summer Evaluation Institute. Besides teaching, she has worked as an evaluator in grants awarded by the National Science Foundation (NSF), National Institutes of Health (NIH), US Department of Agriculture (USDA), and National Oceanic and Atmospheric Administration (NOAA). Currently she is the internal evaluator for the projects Recruiting, Retaining and Engaging Academically Talented Students from Economically Disadvantaged Groups into a Pathway to Successful Engineering Careers (PEARLS) and for Building Capacity at Collaborative Undergraduate STEM Program in Resilient and

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?,” and is a Co-PI on the NSF Revolutionizing Engineering Departments grant ”Additive Innovation: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017.Dr. Micah Lande, Arizona State University Micah Lande, Ph.D. is an Assistant Professor in the Engineering and Manufacturing Engineering pro- grams and Tooker Professor at the

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Samuel S. Newton, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16387Uncovering Forms of Wealth and Capital Using Asset Frameworks in Engi-neering EducationDr. Julie P. Martin, Clemson University Julie P. Martin is an assistant professor of Engineering and Science Education at Clemson University. Her research interests focus on social factors affecting the recruitment, retention, and career development of underrepresented students in engineering. Dr. Martin is a 2009 NSF CAREER awardee for her research entitled, ”Influence of Social Capital on Under-Represented Engineering Students Academic and Career Decisions.” She held an American Association for the Advancement of Science

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Rachel Ann Baker; Jacqueline Doyle, Harvard-Smithsonian Center for Astrophysics

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #25276Using Topological Data Analysis in Social Science Research: Unpacking De-cisions and Opportunities for a New MethodDr. Allison Godwin, Purdue University, West Lafayette 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 fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and

Conference Session

Student Attitudes and Perceptions

Collection

2009 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

factor in their lives. It seemsclear that the college experience has done nothing to close the confidence gap, and perhapscontributed to its persistence. We now turn to students’ own reflections on their engineeringeducation for an explanation.Results from student interviews:In their senior year, 15 of the APS students participated in an in-depth, semi-structuredqualitative interview. Some questions in the interview were designed to elicit students’reflections on their experiences as engineering undergraduates. Others were designed to elicitstudents’ conceptions of engineering and themselves as engineers now embarking on theirprofessional careers. In this section, we complement the findings from the PIE survey with a richpicture of students

Conference Session

Knowing Our Students I

Collection

2006 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Tawni Hoeglund, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Kimberley Breaux

Tagged Divisions

Educational Research and Methods

, maybe instead of doing just biology in general, I will be able to generalize it to a certain thing, but I’m not sure how degrees work for that…I’ve heard about companies sending their employees to school to learn about certain things so they can apply it to their field and, to me that’s what works for me, but in either case, I still want to go into the biology thing;…genetics is another thing that I just would love to work with and go into and (.) I think I just [need] to try to find…some kind of a career application....But what I don’t like though: I couldn’t spend my life at a computer.” femaleWhy Balance MattersStudents describe the

Conference Session

Revolutionizing Engineering Departments (RED)

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Arizona State University, Polytechnic campus; Edward J. Berger, Purdue University, West Lafayette (College of Engineering); Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Jennifer Branstad, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

career development is beneficial for developing competencyand professional identity5.Conceptual Model: Institutional MentoringThe proposed conceptual model of this study combines aspects of environmental models oflearning, organizational knowledge transfer, and peer mentoring to suggest the paradigm ofinstitutional mentoring within academia. From the literatures on environmental models oflearning and organizational knowledge transfer, we focus on the contextual factors that shape theway that knowledge can be shared across organizational boundaries through institutionalmentoring. We define institutional mentoring as a type of peer mentoring between teams atdifferent institutions working towards similar goals in which knowledge exchange is

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Muhammad Pervej Jahan, Miami University; Shahnaz J. Aly, Western Kentucky University

Tagged Divisions

Educational Research and Methods

ofuniversities; teaching focused universities, liberal arts colleges and major research universities.In recent years, more undergraduate students have been involved in research irrespective of theirdiscipline; science, engineering, social science or arts. It is already a proven concept that UR canenhance the intellectual merit of students by engaging them in inquiry-based learning, preparesthem for their graduate education and helps them in their professional development to enter intoa career of their choice. As a result, most universities, currently are focusing on engaging moreundergraduate students in research by developing innovative strategies. This study aims todiscuss the experiences of both authors in engaging undergraduate students in field

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Kenneth Reid, Ohio Northern University

Tagged Divisions

Educational Research and Methods

measure their confidence of learning engineering basic subjects andacademic skills necessary to complete their engineering programs. Page 24.1356.3Table 1. Noncognitive constructs measured by the SASIID Construct Origin Ns Nt Subconstruct Ni 1 Intrinsic Academic Intrinsic 4 25 Career 5 Motivation Motivation Scale (AIMS) Challenge 6 (French & Oakes, 2003)11 Control 7

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mayra S. Artiles , Virginia Tech; Holly M. Matusovich, Virginia Tech; Stephanie G. Adams, Old Dominion University; Coletta E Johnson Bey, Old Dominion University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.Dr. Stephanie G. Adams, Old Dominion University Dr. Stephanie G. Adams is the Department Head and Professor of Engineering Education at Virginia Tech. She previously served as Associate Dean for Undergraduate Studies in the School of Engineering at Virginia Commonwealth University and was a faculty member

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

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Educational Research and Methods

National Science Foun- dation, 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 Ca- reer 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. 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. David B Knight, Virginia Polytechnic Institute and State University David B. Knight is an Associate Professor and

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

institutions to enhance their experience indesign and/or leadership roles, and thus attract employers of interest [6], [10].Other students engage in undergraduate research opportunities as an alternative venue given itsimmediate and long-term benefits [5], [6], [12], [17], [25], [27], [32]. Research efforts indicatethat undergraduate students participating in research obtain greater confidence in research andprofessional abilities, attest awareness of a graduate school environment, gain significant growthin structuring and conducting research project, and pursue STEM careers and Ph.D. studies post-graduation [3], [25], [26], [27].Nonetheless, procuring internship positions, joining research groups, or being accepted intograduate school, highly depends

Conference Session

Research in Engineering Education II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan McNeill, University of Florida; Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida; David J Therriault, University of Florida

Tagged Divisions

Educational Research and Methods

. National Science Foundation-sponsored SUCCEED Coalition. He has also been active in promoting qualitative research methods in engineering education through workshops presented as part of an NSF project. He has received several awards for his work, including the Presidential Early Career Award for Scientists and Engineers, the Ralph Teetor Education Award from the Society of Automotive Engineers, being named a University of Florida Distinguished Teaching Scholar, and being named the University of Florida Teacher of the Year for 2003-04. He is a member of the American Society for Engi- neering Education and the American Educational Research Association and is currently Editor-in-Chief of Polymer Reviews.Dr. Mirka

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Cynthia Atman, University of Washington; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Ronald Miller, Colorado School of Mines; Karl Smith, University of Minnesota; Reed Stevens, University of Washington; Ruth Streveler, Purdue University; Christine Loucks-Jaret, University of Washington; Dennis Lund, University of Washington

Tagged Divisions

Educational Research and Methods

identification of theskills needed by early career engineers as they enter the workplace.The Academic Pathways Study was originally designed to investigate these research questionsusing data from four cohorts of participantsa. In 2005, a fifth group was added (referred to as theCross-sectional Cohortb) that included students not in the original design and provided cross-sectional data from all four undergraduate years.APS Longitudinal data were collected at four pseudonymous institutions: Technical PublicInstitution, Urban Private University, Suburban Private University, and Large Public University.The Cross-sectional Cohort data were collected at a fifth institution (another large publicuniversity). The Broader Sampling Cohorts expanded the number of

Conference Session

Understanding Our Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Maria-Isabel Carnasciali, University of New Haven; Viktoria Zelenak, University of New Haven; Michael J. Hollis, U.S. Air Force Academy

Tagged Divisions

Educational Research and Methods

directly out of high school to work in engineering-relatedfunctions such as assembly. In the recent past, it was common to have a career path that led toengineering positions within the same company or industry for these individuals. Today, themajority of entry-level engineering positions require a BS degree, and technical experience aloneis not enough to be competitive for such jobs.4Additionally, adult student and graduate student enrollment traditionally increases during periodsof financial recession, with some programs seeing adult education applications double over thelast few years (Master’s programs in Education at Texas State University). These studentsrepresent a growing segment of the population. They are often unable to attend classes

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

academy where there are successful practices for helping students develop anidentity, more specifically a military identity, to settings where such intentional practices do not Page 22.69.2exist. While a military identity is not the same as an engineering identity, it is a professionalidentity and is related to future career work. The military academy in this study is located in thenortheastern United States. The primary comparative university setting is a private university inthe mid-western United States where students have a strong identification with their university’sreputation. A secondary comparative setting included a public university in

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

program for an average of 2.8semesters. All participants were born at the end of Generation X (1961-1981)1 or at thebeginning of the Millennial Generation (1982-2002)1. Their average age was 27 years old.Because of this, they may share characteristics commonly associated with one or bothgenerations.In comparison to the population of graduate student instructors in the College of Engineering, theEGSMs in our study have taught for more semesters on average and are more likely to expressinterest in a tenure or tenure-track faculty career (Table 1). Moreover, EGSMs are as likely toexpress interest in pursuing a career in industry. Survey respondents were allowed to choosemore than one potential career path (Table 1). Table 1. Comparison of

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

communications courses appear to be ararity.The ever-growing need for Ph.D. communication instruction suggests several questions: ArePh.D. engineering students acquiring the skills they need to succeed in their professional careers,either on their own or through resources in their programs? How in fact have engineeringschools responded to the growth of enrollment of foreign students so that graduating students areprepared to successfully lead in their field? What kinds of communication-related offerings aremost beneficial: courses, labs, workshops, one-on-one coaching, integration of communicationinstruction into technical programs? While a number of U.S. institutions offer a range ofsupports for Ph.D. engineering students, the increasing proportion of