Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Prabodh Panindre, New York University; Richard S. Thorsen, New York University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

newswires across the globe that include Yahoo, Reuters, United Press International, National Volunteer Fire Council, just to name a few.Dr. Richard S. Thorsen, NYU’s Tandon School of Engineering Dr. Richard Thorsen is a Mechanical Engineer with a Ph. D. from New York University and is a member of the mechanical engineering faculty. He served as Head of the Department of Mechanical Engineering and then Chair of Mechanical and Aerospace Engineering at Polytechnic Institute of New York (now New York University Tandon School of Engineering) from 1974 -1983. During his tenure enrollment in the department increased from 400 undergraduates to 700 and graduate enrollment grew from 200 to 400. Sponsored research increased from

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jessica E. S. Swenson, University at Buffalo; Aaron W. Johnson, University of Colorado Boulder; Mary Rola, University at Buffalo; Hoda Koushyar

Tagged Divisions

Educational Research and Methods

Paper ID #31266Making Assumptions and Making Models on Open-ended Homework Prob-lemsDr. Jessica E S Swenson, University at Buffalo Jessica Swenson is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. She was awarded her doctorate and masters from Tufts University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan. Her current research involves examining different types of homework problems in undergraduate engineering science courses, flexible classroom spaces, active learning, responsive teaching, and

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

resources to promote the academic success of students from marginalized backgrounds.Dr. Jeremi S London, Virginia Tech Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Poly- technic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.Ms. Taylor Lightner, Virginia Tech Department of Engineering Education Taylor Lightner is a 2nd

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Audeen W. Fentiman, Purdue University, West Lafayette; Donna M. Riley, Purdue University, West Lafayette; Elizabeth Litzler, University of Washington; Jeremi S. London, Virginia Polytechnic Institute and State University; Julia M. Williams, Rose-Hulman Institute of Technology; Jennifer M. Case, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 15 years. Dr. Litzler is a member of ASEE, incoming chair of the ASEE Committee on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational cli- mate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce.Dr. Jeremi S London, Virginia Polytechnic Institute and State University Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

University Dr. Lisa Linnenbrink-Garcia is a Professor of Educational Psychology in the Department of Counseling, Educational Psychology, and Special Education at Michigan State University. She received her Ph.D. in Education and Psychology from the 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.Prof. S. Patrick Walton, Michigan State University S. Patrick Walton is the Associate Chair and C. Robert and Kathryn M. Weir Endowed Associate Professor in the Department of Chemical Engineering and Materials Science at Michigan State University. He received his

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

have focused on the evaluation of student success, outreach impacts, innovative learning techniques, and STEM-related interventions and curricula.Dr. Jean S Larson, Arizona State University Jean Larson, Ph.D., is the Educational Director for the NSF-funded Engineering Research Center for Bio- mediated and Bio-inspired Geotechnics (CBBG), and Assistant Research Professor in both the School of Sustainable Engineering and the Built Environment and the Division of Educational Leadership and Innovation at Arizona State University. She has a Ph.D. in Educational Technology, postgraduate training in Computer Systems Engineering, and many years of experience teaching and developing curriculum in various learning

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

formulatedinterventions to aid these populations (e.g., [5]–[7]), few have adequately questioned the metric ofsuccess itself: retention. To be specific, “retention” tracks only the percentage of students whobegin their undergraduate career in a chosen major and successfully matriculate, which may be toocoarse of a measure for several reasons: 1. It counts students who switch out of a STEM major and flourish within a new major as failures (cell “L+” in Figure 1). 2. It counts students who remain within their originally declared STEM major but flounder academically, dislike the material, or do not envision themselves pursuing a career in the field after graduation as successes (cell “S-” in Figure 1). 3. It ignores students who transfer into a

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

Tagged Topics

Diversity

Tagged Divisions

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

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Mohaimin Sadri, Florida International University

Tagged Divisions

Educational Research and Methods

. 4References:[1] R. Albert, H. Jeong, and A.-L. Barabási, "Error and attack tolerance of complex networks," nature, vol. 406, pp. 378-382, 2000.[2] R. Albert and A.-L. Barabási, "Statistical mechanics of complex networks," Reviews of modern physics, vol. 74, p. 47, 2002.[3] M. E. Newman, "The structure and function of complex networks," SIAM review, vol. 45, pp. 167-256, 2003.[4] S. H. Strogatz, "Exploring complex networks," Nature, vol. 410, pp. 268-276, 2001.[5] S. Boccaletti, V. Latora, Y. Moreno, M. Chavez, and D.-U. Hwang, "Complex networks: Structure and dynamics," Physics reports, vol. 424, pp. 175-308, 2006.[6] S. V. Ukkusuri, R. Mesa-Arango, B. Narayanan, A. M. Sadri, and X. Qian, "Evolution of

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xinyue (Crystal) Liu, University of Toronto; Yasaman Delaviz, York University; Scott D. Ramsay, University of Toronto

Tagged Divisions

Educational Research and Methods

Learning Work? A Review of the Research", Journal ofEngineering Education, vol. 93, no. 3, pp. 223-231, 2004.[3] S. Freeman et al., "Active learning increases student performance in science, engineering,and mathematics", Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410-8415, 2014. Available: 10.1073/pnas.1319030111.[4] L. D. Feisel and A. J. Rosa, "The Role of the Laboratory in Undergraduate EngineeringEducation, " Journal of Engineering Education, vol. 94, no. 1, pp. 121-130, 2005.[5] R. Krivickas and J. Krivickas, "Laboratory Instruction in Engineering Education", GlobalJournal of Engineering Education, vol. 11, no. 2, pp. 191-196, 2007.[6] J. S. Rolston and E. Cox, "Engineering for the Real World: Diversity

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

these programsthrough learning how participants in K12 STEM outreach programs define mentoring. Thispaper focuses on one research question from our pilot study: How do university student mentor definitions of “mentoring” compare to those of faculty / staff program coordinators?Theoretical FrameworkTo categorize participants’ definitions of mentoring, the research team utilizes Pfund et al.’s [14]attributes of effective mentoring relationships, which are “supported by the literature andsuggested by theoretical models of academic persistence” [p. S238]. This framework was chosenbecause of the ample existing metrics and examples of measurable learning objectives provided,which can be mapped to experiences participants share in their

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

' judgment of his or her abilityto perform the task) play a more significant role. These results are novel given that all examsvaried based on content only, and there was no variation in format and difficulty level of theexams.AcknowledgmentWe want to thank Dr. Morgan Hynes for helping us in the data collection process.References[1] S. Y. Chyung, A. J. Moll, and S. A. Berg, "The role of intrinsic goal orientation, self- efficacy, and e-learning practice in engineering education.," J. Eff. Teach., vol. 10, no. 1, pp. 22–37, 2010.[2] J. M. Dennis, J. S. Phinney, and L. I. Chuateco, "The role of motivation, parental support, and peer support in the academic success of ethnic minority first-generation college students," J. Coll. Stud

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy D. Ropp, Purdue University, West Lafayette; Stephen M. Belt, Saint Louis University

Tagged Divisions

Educational Research and Methods

) Nathanael et al., Dekker & (2014) Woods (2010) Hollnagel et al. (2006)References[1] S, Flumerfelt, F-J Kahlen, A. Alves, and A.B. Siriban-Manalang, “Lean EngineeringEducation : Driving Content and Competency Mastery. Momentum Press, 2015.[2] K. O’Brien, S. Venkatesan, S. Fragomeni & A. Moore, “Work Readiness of Final-Year CivilEngineering Students at Victoria University: A survey”, Technical Paper, Institution ofEngineers Australia, Australiasian Journal of Engineering Education, Vol 18, No. 1, 2012.[3] N.V. Hernandez, A. Fuentes & S. Crown, “Effectively Transforming

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Bobbitt Nolen, University of Washington; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods, Ocean and Marine

, Pathway, or Ecosystem – Do Our Metaphors Matter?” Distinguished Lecture, ASEEAnnual Conference, Tampa, 2019.Deslauriers, L., E. Schelew, and C. Wieman, Improved Learning in a Large- Enrollment Physics Class. Science, 2011. 332(6031): p. 862-864.Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156.Freeman, S., S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M.P. Wenderoth, Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 2014. 111(23): p. 8410-8415.Friedrichsen, D. M., Smith, C., & Koretsky, M. D. (2017

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristi Glassmeyer, Arizona State University; Lydia Ross, Arizona State University; Eugene Judson, Arizona State University; Stephen J. Krause, Arizona State University; Lindy Hamilton Mayled, Arizona State University

Tagged Divisions

Educational Research and Methods

). Navigating the bumpy road to student-centered instruction. College teaching, 44(2), 43-47.[4] Jungst, S., Likclider, L. L., & Wiersema, J. (2003). Providing support for faculty who wish to shift to a learning-centered paradigm in their higher education classrooms. The Journal of Scholarship of Teaching and Learning, 3(3), 69-81.[5] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 11(23), 8410-8415.[6] Trigwell, K., & Prosser, M. (1996). Congruence between intention and strategy in university science teachers’ approaches to teaching. Higher Education, 32(1), 77–87

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the Purdue University 2018 recipient of School of Engineering Education Award for Excellence in Undergraduate Teaching and the 2018 College of Engineering Exceptional Early Career Teaching Award. c American Society for Engineering Education, 2020 Exploring the Early Career Pathways of Degree Holders from Biomedical, Environmental, and Interdisciplinary/Multidisciplinary Engineering Jacqueline Rohde, Jared France, Brianna S. Benedict, and Allison

Conference Session

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

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Siqing Wei, Purdue University, West Lafayette; Wei Zakharov, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Lan Jin, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

University for reviewingthis paper and providing constructive feedback.References[1] W. Zhou and X. Shi, “Culture in groups and teams: A review of three decades of research,” Int. J. Cross Cult. Manag., vol. 11, no. 1, pp. 5–34, 2011.[2] A. S. Tsui, S. Nifadkar, and A. Y. Ou, “Cross-national, cross-cultural organizational behavior research: Advances, gaps, and recommendations,” J. Manage., vol. 33, no. 3, pp. 426–478, 2007.[3] S. Wei, D. M. Ferguson, M. W. Ohland, and B. Beigpourian, “Examining the cultural influence on peer ratings of teammates between international and domestic students,” in the American Society for Engineering Education Annual Conference & Exposition, 2019.[4] J. Wang, G. H.-L. Cheng, T

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

. Further analysis and modeling of the data areforthcoming, and will provide details of the competencies developed among the newcomers andhow they were developed. We anticipate that articulating the competency models of professionaland technical competence developed in this learning ecology will provide a deeper understandingof what newly hired engineers learn and how they learn as they develop into their careers.References[1] R. Korte, “Learning to practice engineering in business: The experiences of newly hired engineers beginning new jobs,” in The Engineering-Business Nexus: Higher Aims or Triumphant Markets? S. Christensen, B. Delahousse, C. Didier, M. Meganck, & M. Murphy (Eds), Cham, Switzerland: Springer, 2019, pp. 341

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marah B. Berry, University of Florida; Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Educational Research and Methods

the same page.”Feelings toward AmbiguityStudents also expressed their feelings towards ambiguity. Bob expressed fear and ambiguitytogether by describing his experience as “I think generally overall speaking ambiguity would belike being in the unknown. Kind of like almost fear of the unknown then like, yeah, you're notsure what you need to do or what is going to be happening.” Jon discussed how taking the wrongpath for ambiguous problem increases his anxiety, “if something is too ambiguous…I know I getalmost like anxiety if it's ambiguous and I'll never really get going or never know if I'm going inthe right direction.” Jon’s anxiety also became evident when he discussed ambiguity in theworkplace versus academia, stating that he “believe[s

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Gregory Litster, University of Waterloo; Christopher Rennick, University of Waterloo

Tagged Divisions

Educational Research and Methods

le es ob Pr Structuredness 1. Did the problem have more than one solution? ✓ Task complexity 2. Do students need to use information/knowledge/skills from other concurrent ✓ course(s) in the term in order to successfully complete the task? 3. Please list the course/course

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

P.K. Imbrie, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

Tagged Divisions

Educational Research and Methods

Engineering Education for the 21st Century," in Symposium on Engineering and Liberal Education, Schenectady, NY, 2010.[4] T. S. Isaac, O. J. Kolawole, A. A. G. Funsho and O. J. Adesiji, "Reviewing Engineering Curricula to Meet Industrial and Societal Needs," in 2014 International Conference on Interactive Collaborative Learning (ICL), Dubai, UAE, 2014.[5] M. F. Ercan and R. Khan, "Teamwork as a fundamental skill for engineering," in 2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Hong Kong, 2017.[6] K. Sheppard, P. Dominick and Z. Aronson, "Preparing Engineering Students for the New Business Paradigm of International Teamwork and Global Orientation," International Journal of

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mariem Boujelbene, University of Louisville; Khalil Damak, University of Louisville; Asuman Cagla Acun Sener, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Olfa Nasraoui , University of Louisville

Tagged Divisions

Educational Research and Methods

An instructor and postdoctoral researcher in engineering education, Campbell R. Bego, PhD, PE, is inter- ested in improving STEM student learning and gaining understanding of STEM-specific learning mech- anisms through controlled implementations of evidence-based practices in the classroom. Dr. Bego has an undergraduate Mechanical Engineering degree from Columbia University, a Professional Engineering license in the state of NY, and a doctorate in Cognitive Science.Dr. Patricia A Ralston, University of Louisville Dr. Patricia A. S. Ralston is Professor and Chair of the Department of Engineering Fundamentals at the University of Louisville. She received her B.S., MEng, and PhD degrees in chemical engineering from

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

/resources/SP13_3268_West_Report_2015.pdf.[29] H. Najafi, L. Harrison, C. Geraghty, G. Evans, Q. Liu, and G. antz., "Learning analytics in Ontario post-secondary institutions: An environmental scan," Toronto, ON: eCampusOntario, 2020, Available: https://www.ecampusontario.ca/wp- content/uploads/2020/03/2019-03-27-learning-analytics-scan-en.pdf.[30] J. S. Gagliardi, A. Parnell, and J. Carpenter-Hubin, "The analytics revolution in higher education: Big data, organizational learning, and student success." Sterling, VA: Stylus Publishing, 2018.[31] AIR, EDUCAUSE, and NACUBO, "A joint statement on analytics from AIR, EDUCAUSE and NACUBO." 2019, Available: https://changewithanalytics.com/statement/[32] J

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

., vol. 97, no. 6, pp. 287–298, 2004.[8] D. H. Schunk, “Self-efficacy and academic motivation,” Educ. Psychol., vol. 26, no. 3–4, pp. 207–231, 1991.[9] L. Barnard, W. Y. Lan, Y. M. To, V. O. Paton, and S.-L. Lai, “Measuring self-regulation in online and blended learning environments,” Internet High. Educ., vol. 12, no. 1, pp. 1–6, 2009.[10] R. S. Jansen, A. Van Leeuwen, J. Janssen, L. Kester, and M. Kalz, “Validation of the self- regulated online learning questionnaire,” J. Comput. High. Educ., vol. 29, no. 1, pp. 6–27, 2017.[11] R. Lynch and M. Dembo, “The relationship between self-regulation and online learning in a blended learning context,” Int. Rev. Res. Open Distrib. Learn., vol. 5, no. 2, 2004.[12] L. Springer, M

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou

Tagged Divisions

Educational Research and Methods

Engineering Students’ Communication, Teamwork, and Leadership Skills, vol. 57, no. 3. Springer Netherlands, 2016.[5] B. A. Burt, D. D. Carpenter, C. J. Finelli, and T. S. Harding, “Outcomes of engaging engineering undergraduates in co-curricular experiences.”[6] L. C. Strauss and P. T. Terenzini, “The Effects of Students’ In- and Out-of-Class Experiences on their Analytical and Group Skills: A Study of Engineering Education,” Res. High. Educ., vol. 48, no. 8, pp. 967–992, Dec. 2007.[7] A. L. Miller, L. M. Rocconi, and A. D. Dumford, “Focus on the finish line: does high- impact practice participation influence career plans and early job attainment?,” High. Educ., vol. 75, no. 3, pp. 489–506, 2018.[8] S

Conference Session

Teaching and Learning in Online Environments

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

). Grade Increase: Tracking Distance Education in the United States. Babson Survey Research Group.2. Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147.3. Frydenberg, J. (2007). Persistence in university continuing education online classes. The international review of research in open and distributed Learning, 8(3).4. Heyman, E. (2010). Overcoming student retention issues in higher education online programs: A Delphi study. University of Phoenix.5. Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of higher education, 46(23).6. Brady, L. (2001). Fault

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

experiences. It seems like there iscurrently a lack of clarity around the current learning objectives for teaming. Future work willbe dedicated to completing the interviews and analysis. After that, the results will bedisseminated in order to build a shared vision within the department regarding learningobjectives for teaming and scaffolding instruction to achieve the desired goals.References[1] ABET. https://www.abet.org/accreditation/accreditation-criteria/ (accessed 20 January, 2020).[2] M. Borrego and C. Henderson, "Increasing the use of evidence‐based teaching in STEM higher education: A comparison of eight change strategies," Journal of Engineering Education, vol. 103, no. 2, pp. 220-252, 2014.[3] S. Sangelkar, B. E

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mahmoud Khasawneh, Texas A&M International University; John C. Kilburn Jr., Texas A&M International University; Jared Romeo Dmello, Texas A&M International University; Daphne Elizabeth Sanchez, Texas A&M International University; Alicia Segovia, Texas A&M International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

interest inSTEM careers and consequently, improve STEM major retention rates.AcknowledgmentThe authors would like to acknowledge that this research was and is supported by the NationalScience Foundation (NSF) Award No. HRD 1911375.References[1] Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R., … Dolan, E. L. (2017). Race and gender differences in undergraduate research mentoring structures and research outcomes. CBE Life Sciences Education, 16(2). https://doi.org/10.1187/cbe.16-07-0211[2] Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2017). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Charles Major, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; John Chen, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

* Pacific Islander Test Anxiety 0.013 0.005 0.008 ** Engineering GPA Female or Gender Non- 0.007 0.003 0.036 * Binary Native Hawaiian or Other 0.055 0.029 0.057 n/s Pacific Islander Mathematics GPA 0.149 0.049 0.002 ** Test Anxiety 0.010 0.004 0.017 * Mathematics GPA Female or Gender Non- 0.047 0.016 0.004 ** Binary Native Hawaiian or Other 0.368 0.142 0.009 ** Pacific Islander Test Anxiety 0.065 0.016