Conference Session

Curricular Innovations 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Martin, Youngstown State University; Anna Martin, Kent State University, Kent

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Diversity

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Educational Research and Methods

basicfriction problems. Figure 1 shows an example of a sample pre-test question where students willbe asked to solve for unknown external forces acting on an object involving friction.Figure 1. Pre-test sample question.1 Reprinted from Vector Mechanics for Engineers: Statics & Dynamics, (p.442), F., Beer et al, 2016, McGraw-Hill Education.Group 1: Embedded-Formatting ExamplesFollowing traditional instruction students in this group will be given a worked example that issetup using embedded-formatting, which will be used as reference material to solve a similar in-class problem. At the end of class students will be given a homework assignment, where theywill be provided another worked example utilizing embedded

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia

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Diversity

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Educational Research and Methods

tobetter understand how engineering students experience shame, we used interpretative phenomenologicalanalysis (IPA) to critically examine the individual experience of shame in the case of a high-performing,White woman who was a junior mechanical engineering major at a faith-based university (n=1). Inparticular, we attended to the complex relationship between personal expectations that formed the contextfor her shame experiences: achieving excellence in performing tasks while maintaining strong socialrelationships with others. We discuss the implications of this single case study on broader narratives ofinclusion in the context of engineering education.Introduction I feel like, because I make good grades already, people know that, whether

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Ryan R. Senkpeil, Purdue University, West Lafayette (College of Engineering); Julianna Sun Ge, Purdue University, West Lafayette (College of Engineering); John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Edward J. Berger, Purdue University, West Lafayette (College of Engineering)

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atthree study sites to develop predictive models for student success.Motivation for this studyEngineering and computing education remains critical for U.S. workforce development andtechnological innovation now and into the future [1]–[3]. Many students recognize theimportance and opportunity associated with studying STEM majors, and engineering andcomputing programs today have a talented applicant pool [4]. As a consequence, manyinstitutions see relatively uniform and strong applicant credentials in terms of high school GPA,standardized test scores, and leadership experiences [5].Each admitted student has the clear potential for academic success in the undergraduatecurriculum. However, while some thrive at the university, many languish near the

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Kaela M Martin, Embry-Riddle Aeronautical University, Prescott

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Diversity

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Educational Research and Methods

phase of this work will be alarger-scale study of engineering intuition across multiple disciplines and institutions that willpropel us towards developing classroom interventions for “teaching” intuition.IntroductionAs technology-aided problem solving has become standard practice, an engineers’ ability to“intuit” the results obtained through technology grows increasingly urgent. Studies on classroomlearning gains from technology use report both shallow learning [1] and deeper learning [2-5].The technology that aids today’s engineers in problem solution is not without limitations, asthese tools are based on underlying assumptions that may or may not hold true. Thus,engineering students must learn to use technology intelligently and critically

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods

high variability among engineering studentswere used in the TDA to map students’ latent diversity. The results of this map indicate six distinctdata progressions as well as a sparse group of students whose responses were not similar to themajority of the dataset. This work illustrates the opportunities for using TDA and provides adiscussion of the different researcher decisions that are involved in this statistical technique.IntroductionRecent quantitative research in social science and engineering education has begun to focus notjust on a single aspect of participants’ experiences or psycho-socio processes but rather aconstellation of aspects that are important for particular outcomes like retention or academicsuccess [1]-[4]. For example

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amy Wilson-Lopez, Utah State University; Angela Minichiello P.E., Utah State University; Theresa Green, Utah State University

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Diversity

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Educational Research and Methods

veteran undergraduates in engineering.Theresa Green, Utah State University Theresa Green is a graduate student at Utah State University pursuing a PhD in Engineering Education. Her research interests include K-12 STEM integration and improving diversity and inclusion in engineer- ing. c American Society for Engineering Education, 2019 1 An Inquiry into the Use of Intercoder Reliability Measures in Qualitative ResearchWhen compared to quantitative approaches, qualitative approaches are relatively newer to theengineering education research community (Borrego, Douglas, & Amelink, 2009). As thecommunity

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amman Fasil Asfaw, California State Polytechnic University, San Luis Obispo; Storm Randolph, California Polytechnic State University, San Luis Obispo; Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Rosa Aguilar, California Polytechnic State University, San Luis Obispo ; Emily Flores; Jane L. Lehr, California Polytechnic State University, San Luis Obispo ; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

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about negative impactsof such language. Usage of iniquitous terminology such as“master-slave” in academia can makestudents—especially those who identify as women and/or Black/African-American—feeluncomfortable, potentially evoking Stereotype Threat and/or Curriculum Trauma [1], [2].Indeed, prior research shows that students from a number of backgrounds find non-inclusiveterminologies such as “master-slave” to be a major problem [1]. Currently, women-identifyingand gender nonbinary students are underrepresented in the engineering industry whileBlack/African-American students are underrepresented in the entire higher education system,including engineering fields [3], [4].The CAR Strategy, introduced here, stands for: 1) confront; 2) address; 3

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Larson, Arizona State University; Wendy M. Barnard, Arizona State University; Adam R. Carberry, Arizona State University; Darshan Karwat, Arizona State University

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Diversity

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Educational Research and Methods

that comprise the EOPframework. We believe the EOP framework can be considered as a guiding framework indesigning courses and curriculum to better prepare students for future engineering work.INTRODUCTIONThe following research paper aims to dissect the integration of the newly developedEngineering for One Planet (EOP) framework into undergraduate engineering courses. TheEngineer of 2020 [1] guided academic approaches to engineering education for the first partof the new millennium, but it could not anticipate the magnitude of the challenges facingengineers today. Our goal is to provide foundational evidence to advocate for EOP as aframework for faculty and students to contextualize a global pandemic, legacy, and newglobal environmental crises

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Neha Prabhu, University of Illinois Urbana - Champaign; Michelle Perry, University of Illinois Urbana - Champaign; Renato F. L. Azevedo, University of Illinois Urbana - Champaign; Lawrence Angrave, University of Illinois Urbana - Champaign; Suma Bhat, University of Illinois Urbana - Champaign

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Engineering at higher rates thanmen (e.g., [1, 2, 3]). Some of the reasons that women are underrepresented in Engineering includea mismatch of values (especially being human-centered vs. machine-centered) or life goals (e.g.,not being family friendly) and lacking female mentors and role models, as mentioned in the thirdquote above (see, e.g., [4, 5, 6, 7]). More generally, women do not enter Engineering at the samerate as men and also are likely to leave more readily because they feel like they don’t belong. Thefirst quote that we shared at the beginning of this paper from a woman majoring in Engineering atour institution conveys the sentiments of women who drop classes, at least in part, because theyfeel that they do not fit in, not even in a

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis

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Diversity

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Educational Research and Methods

. These results will inform future data collection and analysis as we return to in personlearning to better distinguish the impacts of exam and learning formats on diverse students’anxiety and academic performance.IntroductionThe role of anxiety on performance of mathematics has been explored by many researchers overthe years. Numerous studies have correlated increased anxiety levels to more frequent errors incomplex math problems [1–4]. This led to the concept of processing efficiency theory, whichsuggests that anxiety occupies some of the “working memory” that an individual has forperforming mental calculations, leading those with higher anxiety to have less available mentalresources to perform the task and thus perform poorly. Other

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia R. Backer, San Jose State University; Laura E. Sullivan-Green, San Jose State University; Maria Chierichetti, San Jose State University

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Diversity

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Educational Research and Methods

paper reports on a survey of all engineering faculty at San José State University (SJSU) inSpring 2020. The purpose of the survey was to determine the impact of the shelter-in-place onfaculty. Overall, 104 faculty completed this survey. Based on the number of COE faculty inSpring, 287, this equates to a confidence level of 95% with a margin of error of 8%. Because ofthis low margin of error, we can be fairly confident that this survey is representative of thefaculty teaching in the College in Spring 2020. The majority of the respondents who answeredthe question about rank were lecturers (58); there were fewer tenure-track (18), tenured (13),adjunct (1), and Teaching Associates (1) responding. Of the faculty who responded to identifytheir gender

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

studentrepresentation, impacts student stickiness. Our research questions are: 1) To what extent do female and racial/ethnic representation in engineering departments impact student stickiness? 2) Does engineering department diversity impact student stickiness differently for underrepresented subpopulations?The educational environment in higher education Much of the sociocultural research on student retention and persistence has relied onTinto’s (1993) model of student departure. In this model, students enter the institution andbecome integrated academically and socially based on their interactions in the educationalsystem. The model focuses on the students’ abilities to integrate rather than the institution’sresponsibility

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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understanding. American c Society for Engineering Education, 2021 The PEERSIST Project: Promoting Engineering Persistence through Peer-Led Study Groups Thien Ta1, Cody Jenkins1, Gary Lichtenstein1, Ryan James Milcarek1, Samantha R. Brunhaver1, Karl A Smith21 2 Arizona State University University of Minnesota, Twin CitiesIntroductionThe Science and Engineering Equal Opportunities Act (1980) made recruiting women andunderrepresented groups (URG) into STEM a federal priority. Today, the proportion of URG andwomen who attain engineering degrees continues to drop relative to the increase in collegeenrollment [1]. Transfer

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

, and replicated, and question the lack of a strong, central foundation of Black womanscholars and theorists. We situate our study alongside the complex theoretical treatments ofintersectionality in Hill Collins, Hancock, and other treatises that tie intersectionality tooppression rather than identity. We make recommendations that address the politics of citationswithin engineering education as the field continues to address issues of social justice, equity andinclusion.IntroductionFor scholars in engineering education, the need to tackle, study and interrogate issues ofdiversity, equity and inclusion has become increasingly apparent [1]–[5], and both the increase inNSF programs dedicated to broadening participation and the emergence of ASEE

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

. She earned her B.S.M.E. at Grove City College. She is currently researching under Dr. Catherine Berdanier in the Engineering Cognition Research Laboratory.Dr. Monique S. Ross, Florida International University Monique Ross, Assistant Professor in the School of Computing and Information Sciences and STEM Transformation Institute at Florida International University, designs research focused on broadening par- ticipation in computer science through the exploration of: 1) race, gender, and disciplinary identity; 2) discipline-based education research (with a focus on computer science and computer engineering courses) in order to inform pedagogical practices that garner interest and retain women (specifically Black and His

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

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the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to amplify the voices and work of students, educators, and Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educa- tional and global change.Dr. Jay Phillip Jefferson, Florida International University I am currently a Postdoc within SUCCEED at Florida International University. My

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

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Diversity

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Educational Research and Methods

first-year sequence that allows students to switch their engineering major withoutnecessitating a delay to graduation.Major selection has been studied at individual institutions [1], [2], and across multipleinstitutions [3], [4]. Some studies have focused on specific disciplines [5]–[7]. In this work, wefocus on examining when students enroll in the major they will eventually graduate in and how itvaries by matriculation model. The research questions this work will address are: 1. When do engineering students enroll in the major they are going to graduate in? 2. How does this vary by matriculation model?Understanding when students enroll in their graduation majors can inform policies and programdevelopment as well as identify areas for

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lisa Lampe, University of Virginia; Megan Harris, University of Colorado Boulder; Kayla Brooks, University of Colorado Boulder

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Diversity

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Educational Research and Methods

. Asian males were the only group overrepresented among FASEstudents and underrepresented among FASE returners. To build off of these descriptive statisticsof FASE undergraduates, we recommended future research and interventions based on CriticalRace Theory (CRT) to lead to greater equity in engineering graduation rates.Introduction The National Student Clearinghouse Research Center recently reported the smallestincrease of 0.3 percentage points in six-year college completion rates [1]. Of those who started ina 4-year public US institution, 67.4% completed that degree in six years [1]. The percentagepoint gap between Black and White students in four-year public institutions narrowed slightlyfrom 25 to 23 percentage points from 2019 to 2020

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darryl A. Dickerson, Florida International University; Stephanie Masta, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; Alice L. Pawley, Purdue University, West Lafayette

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Educational Research and Methods

one sability to contribute to the level of their talent is an ethical and professional responsibility to thefield.This paper shares some early results from our broader NSF-funded project, titled Identif ingMarginalization and Allying Tendencies to Transform Engineering Relationships, or I-MATTER. The project s research questions are: 1. What does marginalization look like within engineering classrooms where teamwork is a primary feature? 2. How is marginalization legible (or not) to instructors at the classroom level? 3. What are the different ways that instructors respond to incidents of peer-to-peer marginalization? 4. How might the lessons of this work be implemented to systematically alert instructors when

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimia Moozeh, University of Toronto; Lisa Romkey, University of Toronto; Nikita Dawe, University of Toronto; Rubaina Khan, University of Toronto

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coherence. We took adecidedly academic approach to this process; taking advantage of relevant literature in highereducation and curriculum studies, and applying qualitative methodology to our process.The idea of striving for coherence is a key goal in this work. Coherence has been defined byTatto [1, p. 176] as “shared understandings among faculty and in the manner in whichopportunities to learn have been arranged to achieve a common goal.” Hammerness [2] drewupon this definition and defined conceptual and structural coherence, while acknowledging thatthe borders between these constructs often become indistinct. Conceptual coherence refers to theconnections between content within a program, and the relationship between foundational ideasand

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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Educational Research and Methods

sustained learning experiences in engineering and tomotivate a culture of data collection, analysis, and continuous improvement.Design is a central component of engineering practice and offers a suite of activitiesthrough which solutions can be conceived, developed, tested, refined, and produced to“create a world that never has been” [1], [2]. Practicing engineers constantly navigatecomplex and ill-defined design spaces and must balance opposing tensions. A primarydifficulty for novice designers is developing the experience to avoid driving toward afinal deliverable at the expense of definition, ideation, fabrication, evaluation, anditeration [3]. Hence, circumventing these activities can be detrimental, if not fatal, todesign work, resulting in

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

howHIEP participation affects student persistence and success in E/CS degree programs. Our researchteam developed and administered an online survey to investigate and identify factors that affectHIEP participation among underrepresented and nontraditional E/CS students. Respondents (N =531) were students enrolled in two land grant universities in the Western U.S. Multiple regressionanalyses were conducted to examine the proportion of the variation in the dependent variable(academic success) explained by the independent variables (i.e., high impact engagement practice(HIEP), coursework motivation, and confidence at completing a degree). We hypothesized that (1)high impact engagement practices will predict academic success; (2) coursework

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

analysis of narratives; this method allowsresearchers to organize storied data into salient narrative threads, themes, and patterns across aparticipant’s experiences. The author looked across five transcribed interviews, collected aftercompleting each quarter, to understand common and salient experiences and relationships amongthe experiences. Reliability and validity were considered using the typology outlined in the qualitymanagement model.Kitatoi’s experiences were organized into four themes that were common across multipleinterviews. Her sense of belonging was often (re)negotiated for the following reasons, 1) whenpositioned at the outskirts of engineering despite the diverse campus environment, 2) wheninstructors reproduced a particular way

Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Caitlyn Aaron; Adam R. Carberry, Arizona State University

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Diversity

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Educational Research and Methods

Engineering Education and Outreach. American c Society for Engineering Education, 2021 Practicing Engineers’ Definition of Their Expertise: Emergent Themes and Frequency by Gender Identity and Role Change into ManagementIntroduction & BackgroundThis full paper seeks to characterize how gender identity and role change into management affectpracticing engineers’ descriptions of their expertise. Expertise is defined through three mainattributes: (1) expert knowledge – depth of knowledge (2) expert reasoning – deductive processthat is inferentially based on an expert’s knowledgebase, (3) and expert memory – workingmemory rather than short-term memory [1]. Development of

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Perkins, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Herman Ronald Clements III, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

pushed out (forms of latent diversity that are difficult to see but foster equity andinclusion nonetheless). Second, it can allow us to better tailor courses to fit students’ interestsand needs, thus increasing student belonging, innovation, and adoption of new ideas.To this end, we explore two research questions: (1) Do students’ engineering beliefs, careerpriorities, and field interests predict interest across several disciplines of engineering?; and (2)Are the relationships between students’ beliefs and discipline interests moderated by patterns ofrepresentation and parity?Data for this study were collected from 32 U.S. ABET-accredited institutions, with a totalsample size of 3,711 undergraduate engineering students. We focused on students

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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Educational Research and Methods

attheir beliefs about the cause of gender-based inequity in engineering. According to TaA, the typeof robust argument that is desirable for one to commit to their beliefs about the cause of complexsocial phenomena includes five distinct components: causal theory, evidence, counterargument,counterevidence, and rebuttal. By conducting interviews about gender-based inequity using TaA,we can explore 1) the ways in which individuals articulate their causal beliefs as arguments ofvarying sophistication, and 2) the ways in which individuals use evidence to commit to theirbeliefs. In this contribution, we: describe TaA as a framework, document how we used TaA in apilot study to inform our ongoing research on engineering faculty’s causal beliefs, and

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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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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bytheir fathers and teachers, however, at the end of high school, female students were more likelyto be encouraged by their fathers and siblings.This study helps disentangle the influence social agents have on female high schoolers’ interestin engineering careers. Furthermore, a deeper understanding of how factors influence the chancesof female students’ engineering career interest during high school and first semester of collegewill help the engineering education research community develop more effective strategies inimproving female and minority student participation.IntroductionBroadening participation in engineering has been a critical topic for more than a decade [1].Moreover, engineering continues to be a male-dominated field; in 2017, the

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anastasia Marie Rynearson, Campbell University; Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University

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Educational Research and Methods

team in implementingthis method as a case study.Purpose of this paperThis paper is intended to both present a technique that can be used across a number of contextsand to illustrate a case study of using this technique in a specific instance. Implementation ofresearch-based methods is often slow and difficult [1]. New methods can be presented in acontext-less or abstract format, making it difficult to bridge the research-to-practice gap, andpublications tend to value an innovative method more than an in-depth implementation exampleor guide [2]. How does this research-based method look in a real-life context? How can it beadopted? As we see with our students, without concrete examples for reference, it is oftendifficult to employ a new method

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tris Utschig, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Margaret L. Lowder, Kennesaw State University; Chan Ham, Kennesaw State University; Renee Butler, Kennesaw State University

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Educational Research and Methods

Engineering and Engineering Technology and a professor of Industrial and Systems Engineering. American c Society for Engineering Education, 2021 Using Motivational Theory to Implement S-STEM Activities Supporting Student SuccessAbstractThis research paper describes the early results from a scholarship program that has been initiatedwith an overall goal to increase degree completion of low-income, high-achievingundergraduates with demonstrated financial need in engineering. The project will achieve fourmajor objectives: 1) provide scholarships 2) engage students with engineering faculty andindustry partners; 3) create community among students; and