Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

measure undergraduate engineering students’ decisions toparticipate in out-of-class activities and the students’ outcomes from involvement in theseactivities. Specifically, this paper details the development of the items and face and contentvalidity for the Postsecondary Student Engagement Survey (PosSES).    The instrument development is guided by a thorough literature review, web searches, a Q-studyusing focus group meetings, a panel of experts, and finally, think aloud sessions to determineface and content validity. The instrument measures positive and negative involvement outcomesand factors that promote and prevent participation decisions in out-of-class activities; andengineering identification, sense of belonging, engineering major

Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University

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Diversity

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Educational Research and Methods

the student population responded that they are more satisfied with KACIE incomparison to other courses. The other half had the opinion that they are satisfied with KACIEjust like any other course. Finally, nearly all responded that KACIE sheets were useful for betterunderstanding and learning the concepts. TABLE IV STUDENT SURVEY DATA TABLE Completely Somewhat Disagree (%) agree (%) agree (%) Q.1 The supplementary videos provided helped to 50 50 0 understand the course material in better manner Q.2 These videos equipped

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

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Diversity

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Educational Research and Methods

, I’m just, no …Q … So does that …A … So we value a student from Michigan or Georgia Tech or Stanford …Q … Right …A … right? And those are not historically Black …Q … No …A … but if they produce you know, a Black or a Hispanic teacher ….Q … But if you don’t know that an HBCU does not produce such a student, why, I guessmy question is why do you, why is the reaction the same? ….A … Yeah, so was that an inherent bias on my part? Maybe. Because I just, I haven’texplored that, that space yet.Much of his discussion of recruiting focused on standards. Earlier in the interview he saidabout faculty searches,…we need to be color blind and gender blind, at some stage. So for example you set yourcriteria for your

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

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Diversity

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Educational Research and Methods

the University and beyond. West Lafayette, IN; 2012:59-85.3. Pawley AL. Drawing the line: Academic engineers negotiating the boundaries of engineering. 2007.4. Pawley AL. Universalized Narratives: Patterns in How Faculty Members Define “Engineering.” J. Eng. Educ. 2009;98(4):309-319. Available at: http://dx.doi.org/10.1002/j.2168-9830.2009.tb01029.x.5. Riley D. Engineering and Social Justice: Synthesis Lectures on Engineering, Technology, and Society #7.6. Mcintosh P. White Privilege : Unpacking the Invisible Knapsack. Cyrus V, ed. Work 1990;49(1988):1-5. Available at: http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:White+Privilege:+Unpacking+the+Invisi ble+Knapsack#0.7. Mcintosh P

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

discussion forums, including social question and answer (Q&A) sites, arebecoming increasingly popular for problem-solving and help-asking. Users of these sites askquestions, post responses, or search information from existing threads to satisfy theirinformational needs. One popular use of online discussion forums is to provide help witheducational content [26]. Research shows that online forums are robust platforms for learning 1as they evolve over time and become a rich source of information for participants due to theinterpersonal exchange they. For instance, van De Sande [26] examined an online help forumfor mathematics and found that learners receive general forms of help that orient the

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

pattern was distinguished by the phrase “I feel” as well as the word“just.” The use of “just” seemed to reference an innate feeling the student had about theirattitudes and beliefs, rather than a specific affinity towards some trait such as creativity or actionsuch as problem solving. Students expressed two kinds of emotional responses to belongingness:comfort and enjoyment. An excerpt from Candace’s interview transcript is an example ofstudents’ comfort towards being in engineering. Q: Do you feel like you belong in engineering? Candace: Yes. I don't know, I've just never felt like I wasn't in the right place or I wasn't- I guess I've never felt like I didn't belong, so I don't know why I feel like I do belong, but

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Educational Research and Methods

their early experiences leading to the Bridge program. The secondinterview explored their experiences in the Bridge program and their aspirations for their co-op.Interviews were professionally transcribed and pseudonymized.Data were analyzed using a narrative approach that includes multiple readings [19]. Themultistep process included reading for: familiarization with the transcripts, identifying contentsuch as individuals mentioned and major storylines, detecting identity of the participant andothers, and uses of CCW and funds of knowledge. After the readings, a narrative case waswritten for each participant.Quality was considered internally and externally. Internally, we used the Q 3 framework [20],[21] as a reflexive tool to guide each phase

Conference Session

Student Motivation and Faculty Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ulan Dakeev, University of Michigan, Flint; Quamrul H. Mazumder, University of Michigan, Flint; Faruk Yildiz, Sam Houston State University; Kenan Baltaci, University of Wisconsin, Stout; Bedelbai Mamadiev, International Ataturk-Alatoo University

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Diversity

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Educational Research and Methods

support during the research process. Additionally,authors would like to thank University of Michigan - Flint institutional review board, faculty and staff fororganizing necessary field trips and to various locations related to current study and equipment support. References[1] Savoji, A. P. (2013). Motivational strategies and academic achievements in traditional and virtual university students. Procedia-Social and Behavioral Sciences; 84 (2013), 1015-1020[2] Mazumder, Q. H. and Ahmed, K. (2014). “A Comparative Study of Motivation and Learning Strategies Between Public and Private University Students of Bangladesh” Proceedings of the 2014 ASEE North Central Section Conference

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

Estadístico sobre la educación de Puerto Rico 2016-2017 (Databook): Tabla 9. Tasas de graduación (IPEDS Graduation Rate) en las instituciones de educación superior en Puerto Rico (año académico 2016-17)” [Online] Available: CEPR webpage, http://www2.pr.gov/agencias/cepr/inicio/estadisticas_e_investigacion/Pages/default.aspx [Accessed Mar. 21, 2018][17] Q. Jin, S. Purzer, and P.K. Imbrie, “Measuring first year engineering students' knowledge and interest in materials science and engineering”, In Proceedings of 2012 ASEE Annual Conference & Exposition, San Antonio, TX, June 10-13, 2012[18] P.O. Garriott, L.Y. Flores, and M.P. Martens, “Predicting the math/science career goals of low-income prospective first

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

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Diversity

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Educational Research and Methods

. Page 26.1552.1210. Oyserman, D.; Destin, M.; Novin, S. Self Identity 2014, 1–16.11. Fugate, M.; Kinicki, A. J.; Ashforth, B. E. J. Vocat. Behav. 2004, 65, 14–38.12. Ibarra, H. Adm. Sci. Q. 1999, 44, 764–791.13. Ibarra, H. Identity transitions: possible selves, liminality and the dynamics of career change; 2005.14. Kerpelman, J. L.; Pittman, J. F. J. Adolesc. 2001, 24, 491–512.15. Godwin, A.; Potvin, G. Int. J. Eng. Educ. (In Press. 2015.16. Pizzolato, J. E. Cultur. Divers. Ethnic Minor. Psychol. 2006, 12, 57–69.17. Committee on K-12 Engineering Education. Engineering in K-12 education: Understanding the Status and Improving the Prospects; Katehi, L.; Pearson, G.; Feder, M. A., Eds.; The National Academies Press

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Nathan R. Johnson, University of South Florida; Fernando Sánchez, University of St. Thomas; Walter R. Hargrove

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Diversity

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Educational Research and Methods

,” Journal. Mass Commun. Q., vol. 93, no. 4, pp. 728–749, Dec. 2016.[21] A. Lorde, “and Sex : Women Redefining Difference *,” Sister Outs., no. April, pp. 114–123, 1984.[22] K.-Y. Taylor, How We Get Free: Black Feminism and the Combahee River Collective. 2017.[23] B. Moradi, M. C. Parent, A. S. Weis, S. Ouch, and K. L. Broad, “Mapping the Travels of Intersectionality Scholarship: A Citation Network Analysis,” Psychol. Women Q., vol. 44, no. 2, pp. 151–169, Jun. 2020.[24] B. Love, We Want to Do More Than Survive by Bettina L. Love. Penguin Random House, 2019.[25] B. Moradi and P. R. Grzanka, “Using intersectionality responsibly: Toward critical epistemology, structural analysis, and social justice activism,” J. Couns

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. Zahra Atiq, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

; Huggard, M. (2005). Computer Anxiety, Self-Efficacy, Computer Experience: An investigation throughout a Computer Science degree (pp. S2H–3–S2H–7). IEEE. https://doi.org/10.1109/FIE.2005.161224621.  Turner, D. W. (2010). Qualitative Interview Design: A Practical Guide for Novice Investigators. The Qualitative Report, 15(3).22.  Walther, J., Sochacka, N. W., & Kellam, N. N. (2013). Quality in Interpretive Engineering Education Research: Reflections on an Example Study. Journal of Engineering Education, 102(4), 626–659. https://doi.org/10.1002/jee.2002923.  Patton, M. Q. (2014). Qualitative Research & Evaluation Methods: Integrating Theory and Practice (4 edition). Thousand Oaks, California: SAGE Publications, Inc.24

Conference Session

Engineering Identity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Jessica Nicole Chestnut, North Carolina State University; Blanca Miller, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University

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Diversity

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Educational Research and Methods

. Terry, Eds. Psychology Press, 2001.[6] J. E. Stets and P. J. Burke, “A Sociological Approach to Self and Identity,” in Handbook of Self and Identity, First Edit., M. Leary and J. Tangney, Eds. Guilford Press, 2003.[7] M. A. Hogg, D. J. Terry, and K. M. White, “A Tale of Two Theories: A Critical Comparison of Identity Theory with Social Identity,” Source Soc. Psychol. Q. Soc. Psychol. Q., vol. 58, no. 4, pp. 255–269, 1995.[8] J. E. Stets and P. J. Burke, “Identity theory and social identity Theory,” Soc. Psychol. Q., vol. 63, no. 3, pp. 224–237, 2000.[9] B. A. Danielak, A. Gupta, and A. Elby, “Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention,” J. Eng. Educ., vol. 103, no

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Educational Research and Methods

High School,” The High School Journal, vol. 97, no. 2, pp. 92–106, 2013, doi: 10.1353/hsj.2013.0026.[12] S. L. Dika, M. A. Pando, B. Q. Tempest, and M. E. Allen, “Examining the Cultural Wealth of Underrepresented Minority Engineering Persisters,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 2, p. 05017008, Apr. 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000358.[13] R. M. Groves, F. J. F. Jr, M. P. Couper, J. M. Lepkowski, E. Singer, and R. Tourangeau, Survey Methodology, 2nd edition. Hoboken, N.J: Wiley, 2009.[14] D. C. Braun, C. Gormally, and M. D. Clark, “The Deaf Mentoring Survey: A Community Cultural Wealth Framework for Measuring Mentoring Effectiveness with Underrepresented Students,” LSE, vol. 16, no. 1, p. ar10

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

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Diversity

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Educational Research and Methods

learned at various stages of the project h) Applying strategies that seek to strengthen your interdisciplinary collaboration i) Developing strategies that contribute to your professional growth (e.g., diversifying for broader learning, relationship building, etc.)Q. 9 Please select all the programs you are associated with at your institution from the choices below. __Engineering __Education __Learning Sciences __Psychology __Engineering Education __Other ______Q. 10 For how many years have you been teaching in higher education? ______Q. 11 For how many years have you been involved with interdisciplinary engineering education research? ______Q. 12 Please select the job or title that best

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

. Raman, “Why They Leave: Understanding Student Attrition from Engineering Majors,” Int. J. Eng. Educ., vol. 29, no. 4, pp. 914–925, 2013.[21] N. Fouad, R. Singh, M. Fitzpatrick, and J. Liu, “Stemming the tide: Why women leave engineering,” 2012.[22] L. M. Frehill, “Education and occupational sex segregation: The decision to major in engineering,” Sociol. Q., vol. 38, no. 2, pp. 225–249, 1997.[23] National Science Board, “Chapter 3. Science and Engineering Labor Force,” in Science and Engineering Indicators, 2016, pp. 1–60.[24] A. Godwin and G. Potvin, “Chemical engineering students: A distinct group among engineers,” Chem. Eng. Educ., vol. 47, no. 3, pp. 145–153, 2013.[25] M. Schar, P. Bracken, K. J. Chew

Conference Session

Works in Progress II

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette (College of Engineering); Brent K. Jesiek, Purdue University, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

: Diversifying the pipeline through the development of social capital,” in Proceedings of the 2007 ASEE Annual Conference and Exhibition, 2007.[14] S. R. Harper, “Niggers no more: a critical race counternarrative on Black male student achievement at predominantly White colleges and universities,” Int. J. Qual. Stud. Educ., vol. 22, no. 6, pp. 697–712, 2009.[15] Q. S. Hughes, R. L. Shehab, and S. E. Walden, “‘Success is different to different people’: A qualitative study of how African American engineering students define success,” in American Society for Engineering Education Annual Conference & Exposition, 2011.[16] T. Fletcher, M. Ross, D. Tolbert, J. Holly, M. Cardella, A. Godwin, and J. Deboer, “Ignored

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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Diversity

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Educational Research and Methods

Mining Society, 2018.[22] A. Fortino, Q. Zhong, W. C. Huang, and R. Lowrance, “Application of text data mining to stem curriculum selection and development,” in 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019, p. 354––361.[23] S. Lunn, J. Zhu, and M. Ross, “Utilizing web scraping and natural language processing to better inform pedagogical practice,” in 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020, p. 1––9.[24] B. Rybarczyk, L. Lerea, P. K. Lund, D. Whittington, and L. Dykstra, “Postdoctoral training aligned with the academic professoriate,” Bioscience, vol. 61, no. 9, p. 699–705, 2011.[25] X. Su, “Postdoctoral training, departmental prestige and scientists’ research productivity,” J

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dina Verdin, Arizona State University

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Diversity

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Educational Research and Methods

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yue Liu, Arizona State University; Dina Verdin, Arizona State University; Gerhard Sonnert, Harvard Smithsonian Center for Astrophysics

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Diversity

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Educational Research and Methods

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

deviation, no leverage values greater than 0.2, and values for ' 'Cook's distance above1. Also, the assumption of normality was reasonable, as evident by the inspection of the Q-Qplot.We hypothesized that (1) high impact engagement practices will predict academic achievementgoals; (2) course motivation will predict academic achievement goals; (3) confidence atcompleting a degree will predict academic achievement goals. The regression results indicatedthat the model explained 23.9% of the variance and that the model statistically predictedacademic achievement goals, F(3, 489) = 52.45, p = .001, adjusted R2 = .24. This result indicatesa linear relationship in the population, and the multiple regression model is a good fit for thedata. All three

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

; Exposition, Indianapolis, IN. June 15-18, 2014, 2014.[29] P. R. Pintrich, D. A. Smith, T. Garcia, and W. J. McKeachie, “Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ),” Educ. Psychol. Meas., vol. 53, no. 3, pp. 801–813, 1993.[30] J. DeBoer et al., “Work in progress: Rigorously assessing the anecdotal evidence of increased student persistence in an active, blended, and collaborative mechanical engineering environment,” in ASEE Conference & Exposition, New Orleans, LA, 2016.[31] D. Gefen, E. E. Rigdon, and D. Straub, “Editor’s comments: an update and extension to SEM guidelines for administrative and social science research,” Mis Q., pp. iii–xiv, 2011.[32] L. A. Bryan

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

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Diversity

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Educational Research and Methods

Education, 100(2), 225-252. 10. Cohen, C. C. D., & Deterding, N. (2009). Widening the net: National estimates of gender disparities in engineering. Journal of Engineering Education, 98(3), 211-226.11. Mau, W. C. (2003). Factors that influence persistence in science and engineering career aspirations. The Career Development Quarterly, 51(3), 234-243.12. Li, Q., Swaminathan, H., & Tang, J. (2009). Development of a classification system for engineering student characteristics affecting college enrollment and retention. Journal of Engineering Education, 98(4), 361- 376.13. May, G. S., & Chubin, D. E. (2003). A retrospective on undergraduate engineering success for underrepresented minority students. Journal of

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods

of knowledge to be gained from using a tool likePattern, examining how students study, and finding insights as to how, when, or if behaviorchanges are made. This research provides an initial step in trying to tie together these challengesin an application, and the results are promising. References[1] “Pattern.” [Online]. Available: https://studypattern.org/. [Accessed: 20-Apr-2019].[2] D. J. Dickinson and D. Q. O’Connell, “Effect of Quality and Quantity of Study on Student Grades,” J. Educ. Res., vol. 83, no. 4, pp. 227–231, Mar. 1990.[3] R. A. R. Gurung, “How Do Students Really Study (and Does It Matter)?,” Teach. Psychol., vol. 39, pp. 323–340, 2005.[4] B. J. Zimmerman, “Investigating Self

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maya Rucks, Louisiana Tech University; Marisa K. Orr, Louisiana Tech University; David E. Hall, Louisiana Tech University

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Diversity

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Educational Research and Methods

Education Conference and Exposition Proceedings, 2014.[10] “Engineers’ Creed | National Society of Professional Engineers.” [Online]. Available: http://www.nspe.org/resources/ethics/code-ethics/engineers-creed. [Accessed: 19-Apr-2016].[11] C. Giligan, “In a different voice,” Camb. Harv. UP, 1982.[12] T. Kelly and J. Littman, “The art of innovation,” N. Y. Broadway Bus., 2001.[13] A. H. Eagly and V. J. Steffen, “Gender Stereotypes, Occupational Roles, and Beliefs about Part-Time Employees,” Psychol. Women Q., vol. 10, no. 3, pp. 252–262, 1986.[14] C. M. Vest, “Educating engineers for 2020 and beyond,” Natl. Acad. Eng., 2005.

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matilde L. Sanchez-Pena, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Universality-Diversity Scale. Meas. Eval. Couns. Dev. 33, 157–69 (2000).9. Kottke, J. L. Additional evidence for the short form of the Universality-Diversity Scale. Personal. Individ. Differ. 50, 464–469 (2011).10. Jesiek, B. K. The Origins and Early History of Computer Engineering in the United States. IEEE Ann. Hist. Comput. 35, 6–18 (2013).11. Richardson, J. W., Imig, S. & Ndoye, A. Developing Culturally Aware School Leaders Measuring the Impact of an International Internship Using the MGUDS. Educ. Adm. Q. 49, 92–123 (2013).12. Yeh, C. J. & Arora, A. K. Multicultural Training and Interdependent and Independent Self-Construal as Predictors of Universal-Diverse Orientation Among School Counselors. J. Couns. Dev

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Freddy Solis, Purdue University, West Lafayette; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Robin Adams, Purdue University, West Lafayette; Jennifer A. Turns, University of Washington; David P. Crismond, City College of New York

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Diversity

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Educational Research and Methods

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Ray Waller, Purdue University, West Lafayette; Yukiko Maeda, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Louis Tay, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

? Economics of Education Review, 69, 125– 137. https://doi.org/10.1016/j.econedurev.2019.02.001Huang, F. L. (2018). Multilevel modeling myths. School Psychology Quarterly, 33(3), 492. https://doi.org/10.1037/spq0000272Lee, W. C., Godwin, A., & Hermundstad Nave, A. L. (2018). Development of the Engineering Student Integration Instrument: Rethinking measures of integration. Journal of Engineering Education, 107(1), 30–55. https://doi.org/10.1002/jee.20184Li, Q., Swaminathan, H., & Tang, J. (2009). Development of a classification system for engineering student characteristics affecting college enrollment and retention. Journal of Engineering Education, 98(4), 361–376. https://doi.org/10.1002/j.2168- 9830.2009.tb01033

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Santana, Harvey Mudd College

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Diversity

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Educational Research and Methods

; Sons, 2020.[16] J. Kania and M. Kramer, “‘Collective impact’, Stanford social innovation review winter 2011,” Palo Alto, CA, 2011.[17] M. Q. Patton, Developmental evaluation : applying complexity concepts to enhance innovation and use. New York : Guilford Press, 2011.[18] S. N. Leonard, R. N. Fitzgerald, and G. Riordan, “Using developmental evaluation as a design thinking tool for curriculum innovation in professional higher education,” High. Educ. Res. Dev., vol. 35, no. 2, pp. 309–321, Mar. 2016.[19] J. M. Case and G. Light, “Emerging Research Methodologies in Engineering Education Research,” J. Eng. Educ., vol. 100, no. 1, pp. 186–210, Jan. 2011.[20] D. Kember, Action learning and action research

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Kyeonghun Jwa, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Livingstone, D. Ramirez, E. B. Barko, and A. L. Johnson, “Racial Identity and Body Image Among Black Female College Students Attending Predominately White Colleges,” Sex Roles, vol. 63, no. 9–10, pp. 697–711, 2010, doi: 10.1007/s11199-010-9862-7.[41] S. Mir, “Not Too ‘College-Like,’ Not Too Normal: American Muslim Undergraduate Women’s Gendered Discourses,” Anthropol. Educ. Q., vol. 40, no. 3, pp. 237–256, 2009, doi: 10.1111/j.1548-1492.2009.01043.x.[42] L. D. Patton and S. L. Simmons, “Exploring Complexities of Multiple Identities of Lesbians in a Black College Environment,” Negro Educ. Rev., vol. 59, pp. 197–215, 2008.[43] V. Purdie-Vaughns and R. P. Eibach, “Intersectional invisibility: The distinctive