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

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Diversity

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Educational Research and Methods

Paper ID #26505Predictors of Engineering Doctoral Students’ Future Career SectorMs. Maya Denton, University of Texas, Austin Maya Denton is a STEM Education doctoral student and Graduate Research Assistant in the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Chemical Engineer- ing from Purdue University. Prior to attending UT, she worked as a chemical engineer for an industrial gas company.Mr. Nathan Hyungsok Choe, University of Texas, Austin Nathan (Hyungsok) Choe is a doctoral student in STEM education at UT Austin. His research focuses on the development of

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

Paper ID #25372Work in Progress: Survey Development of Factors Related to EngineeringGraduates’ Career PathwaysMs. Jacqueline Rohde, Purdue University, West Lafayette Jacqueline A. Rohde is a second-year graduate student at Purdue University as the recipient of an NSF Graduate Research Fellowship. Her research interests in engineering education include the development student identity and attitudes, with a specific focus on the pre-professional identities of engineering un- dergraduates who join non-industry occupations upon graduation.Dr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Becka Morgan, Western Oregon University; Heidi J.C. Ellis, Western New England University; Gregory W Hislop, Drexel University

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Educational Research and Methods

[11]  Guidelines to aid instructors [15]  An initial approach to project selection [17]Other research has explored ways to support student involvement in HFOSS projects. Resultsof this research [13, 14, 16, 18] have shown that student involvement in HFOSS has positiveimpact on:  Student attitude towards software engineering  Self-reported learning of software engineering knowledge  Selection of major and career plans  Technical and professional knowledge  Understanding of how to develop and maintain softwareIt should be noted that female students reported a significantly greater understanding ofhow to manage software projects [14].2.2 Motivating QuestionsThe investigation reported in

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Stephen Barner, Oregon State University; Shane A. Brown P.E., Oregon State University; Sean Lyle Gestson, Oregon State University

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Educational Research and Methods

include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize prac- ticing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.Mr. Sean Lyle Gestson, Oregon State University Sean Gestson is a recent graduate from the University of Portland where he studied Civil Engineering with a focus in Water Resources and Environmental Engineering. He is currently conducting Engineering Education research while pursuing a doctoral degree in Civil Engineering at Oregon State University. His research interests include problem solving, decision making, and engineering curriculum

Conference Session

ERM Technical Session 15: Perspectives on Engineering Careers and Workplaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gretchen A. Dietz, 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

. Faulkner, “Doing gender in engineering workplace cultures. I. Observations from the field,” Eng. Stud., vol. 1, no. 1, pp. 3–18, Mar. 2009.[14] Z. Leonardo, Race Frameworks: A Multidimensional Theory of Racism and Education. Teachers College Press, 2013.[15] M. S. Ross, “A unicorn’s tale: Examining the experiences of Black women in engineering industry,” Purdue Univ., p. 376, 2016.[16] M. M. S. Ross and D. A. Godwin, “Engineering Identity Implications on the Retention of Black Women in Engineering Industry,” presented at the ASEE Annual Conference, New Orleans, LA, 2016, p. 11.[17] S. A. Hofacker, “Career Self-Efficacy as a Means of Understanding the Gap Between Career Attainment and Opportunity for the U.S. Government Black

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Melissa G. Kuhn, Old Dominion University; Joanna K. Garner, Old Dominion University; Shanan Chappell, Old Dominion University

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Educational Research and Methods

engage in self-governmentand have opportunities to represent their college to industry leaders and the local community.The national Engineering Ambassador Network has grown to include more than 30 colleges anduniversities, and reached more than 200,000 K-12 students and teachers in 2017 [1].Relatively little is known about the potential impact of ambassadorship on undergraduatestudents’ professional development and future career intentions. A recent survey of 30engineering outreach programs revealed that less than ten percent routinely assess the impact ofambassadorship, although leaders expressed a desire to do so, for program evaluation andresearch purposes [2]. Previous, mostly qualitative research has found that ambassadorship canimpact

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

DeeDee Conway, Southern Methodist University; David Deggs, Southern Methodist University

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Diversity

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Educational Research and Methods

for states where hubsof STEM innovation exist. The expectations being placed on the postsecondary educationsystems have never been greater, and the need for an initiative which promotes prosperity foradults interested in STEM careers is more urgent than ever in Dallas County, Texas and similarmetropolitan areas across the United States. According to the Dallas Regional Chamber of Commerce, it is projected that the Dallas/FortWorth economy will continue to grow at a rate that exceeds most areas through at least the nextfive years, with the majority of these employment needs being in a STEM related field.Businesses focused on health care, logistics, engineering, and technology are contributing to thediverse local economy that leads the State

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

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Educational Research and Methods

Society for Engineering Management and serves as an Associate Editor for both the Engineering Management Journal and Quality Approaches in Higher Education. Prior to his academic career, Schell spent 14 years in industry where he held leadership positions focused on process improvement and organizational development.Mr. Brett Tallman P.E., Montana State University Brett Tallman is currently a Doctoral student in Engineering at Montana State University (MSU), with focus on engineering leadership. His previous degrees include a Masters degree in Education from MSU (active learning in an advanced quantum mechanics environment) and a B.S. in Mechanical Engineering from Cornell. Prior to his academic career, he worked in

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier; Michael Wolf, Rice University; Megan McSpedon, Rice University; Ann Saterbak, Duke University

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Educational Research and Methods

nationally, particularly for students who tookless rigorous STEM courses in high school, a population that disproportionally comprisesunderrepresented minorities. The authors developed an 11-item measure of STEM-specific studystrategies, termed the STEM Study Strategies Questionnaire. We explored STEM-specificidentity, self-efficacy, and career aspirations, as well as perceived utility of attaining a STEMdegree, using a model based on Eccles and Wigfield’s (2002) expectancy-value framework ofachievement. An exploratory factor analysis found a four-factor solution to the newly developedscale: Group Work in STEM, Active STEM Learning, Interactions with STEM Professors, andSTEM Exam Familiarity. The authors found significant moderate to strong

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Frenkel, New York University; Jack Bringardner, New York University; Sheila Borges Rajguru, New York University

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Educational Research and Methods

 engage  with them in professional skill workshops.    The S2S program aims to prepare both graduate and undergraduate students with the  professional skills they will need after graduation regardless of if they are going into industry or  academia.  A multitude of skills are covered in the program that address the knowledge, skills,  and abilities necessary for the T­shaped engineer, including but not limited to:  information  literacy,  leadership, teamwork, diversity, time and project management, reflection  scientific/written/oral communication, writing, career services, entrepreneurial mindset, and  public speaking.  To

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Caroline Bolton, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University; Elif Miskioglu, Bucknell University

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Diversity

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Educational Research and Methods

that aims toidentify whether engineering identity and academic motivation are correlated to the extent thatone may predict the other. Engineers face challenges which can result in both failure andtriumph. Studying the source of an individual’s motivation in conjunction with how theyperceive themselves as an engineer may provide long-term insight into ways in which one canpositively enhance the other. Previous work suggests that establishing a strong sense of identityin the workplace can result in greater career motivation [1]. We hypothesize that a stronger senseof engineering identity correlates with stronger academic motivation, and that ultimately onemay be used to measure the other with acceptable validity and reliability. This connection

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

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Diversity

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Educational Research and Methods

arenot interested in having the same kinds of social experiences in college as first time freshmen[21]. These students were more interested in activities related to the goal of achieving thebaccalaureate degree, such as undergraduate research, academic clubs, or pre-professionalorganizations. In their study of student experiences at geographically-isolated campuses, Nuñezand Yoshimi [22] found that two years after transfer, students emphasized academic involvementover social involvement, and identified institutional agents, and academic and career goals asimportant. Participation in academically-oriented activities contributed to their socialengagement in the institution. Deil-Amen [23] found that for current community collegestudents, in-class

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University, University Park; Catherine G.P. Berdanier, Pennsylvania State University, University Park; Natascha Trellinger Buswell, University of California, Irvine; Joana M. M. Melo, Pennsylvania State University

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Educational Research and Methods

graduate students, in particular, attitudes about writing have implications on career trajectory,persistence, and well-being in graduate school. The purpose of this research is to understand howgraduate engineering student attitudes toward writing affect career trajectory, attrition, andpersistence. Our prior research employs a series of previously-developed scales assessing variousdimensions of writing attitudes and behaviors as a way to understand multiple dimensions of astudent’s affective relationship with writing; however, the survey is long (~30 minutes) and canbe time-consuming for researchers to analyze. Each of the scales within the survey studies anaspect of the writer’s attitudes. This research employs confirmatory factor analysis to

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katherine Tanner, Ohio State University; Krista M. Kecskemety, Ohio State University; Rachel Louis Kajfez, Ohio State University

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Educational Research and Methods

with whether those students eventually leaveengineering. We use this information to compare students who stayed in engineering againstthose who left using quantitative data on how certain and interested they initially were inengineering as well as qualitative responses describing why they switched disciplines or leftengineering.IntroductionAs STEM students and workers gain national attention, a growing body of research seeks toexamine why students choose to pursue STEM-based majors as demonstrated in many previousreports [1]-[4]. Supporting this growth, the National Science Board put together a reportexamining the STEM pipeline, the process of students moving from early education, throughhigh school and college, and into STEM careers [5

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lee Michael Martin, University of California, Davis

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Diversity

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Educational Research and Methods

also a predictor of future career choice [8]. Within engineering, self-efficacyis a predictor of motivation [9, 10]. Both in school and out-of-school experiences can build self-efficacy in a domain. Students who engaged in pre-college engineering hobbies showedsignificant gains in self-efficacy [11].In this work-in-progress paper, we investigate students’ self-efficacy through their statements inan informal interview context. Self-efficacy is generally assessed through self-report measures.Surveys are most common, but interviews are also an established and useful method for self-efficacy and related constructs [12].Our research question is an exploratory one: what are the forms of self-efficacy in making thatstudents develop and express during

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adurangba Victor Oje, University of Georgia; Nathaniel Hunsu, University of Georgia; Peter H. Carnell, University of Georgia; Nicola W. Sochacka, University of Georgia

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Educational Research and Methods

reflects the ability to bounce back from adversity and unfavorable conditions.Previous studies have shown the importance of resilience to succeed in the workplace, as well asacademic career. Being resilient is particularly significant in engineering programs; encouragingstudents to develop resilience may be a key catalyst for academic improvement and subsequentcareer success.While the literature pertaining to academic resilience is well-developed, there are not manyinstruments that measure the construct. With a focus on engineering students. The current studyexamines the structure validity of the Academic Resilience Scale (ARS -30). Participantsincluded 113 engineering students enrolled in an engineering class who completed an onlinesurvey of the

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

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Educational Research and Methods

the Department of Cognitive and Learning Sciences. Dr. Dare’s research interests are focused on K-12 STEM education. In particular, she is interested in supporting science teachers’ reform- based instruction while simultaneously understanding their beliefs. As science classrooms shift to more integrated STEM approaches, this is especially critical. Additionally, Dr. Dare has a passion for working with K-12 students to understand how changes in classroom instruction impacts their attitudes towards and beliefs about STEM fields. In particular, she is looking at methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Dennis M. Lee, Clemson University; Katherine M. Ehlert, Clemson University; Alessandra St.Germain, Clemson University; Lisa Benson, Clemson University; Elizabeth G. Creamer, Virginia Tech; Marian S. Kennedy, Clemson University; Courtney June Faber, University of Tennessee, Knoxville

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Educational Research and Methods

understanding by exploring engineering students’ researchexperiences through an interweaving of quantitative survey data and connected qualitativeinterviews. By integrating quantitative and qualitative data, we can better understand students’researcher identities and ultimately better support their research academic and career choices.Introduction and BackgroundUndergraduate research experiences (UREs) give students the opportunity to understand what itis like to be a researcher while enhancing their metacognitive and problem-solving skills [1].Exposure to UREs can help prepare students for a thesis-based graduate program and, morebroadly, can help them clarify their career plans and goals. UREs have been shown to increasestudents’ confidence in their

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Bovee, Michigan State University; Amalia Krystal Lira, Michigan State University; Harrison Douglas Lawson, Michigan State University; Daina Briedis, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University

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Diversity

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Educational Research and Methods

University of Michigan, Ann Arbor. Her research focuses on the development of achievement motivation in educational settings and the interplay among motivation, emotions, and learning, especially in STEM fields.Dr. S. Patrick Walton, Michigan State University S. Patrick Walton received his B.ChE. from Georgia Tech, where he began his biomedical research career in the Cardiovascular Fluid Dynamics Laboratory. He then attended MIT where he earned his M.S. and Sc.D. while working jointly with researchers at the Shriners Burns Hospital and Massachusetts General Hospital. While at MIT, he was awarded a Shell Foundation Fellowship and was an NIH biotechnology Predoctoral Trainee. Upon completion of his doctoral studies, he

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ziang Xiao, University of Illinois, Urbana-Champaign; Shiliang Zuo; Jinhao Zhao, Tsinghua University; Wai-Tat Fu, University of Illinois, Urbana-Champaign; Molly H. Goldstein, University of Illinois, Urbana-Champaign; Michael L. Philpott, University of Illinois, Urbana-Champaign; Julia Laystrom-Woodard, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Angela Wolters, University of Illinois, Urbana-Champaign; Brian S. Woodard, University of Illinois, Urbana-Champaign

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Educational Research and Methods

spatial visualization. He teaches courses at the University of Illinois where he serves as the Director of Undergraduate Programs for the Department of Aerospace Engineering. c American Society for Engineering Education, 2019 Towards Understanding Interrelated Growth Mindset and Spatial Visualization Skill Training Abstract Spatial Visualization skills is a key predictor of students’ academic performance in STEMclasses, retention rate in STEM majors, and future career choice. Previous research focusing onstudents’ spatial visualizations skills has impacted educational practice, including the formation oftargeted training to help

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Samantha Lee Russell, Grand Canyon University; Maria Zafonte, Grand Canyon University

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Educational Research and Methods

]found that in the STEM majors only 58% of students remain in those fields at the end of theirfreshman year. While there are numerous reasons for this attrition, it is likely that a part of theproblem is that first–year engineering students may not have an accurate understanding of theskills necessary for a successful career in engineering. Similarly, these first year students come tothe career with different motivations. The purpose of this research was to better understand theperceptions of first-year engineering students as they entered a program that was developed witha hands-on, practical focus in order to prepare students for industry after graduation. Because ofthe program’s foundational idea being that the BS in Engineering is an

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

Paper ID #25276Using Topological Data Analysis in Social Science Research: Unpacking De-cisions and Opportunities for a New MethodDr. Allison Godwin, Purdue University, West Lafayette Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and

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

communications courses appear to be ararity.The ever-growing need for Ph.D. communication instruction suggests several questions: ArePh.D. engineering students acquiring the skills they need to succeed in their professional careers,either on their own or through resources in their programs? How in fact have engineeringschools responded to the growth of enrollment of foreign students so that graduating students areprepared to successfully lead in their field? What kinds of communication-related offerings aremost beneficial: courses, labs, workshops, one-on-one coaching, integration of communicationinstruction into technical programs? While a number of U.S. institutions offer a range ofsupports for Ph.D. engineering students, the increasing proportion of

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Robert Renaud PhD, University of Manitoba

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Educational Research and Methods

engineeringeducation research to explore how engineering stakeholders conceptually understand or ‘cluster’ thegraduate attributes.In a large research university in Western Canada, an exploratory case study was designed with theoverarching objective to investigate whether the engineering programs in the Faculty of Engineeringemphasized the CEAB graduate attributes to reflect their reported importance by student, faculty andindustry member stakeholders. One purpose of the study was to determine how the CEAB graduateattributes cluster – or group – in practice for an Engineering-in-Training (EIT) at the beginning ofhis/her engineering career so that engineering education can be designed to more closely reflectengineering practice. In other words, when an engineer

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Emily Parry; Joanna Wright, University of Washington; Lauren Summers, University of Washington

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Educational Research and Methods

was significantly andpositively influenced by participation in cocurricular activities, including cultural clubs,academic clubs, professional associations, and undergraduate research [20]. Additionally, forunder-represented students of color, intentions to work for social change were significantlygreater than for other students within STEM.Beliefs alone, however, are not sufficient to guarantee or empower action among students as theyembark on their careers. To complement measures designed to capture general beliefs regardingsocial responsibility, this study also includes additional measures related to global sustainabilityin order to understand whether or not beliefs and knowledge regarding a specific societalchallenge predict a student’s

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering); Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

Paper ID #26719Work in Progress - The GPA Trajectories of Engineering StudentsMr. Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering) Hassan Al Yagoub is a Ph.D. student in Engineering Education at Purdue University. His research in- terests include diversity & inclusion, students’ persistence, advising and mentoring, engineering career pathways, and school-to-work transition of new engineers. He holds a B.S. in Mechanical Engineering from University of Wisconsin-Milwaukee and a M.S. in Mechanical Engineering from Georgia Institute of Technology. Prior to beginning his doctoral

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Maria Lilley, University of Illinois, Chicago

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Diversity

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Educational Research and Methods

Paper ID #25584Work in Progress: Exploring the Attributes of a Prototypical Leader AsViewed by Undergraduate Engineering StudentsProf. Carmen Maria Lilley, University of Illinois, Chicago Dr. Lilley’s research interests in engineering education focus on professional development of engineering students at the undergraduate and graduate level. In particular, she is interested in the nuances of how the intersection of race/ethnicity with gender affects professional development in the area of leadership and the long term career trajectory of an individual. Her other research interests are focused on syntheses of low

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

their division. The list above is the list ofconfirmed divisions that sent out the announcement. Participants completed a screening surveythat asked about their experiences submitting and publishing with JEE. Seventy-three potentialparticipants responded to the initial survey; 62 volunteered to be interviewed. Two additionaltargeted surveys were distributed to recruit a representative sample of experiences. The firsttargeted survey was distributed to authors who had published in JEE in the past five years. Thesecond targeted survey was distributed to early-career faculty holding positions in engineeringeducation departments across the United States. Survey respondents were a mix of Assistant,Associate, and Full professors as well as non-tenure

Conference Session

ERM Technical Session 24: Studies on Socioeconomic Status

Collection

2019 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Educational Research and Methods

focuses on the storied expe- riences of socioeconomically disadvantaged students at intersections of race/ethnicity, class, and gender in engineering education.Dr. Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering) Allison Godwin, Ph.D. is an Assistant Professor of Engineering Education at Purdue University. Her research focuses what factors influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science

Conference Session

ERM Technical Session 3: Working in Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Adam Kirn, University of Nevada, Reno

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Diversity

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Educational Research and Methods

influence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos- ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering stu- dents’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research