Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

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Diversity

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Educational Research and Methods

transitions and retention of underrepresented students in engineering and also research about engineering global preparedness and engineering innovation. She also has research expertise in STEM K-12 and in STEM assessment. She chairs USC’s STEM Consortium.Dr. Lisa Benson, Clemson University Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student moti- vation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mcgough Spence, Minnesota State University, Mankato; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods

strategies.Dr. Lisa Benson, Clemson University Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor of the Journal of Engineering Education. Her research focuses on the interactions between student mo- tivation and their learning experiences. Her projects focus on student perceptions, beliefs and attitudes towards becoming engineers and scientists, development of problem solving skills, self-regulated learn- ing, and epistemic beliefs. She earned a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University. c American Society for Engineering Education, 2020 It's the End of the

Conference Session

Faculty Development II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Lauren D. Thomas, University of Washington; Cynthia J. Atman, University of Washington; Richard Brown Bankhead III, Highline Community College; Adam R Carberry, Arizona State University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Patrick Cunningham, Rose-Hulman Institute of Technology; Douglas Karl Faust, Seattle Central College; Trevor Scott Harding, California Polytechnic State University; Ken Yasuhara, Center for Engineering Learning & Teaching, University of Washington

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Diversity

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Educational Research and Methods

included the seven essays in their original form. This format is out ofrespect for the contributions and also to allow the reader to experience these essays in theiroriginal coherence. We have grouped the essays to support the flow of this paper and echoaspects of what we have presented thus far. The groupings are titled as follows: (1) challengedto reflect/required reflection, (2) uncomfortable, awkward, nervous, excited, (3) growingappreciation/my perception has expanded, and (4) my journey. We invite the reader to enjoy theessays.Challenged to reflect…/ …required reflecting…In the first two essays below, Trevor Harding and Adam Carberry describe their experiences ofbeing interviewed about activities with which they have much experience. A

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sergio Celis, Universidad de Chile; Camila Aguirre, Universidad de Chile

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Diversity

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Educational Research and Methods

colloquially known. The interviews also included questionsabout why students chose engineering as a major and SoEng as a school, how they facedand overcame difficult academic moments, and what advices they would give to newstudents and to the institution. The interview was also enhanced with a journey-mapexercise1 about the student experiences in first year. This technique was used to elicitstudents’ perceptions and experiences occurred during their first year. The instruction forthis drawing exercise was giving once students confirmed their participation in theinterview. Their maps were the starting point of the conversations and were consulted overthe interview. Each interview lasted between 30 and 45 minutes. The sample consisted of students

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods

.[2] Council of Graduate Schools, “Ph. D. Completion and Attrition: Analysis of Baseline Data,” 2008.[3] R. Sowell, J. Allum, and H. Okahana, “Doctoral initiative on minority attrition and completion,” 2015.[4] K. H. Hunter and K. Devine, “Doctoral Students’ Emotional Exhaustion and Intentions to Leave Academia,” vol. 11, pp. 35–61, 2016.[5] B. E. Lovitts, Leaving the Ivory Tower: The Causes and Consequences of Departure from Doctoral Study, vol. 32. 2001.[6] B. E. Lovitts and C. Nelson, “The hidden crisis in graduate education: Attrition from Ph.D. programs,” Academe, vol. 86, no. 6, pp. 44–50, 2000.[7] C. M. Golde, “Should I Stay, or Should I Go? Student Descriptions of the Doctoral

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

a PhD from Northwestern University.Dr. Vimal Kumar Viswanathan, San Jose State University Dr. Vimal Viswanathan is an assistant professor in the Mechanical Engineering Department at San Jose State University. He earned his Ph.D. from Texas A&M University. His research interests include design innovation, creativity, design theory and engineering education.Dr. Chitra R. Nayak, Tuskegee University Dr. Nayak joined Tuskegee University as an assistant professor in Physics in 2014. After completing her Ph.D (2009) in the area of nonlinear dynamics from Cochin University, India, she worked as a postdoctoral fellow in the interdisciplinary field of bacterial biophysics and immunology at Dalhousie University and