Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Maya Denton, University of Texas, Austin; Nathan Hyungsok Choe, University of Texas, Austin; Kevin A. Nguyen, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin; David B. Knight, Virginia Tech; Whitney Wall Bortz, Virginia Tech; Timothy Kinoshita, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the next generation of faculty: Graduate school as socialization to an academic career. The Journal of Higher Education, 73(1), 94 – 122.Austin, A.E., & McDaniels, M. (2006). Preparing the professoriate of the future: Graduate student socialization for faculty roles. In: Higher Education: Handbook of Theory and Research, Volume 22, p 397 – 456.Blume-Kohout, M.E. & Adhikari, D. (2016). Training the scientific workforce: Does funding mechanism matter? Research Policy, 45, 1291 – 1303.Burt, B. (2014). The influence of doctoral research experiences on the pursuit of the engineering professoriate (Doctoral dissertation, University of Michigan).Carlone, H.B. & Johnson, A. (2007). Understanding the science

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Derrick James Satterfield, University of Nevada, Reno; Marissa A. Tsugawa, University of Nevada, Reno; Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Cheryl Cass, SAS Institute; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

motivation, and upon reachingmajor obstacles decide to depart. For those advisors who do not recognize this lack of anidentity, this situation likely appears that the students do not have what it takes to succeed. Thissupports findings in doctoral education, where the culmination of negative experiences (studentsdeparting) was not due to a lack of skill or ability, but rather was from personal issues;conversely in the same study, faculty attributed over 50% of student attrition in doctoralprograms to the student lacking skill or ability [29].ImplicationsAs research is an important aspect of completing a graduate degree [30], our results indicate theneed for the intentional development of EGSs as researchers. One practice includes beginningresearcher

Conference Session

ERM Technical Session 18: Student Learning and Problem Solving

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adam Phillips, Washington State University; Colin Alec Lambie, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Psychology, vol. 29, pp. 66-75, 1982.[7] H. Tsai, “Development of an inventory of problem-solving abilities of tertiary students majoring in engineering technology,” World Transactions on Engineering and Technology Education, vol. 8, no. 3, pp. 268 – 272, 2010.[8] P.P Heppner, T. E. Witty, and W. A. Dixon, “Problem-solving appraisal and human adjustment: A review of 20 years of research using the problem solving inventory,” Counseling Psychologist, vol. 32, pp. 344-428, 2004.[9] Y.P. Huang, and L. Y. Flores, “Exploring the validity of the Problem-Solving Inventory with Mexican American high-school students,” Journal of Career Assessment, vol. 19, no. 4, pp. 431-441, 2011.[10] N. Kourmousi, V. Xythali, M. Theologitou, and V. Koutras

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meagan R. Kendall, University of Texas, El Paso; Luis Miguel Procter, University of Texas, El Paso; Anita Patrick, University of Texas, Austin

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Diversity

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Educational Research and Methods

involving students in curriculum development and teaching through Peer Designed Instruction.Mr. Luis Miguel Procter, University of Texas, El Paso Luis M. Procter is currently pursuing a B.S. degree in engineering leadership with the University of Texas at El Paso, where he is an undergraduate Research Assistant.Anita D. Patrick, University of Texas, Austin Anita Patrick is a STEM Education Doctoral Student in the Department of Curriculum and Instruction, and Graduate Research Assistant in the Department of Mechanical Engineering at The University of Texas at Austin. She received her BS in Bioengineering from Clemson University where she tutored undergraduate mathematics and science courses, and mentored undergraduate

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Candice Bolding, Clemson University; Jennifer Harper Ogle, Clemson University; Catherine Mcgough Spence, Clemson University; Joseph Murphy, Clemson University; Rachel Lanning, Clemson University

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Diversity

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Educational Research and Methods

by President Obama as a Champion of Change for Women in STEM, and participates in a number of diversity-enhancement programs at the university including serving as the Deputy Chair of the Women’s Commission and as a member of the ADA Task Force.Miss Catherine McGough, Clemson University Catherine McGough is currently a graduate research assistant in Engineering and Science Education at Clemson University. She obtained her B.S. in Electrical Engineering from Clemson University in 2014. Her research interests are in undergraduate engineering student motivations and undergraduate engineer- ing problem solving skill development and strategies.Joseph Murphy, Clemson University Joseph Murphy is a Fall 2018 graduate of

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emma Brennan-Wydra, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan; Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

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Educational Research and Methods

student learning and success, and the impact of a flexible classroom space on faculty teaching and student learning. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Trevion S. Henderson, University of Michigan Trevion Henderson is a doctoral student in the Center for Higher and Postsecondary Education (CSHPE) at the University of Michigan. He recently earned his master’s degree in Higher Education and Student Affairs at The Ohio State University while serving as a graduate research associate with the Center for Higher Education Enterprise. Trevion also hold’s a Bachelor’s degree in

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; William J. Schell IV P.E., Montana State University; Brett Tallman P.E., Montana State University; Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University

Tagged Divisions

Educational Research and Methods

undergraduate at Montana State University studying Industrial and Management Systems Engineering with a minor in Mathematics. Monika is the president of MSU’s Out in Science, Technology, Engineering, and Mathematics (oSTEM) chapter, a cross-country ski coach, and an avid outdoors-person. c American Society for Engineering Education, 2019 Do I Think I’m an Engineer? Understanding the Impact of Engineering Identity on RetentionAbstractPolicymakers, industry leaders, and educators have pointed to a need to graduate an increasingnumber of students with engineering degrees to fill anticipated job growth and maintain thenation's level of global economic competitiveness

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Juan Torralba, University of Miami; Rob Rouse, Southern Methodist University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

little training, students are allowed to use tools andmaterials to create objects and complete projects, both personal and for class. Theinformal learning space is the perfect place for students to explore, push themselves anddevelop their ability to struggle through ambiguity, persevere in the face of challenges,and drive towards an end result. Through active participation in the space, studentsbecome part of the SIL community and culture, allowing them to learn fromexperienced members of the space and share their work with others, as they engage in avariety of making projects.The Mobile Makerspace Redesign ChallengeThe IDC on which this study focused was to redesign and improve the university’s newlyacquired mobile makerspace, to better meet

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Sarah Lanci, Colorado Mesa University; Kate Youmans, Utah State University; Cindy Ann Lenhart, Oregon State University; Alexis K. Van Winkle, University of Central Arkansas

Tagged Divisions

Educational Research and Methods

, those hardcore engineering criteria.” Development real world use of skills, career Staff: “You learn through failure. Mess up! Mess up goals of students, collaboration, because you're going to learn the most from messing prototyping, decision making, up.” gaining experienceResultsBelonging and MotivationOur first guiding research question asked, In what ways do Do students working in themakerspaces convey a sense of belonging and increased motivation to learn and do in what waysdo faculty members, staff, and the director convey an expectation for students feeling a sense ofbelonging and increased motivation to learn when working within a makerspace? To answer thisresearch

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Manuel Alejandro Figueroa, The College of New Jersey; Diane C. Bates, The College of New Jersey; J. Lynn Gazley, The College of New Jersey; Christopher Wagner, The College of New Jersey; Steven Schreiner P.E., The College of New Jersey; Bijan Sepahpour P.E., The College of New Jersey

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Diversity

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Educational Research and Methods

like and they're great people and I like studying with them. There are also a lot that I just don't particularly care for. It's weird.If a student is not able to socially integrate into the dominant culture then there is usuallyanother informal experience that allows them to persist. Some of these include exhibiting astrong academic performance, completing an internship, participating in a research project witha faculty member, or taking a leadership role in a professional student chapter. These otherinformal experiences can facilitate navigation through the social spaces and help to validatetheir engineering identity. However, students from the majority group view these as a result ofpersonal and individual preferences, not related to

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Marie C. Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

-to-work transition can inform both undergraduate education and organizationalonboarding efforts. Such an understanding remains a goal and challenge for engineering educationresearchers as well as faculty and other stakeholders in student success.Nevertheless, exploring the school-to-work transition has proven to be especially challenging(Stevens & Vinson, 2016). Researchers have studied engineering practice through in-depthobservations and ethnographic methods (e.g., (Bucciarelli, 2001; Faulkner, 2007; Trevelyan, 2010),but these studies have primarily focused on experienced engineers. Recent engineering graduatesleave universities to work in geographically dispersed locations throughout the country and performa wide range of jobs

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

. Wieselmann is a Ph.D. Candidate in Curriculum and Instruction and National Science Foun- dation Graduate Research Fellow at the University of Minnesota. Her research focuses on gender equity in STEM and maintaining elementary girls’ interest in STEM through both in-school and out-of-school experiences. She is interested in integrated STEM curriculum development and teacher professional de- velopment to support gender-equitable teaching practices.Dr. Emily Anna Dare, Florida International University Dr. Emily Dare is an Assistant Professor of Science Education at Florida International University. Pre- viously, she taught at Michigan Technological University from 2015-2018, where she is still an affiliated faculty member in

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Atsushi Akera, Rensselaer Polytechnic Institute; Donna M. Riley, Purdue University, West Lafayette; Jennifer Karlin, Minnesota State University, Mankato; Sarah Appelhans, University at Albany ; Thomas De Pree, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University

Tagged Divisions

Educational Research and Methods

private, with an over-sample of minorityserving institutions. Interviews were conducted using a semi-structured approach with questionsfocusing on elucidating the structure of governance at each institution. Interview subjects wereselected by occupying a range of organizational levels at each institution—provost, dean,department chair, faculty member, staff member—determined by availability at the time of thevisit.To address the first research question a set of codes is being developed to identify symbols orinteractions related to educational change processes and a second set for references to, orsymbols of, EER. Codes are tagged as either direct and indirect references where directreferences include reference to specific documents or events, or

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Fife, University of Southern California

Tagged Divisions

Educational Research and Methods

motivated to improve their communicationskills.Figure 1 % represents respondents’ degree of agreementThe Dark Side of Graduate Student’s Perceptions of Improvement PossibilitiesDespite widespread recognition (by faculty and students alike) that problems in communicatingrepresent a significant hurdle to career success, actually taking steps to build these skills appearsto be another hurdle. While faculty interviews overwhelmingly acknowledged the criticality oftheir students having adequate communication abilities to function and excel in their field, worrywas expressed that time devoted to writing and speaking courses threatened displacement of timefor primary work. The time-crunch argument poses a dilemma for students who recognize

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Pennsylvania State University, University Park; Kacey Beddoes; Rachel Miriam Vriend Croninger, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

3 2 6 Associate professor 0 2 2 Professor 0 0 2 Non-tenure track faculty member 2 2 1 Postdoctoral Research Associate 2 0 0 Graduate Student 3 0 1 Non-academic Positions 2 2 2Data collectionData collection consisted of in-depth, semi-structured interviews conducted in the Fall of 2018by a trained doctoral student in educational psychology

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lena B. Gumaelius, KTH Royal Institute of Technology; Anette Kolmos, Aalborg University

Tagged Topics

Diversity

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Educational Research and Methods

the natural sciences, math and technology. During these years Lena developed her pedagogical skills and competence in the pedagogic field and besides leading the activities she organised pedagogical training for teachers, pupils and university students. Between 2011 and 2016 Lena was the head of the new Department of Learning at the School of Education and Communication in Engineering Sciences (ECE), KTH. Lena was then responsible for building up a new strong research environment in engineering and technology education, K-12 to university level. 2016-2017 Lena was the Dean at the ECE school at KTH. As this School was merged with another School in 2018, from January 2018 Lena has a research position as an