Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olufunso Oje, Washington State University; Olusola Adesope, Washington State University; Adurangba Victor Oje, University of Georgia

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Educational Research and Methods

Hands-on Effect on MotivationAll nine experiments on motivation reported a positive hands-on effect size ranging from0.19 to 0.90. Using the random effect model, the overall mean effect size was moderate andstatistically significant (d = 0.52, p = 0.05), indicating a positive hands-on effect onmotivation. The heterogeneity statistic was highly significant, Q = 15.76, df = 8, p = 0.05.This result shows that the hands-on learning effect had a significant positive impact onstudent motivation. Figure 2 shows the forest plot of the hands-on effect on motivation.Figure 2 Hands-on effect on Motivation (Forest Plot)The Hands-on Effect on Self-EfficacyThirteen out of the 15 experiments on self-efficacy reports a positive hands-on effect sizeranging from

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert M. O'Hara, Clemson University; Lisa Benson, Clemson University; Jennifer Harper Ogle, Clemson University; Candice W. Bolding, Clemson University

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Educational Research and Methods

likelihood estimator. Initial descriptive statisticalanalysis was conducted and used to test normality of data. Dependent variables and hypothesizedcovariates showed significant p-values (p>.05) on Shapiro-Wilk test of normality (refer to Table3). This indicated violations of normality in the data; however, large samples are sensitive toviolations of normality (Azen & Walker, 2011; Pituch & Stevens, 2016). As a result, visualinspections of histograms and normality Q-Q plots indicated acceptable normality in the data[36]-[37]. Table 3 Test of normality of data for each survey construct Shapiro-Wilk

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

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

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

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Lee Perkins, North Carolina State University; Justin Charles Major, Purdue University, West Lafayette; Julianna S. Ge, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Educational Research and Methods

: a tutorial. Tutorials in Quantitative Methods for Psychology, 5(1), 11-24.[29] Proust-Lima, C., Philipps, V., & Liquet, B. (2015). Estimation of extended mixed models using latent classes and latent processes: the R package lcmm. arXiv preprint arXiv:1503.00890.[30] Verbeke, G., & Molenberghs, G. (2000). A model for Longitudinal Data. Linear mixed models for longitudinal data, 19-29.[31] Shireman, E., Steinley, D., & Brusco, M. J. (2017). Examining the effect of initialization strategies on the performance of Gaussian mixture modeling. Behavior research methods, 49(1), 282-293.[32] Wang, M. C., Deng, Q., Bi, X., Ye, H., & Yang, W. (2017). Performance of the entropy as an index of

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Keilin Jahnke, University of Illinois Urbana - Champaign; Samantha Lindgren, University of Illinois Urbana - Champaign

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Educational Research and Methods

definitely think that I could have made my presentation moreinteractive and engaging. I think for next time, I will try to incorporate several different activitiesinto the lesson instead of just one at the end.” Similarly, “I think I could have had more specificinstructions” or “I could also improve by providing relatable examples so that the audience canbetter understand the topic” indicated that students recognized that they needed to go more in-depth or explain their key concepts better (18%).Many made mention that discussion and Q&A sessions were successful as assessments (17%), “Ifeel that I had a well thought out topic that connected well back to content of this class. Thepresentation that I prepared was engaging and easy to follow, with

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Johnston, Purdue University, West Lafayette; Kerrie A. Douglas, Purdue University, West Lafayette; Julie P. Martin, Ohio State University; Taylor Short, Ohio State University

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Educational Research and Methods

. • Schedule synchronous class times to open a few minutes before and stay open a few minutes after class time and use the time to have conversations with students.Figure 4. Summary of recommendationsReferences[1] K. A. Douglas, A. C. Johnston, J. Martin, and T. Short, “Instructor Decisions andStudents’ Perceived Support in Engineering Project-Based Courses During the COVID-19Pandemic.”[2] R. M. Felder and R. Brent, Teaching and learning STEM: A practical guide. Jossey-Bass, 2016.[3] X. Huang and E.-L. Hsiao, “Synchronous and asynchronous communication in an online environment,” Q. Rev. Distance Educ., vol. 13, no. 1, pp. 15–30, 2012.[4] C. Rapanta, L. Botturi, P. Goodyear

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gibrán Sayeg-Sánchez, Tecnologico de Monterrey; Miguel X. Rodríguez-Paz, Tecnologico de Monterrey; Darinel Valencia-Marquez, Tecnologico de Monterrey

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Educational Research and Methods

, 2020.[23] B. N. Hara and R. Kling, “Student distress in web-based distance education,” Educ. Q., vol. 24, no. 3, pp. 68–69, 2001.[24] S. Shafiq, S. N. Nipa, S. Sultana, M. R. U. Rahman, and M. M. Rahman, “Exploring the triggering factors for mental stress of university students amid COVID-19 in Bangladesh: A perception-based study,” Child. Youth Serv. Rev., vol. 120, no. August 2020, p. 105789, 2021.[25] L. T. Hoyt, A. K. Cohen, B. Dull, E. Maker Castro, and N. Yazdani, “‘Constant Stress Has Become the New Normal’: Stress and Anxiety Inequalities Among U.S. College Students in the Time of COVID-19,” J. Adolesc. Heal., vol. 68, no. 2, pp. 270–276, 2021.[26] G. J. Hwang, S. Y. Wang, and C. L. Lai

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Laura J. Carroll, University of Michigan

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Educational Research and Methods

/s40594-019-0185-0[15] M. Q. Patton, Qualitative research and evaluation methods. Sage, 2002.

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tajmilur Rahman, Gannon University; Stephen T. Frezza, Gannon University

Tagged Divisions

Educational Research and Methods

metric from the “Topical Content Post-Tests”will then be used to test the learning effectiveness by performing another two-way ANOVA between thepost-test survey results and the topical post-test results. The learning engagement will be measured based Table 1: RIMMS 2015 Questions Plus Two Rewrites (RIMMS++) RIMMS ARCS Prin- Original RIMMS Ques- RIMMS++ Question Q ciples tion [22] R7 Confidence - As I worked with these huser As I worked with this industry standard Learning re- instructionsi, I was confident tool or practice, I was confident that I quirements that I could learn how to work could learn how to

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University, Polytechnic campus; Tahzinul Islam, York University

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Educational Research and Methods

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

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhilin Zhang, University of Illinois at Urbana-Champaign; Bhavya Bhavya, University of Illinois at Urbana-Champaign; Lawrence Angrave, University of Illinois at Urbana-Champaign; Ruihua Sui, University of Illinois at Urbana-Champaign; Rob Kooper, University of Illinois at Urbana-Champaign; Chirantan Mahipal, University of Illinois at Urbana-Champaign; Yun Huang, University of Illinois at Urbana-Champaign

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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

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

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cijy Elizabeth Sunny, Baylor University; Gregory Warren Bucks, University of Cincinnati

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Educational Research and Methods

to students to connect in teams any time. Another engagement strategy this instructor listed was to have optional sessions like office hours on Friday for discussion and for Q&A. However, they did not continue this due to lack of interest. Table 1 below shows a summary of the engagement strategies that faculty listed as being used in the Hybrid in-person and Hybrid remote learning environments. There was no difference in the strategies listed by faculty based on the gender, years of teaching, and number of online classes taught. TABLE 1 List of Primary Engagement Strategies in ENED 1100 Hybrid LEs Strategies In-Person RemoteDiscussions

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

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aparajita Jaiswal, Purdue University, West Lafayette; Paul J. Thomas, Purdue University, West Lafayette; Tugba Karabiyik, Purdue University, West Lafayette; Viranga Perera, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

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Educational Research and Methods

: roadmap and long-term forecast,” Anim. Front., vol. 10, no. 3, pp. 36–45, Jul. 2020, doi: 10.1093/af/vfaa027.[28] J. W. Creswell and V. L. P. Clark, Designing and conducting mixed methods research. Sage publications, 2017.[29] V. Venkatesh, S. A. Brown, and H. Bala, “Bridging the qualitative-quantitative divide: Guidelines for conducting mixed methods research in information systems,” MIS Q., pp. 21– 54, 2013.[30] M. Syed and S. C. Nelson, “Guidelines for Establishing Reliability When Coding Narrative Data,” Emerging Adulthood, vol. 3, no. 6, pp. 375–387, Dec. 2015, doi: 10.1177/2167696815587648.[31] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qualitative Research in

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Educational Research and Methods

?” in Getting well, Sticking Together, Owning the Future Covid Shock, U.S.- China Rupture, and The World in 2050, Bloomberg L.P., November 2020, pp. 51-54, [Online]. Available: https://www.neweconomyforum.com. [Accessed January 25, 2021].[2] J. Causey, Q. Liu, M. Ryu, D. Shapiro, and Y. Zheng, “A COVID-19 Supplement to Spring 2020 Current Term Enrollment Estimates,” National Student Clearinghouse Research Center, June 2020. [Online]. Available: https://nscresearchcenter.org/wp- content/uploads/CTEE_Report_Spring_2020.pdf. [Accessed: January 25, 2021].[3] Ministry of Education (MOE) Department of Statistics, “大專校院研究生概況 [Summary of graduate students],” Highlights of Education Statistics, vol. 114, July 2019. [Online

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

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan M. Fong, University of Illinois, Urbana-Champaign; Seth Poulsen, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign

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Educational Research and Methods

. Interdiscip. J. Hum. ICT Environ., vol. 4, no. 1, pp. 47–61, May 2008, doi: 10.17011/ht/urn.200804151352.[5] J. Parkinson and Q. Cutts, “Investigating the Relationship Between Spatial Skills and Computer Science,” in Proceedings of the 2018 ACM Conference on International Computing Education Research, Espoo Finland, Aug. 2018, pp. 106–114. doi: 10.1145/3230977.3230990.[6] M. Fisher, A. Cox, and L. Zhao, “Using Sex Differences to Link Spatial Cognition and Program Comprehension,” in 2006 22nd IEEE International Conference on Software Maintenance, Sep. 2006, pp. 289–298. doi: 10.1109/ICSM.2006.72.[7] P. J. Guo, “Online python tutor: embeddable web-based program visualization for cs education,” in Proceeding of the 44th ACM

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

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Diversity

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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

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nong Ye, Arizona State University; Ting Yan Fok, Arizona State University; James Collofello, Arizona State University; Tami Coronella, Arizona State University

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Educational Research and Methods

Applied, vol. 145, no. 3, pp. 229- 245, 2011.[17] E. C. Kokkelenberg and E. Sinha, “Who succeeds in STEM studies? An analysis of Binghamton University undergraduate students,” Economics of Education Review, vol. 29, no. 6, pp. 935-946, 2010.[18] Q. Li, H. Swaminathan, and J. Tang, “Development of a classification system for engineering student characteristics affecting college enrollment and retention,” Journal of Engineering Education, vol. 98, no. 4, pp. 361-376, 2009.[19] K. Klopfenstein and M. K. Thomas, “The link between advanced placement experience and early college success,” Southern Economic Journal, vol. 75, no. 3, pp. 873-891, 2009.[20] P. Kauffmann, C. Hall, G. Dixon, and J. Garner, “Predicting

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johanna Naukkarinen, Lappeenranta-Lahti University of Technology; Marja Talikka, Lappeenranta-Lahti University of Technology

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Educational Research and Methods

engineering: research and practice of an interest-based engineering challengesframework", European Journal of Engineering Education, vol. 44, no. 1-2, pp. 103-122.Krüger, M. & Diercks-O'Brien, G. 2013, Cooperative and self-directed learning with thelearning scenario VideoLearn: Engineering education using lecture recordings.Liu, W., Tan, R., Peng, Q., Li, H., Li, Z. & Yang, B. 2020, "Impact of TRIZ learning onperformance in biologically inspired design", International Journal of EngineeringEducation, vol. 36, no. 3, pp. 974-987.Lönngren, J., Adawi, T. & Svanström, M. 2019, "Scaffolding strategies in a rubric-basedintervention to promote engineering students’ ability to address wicked problems", EuropeanJournal of Engineering Education

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jacob Allen Cress P.E., University of Dayton; Patrick W. Thomas, University of Dayton

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Educational Research and Methods

asked questions to thateffect, the audience and client were able to probe deeper into the assumptions and analysismethodology for the second team.Mentioned previously, during the proposal presentations, students in the class played the role ofthe client’s engineering team. They were tasked with assessing the proposal pitch from atechnical perspective and reporting to the client on how effective the product was described,assessing the technical merits of the proposed heat transfer analysis, and rating the ability of theteam to complete their stated deliverables. Completing this assessment necessitated the reviewersto ask questions and probe deeper into the presented proposal. An interesting phenomenonemerged between the in class Q&A and the

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Mental Illness,” Stigma Res Action, vol. 1, no. 1, pp. 3–10, Jan. 2011, doi:10.5463/sra.v1i1.9.[24] O. Eylem et al., “Stigma for common mental disorders in racial minorities and majorities a systematicreview and meta-analysis,” BMC Public Health, vol. 20, no. 1, p. 879, Jun. 2020, doi: 10.1186/s12889-020-08964-3.[25] F. Gary, “Stigma: Barrier to mental health care among ethnic minorities.,” Issues in mental health nursing,vol. 26, pp. 979–99, Jan. 2006, doi: 10.1080/01612840500280638.[26] E. C. Wong, R. L. Collins, J. Cerully, R. Seelam, and B. Roth, “Racial and Ethnic Differences in MentalIllness Stigma and Discrimination Among Californians Experiencing Mental Health Challenges,” Rand Health Q,vol. 6, no. 2, Jan. 2017, Accessed

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gloria Washington, Howard University; Marlon Mejias, University of North Carolina, Charlotte; Marlon Mejias; Legand L. Burge III, Howard University

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Educational Research and Methods

for the next week.Table 6: Mapping social and emotional learning concepts to focus group questions (Q) anddaily debriefing self-assessments (SA). Concept Focus Group Question Self-awareness Q3, Q4, Q5, Q6, Q7, SA1, SA2, SA3 Social awareness Q1, Q5, SA1 Self-management SA4 Relationship management Q4, Q6, Q1, SA2, SA3 3.4 Qualitative Data AnalysisThematic analysis, using techniques described in [15], of undergraduate student feedback wasconducted to pull out the common themes mentioned by the 12 undergraduate participants.Because of the small participant number, reflexive thematic analysis was used in

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

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Diversity

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Educational Research and Methods