Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

Paper ID #31462Impacting Students from Economically Disadvantaged Groups in anEngineering Career PathwayDr. Manuel Jimenez, University of Puerto Rico, Mayaguez Campus Dr. Jimenez is a professor at the Electrical and Computer Engineering Department in the University of Puerto Rico Mayaguez (UPRM). He earned his B.S from Universidad Autonoma de Santo Domingo, Do- minican Republic in 1986, M.S. from Univ. of Puerto Rico Mayaguez in 1991, and Ph.D. from Michigan State University in 1999. His current teaching and research interests include design, characterization, and rapid prototyping of information processing systems

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lara Cristina Perez-Felkner, Florida State University; Chelsea D. Shore, Florida State University; Tarik J. Dickens, Florida A&M University; Mingchia Dawn Yang, Florida A&M University

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Diversity

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Educational Research and Methods

influence their college and career outcomes. She focuses on the mechanisms that shape entry into and persistence in institutions and fields in which they have traditionally been underrepresented. In particular, she investigates racial-ethnic, gender, and so- cioeconomic disparities in post-secondary educational attainment and entry to scientific career fields. Dr. Perez-Felkner’s work has been published in journals including New Directions in Institutional Research, Developmental Psychology, Frontiers in Psychology, Journal of Higher Education, Journal of Latinos and Education, and Teachers’ College Record, as well in several edited volumes and news outlets. Her work has been supported by external agencies, including the

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin; Chi-Ning Chang, University of Kansas; Audrey Boklage, University of Texas at Austin; Raymundo Arroyave, Texas A&M University

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Educational Research and Methods

Paper ID #28626Non-Academic Career Pathways for Engineering Doctoral Students: AnEvaluation of an NSF Research Traineeship ProgramMs. Maya Denton, University of Texas at 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 Engi- neering from Purdue University. Prior to attending UT-Austin, she worked as a chemical engineer for an industrial gas company.Dr. Maura Borrego, University of Texas at Austin Maura Borrego is Director of the Center for Engineering Education and

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Educational Research and Methods

Paper ID #29970Exploring the Early Career Pathways of Degree Holders from Biomedical,Environmental, and Interdisciplinary/Multidisciplinary EngineeringMs. Jacqueline Rohde, Purdue University-Main Campus, West Lafayette (College of Engineering) Jacqueline A. Rohde is a third-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.Jared France

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

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Educational Research and Methods

non-traditional, second- career, engineering students.Dr. Konstantin Cigularov, Old Dominion University Dr. Konstantin Cigularov is an Associate Professor of Industrial and Organizational Psychology in the College of Sciences at Old Dominion University. He holds a Ph.D. from Colorado State University in Industrial-Organizational Psychology and a B.S. in Banking and Finance from the University of Eco- nomics in Bulgaria. As the Director of the Leadership and Employee Assessment and Development Re- search Lab, Dr. Cigularov has investigated various organizational issues related to leadership and culture, employee burnout and stress, as well as training programs and interventions. Dr. Cigularov has extensive

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

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Diversity

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Educational Research and Methods

Mexico State University I am a senior undergraduate student in computer science and sociology at New Mexico State University. Currently, I work as a research assistant for the New Mexico Alliance for Minority participation studying student persistence and retention in STEM disciplines. American c Society for Engineering Education, 2020 WIP: Investigating the Impact of Engineering Identity, Belonging and Career Commitment on Early Postsecondary OutcomesAbstractThis work in progress paper describes initial findings from a multi-cohort, longitudinal studydesigned to investigate engineering identity development and the role it plays in

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

Paper ID #30675Work in Progress: Survey Development of the Influence of EngineeringStudents’ Extracurricular Involvement on Career Aspirations andProfessional DevelopmentBeata Johnson, Purdue University-Main Campus, West Lafayette (College of Engineering) Beata Johnson is an Engineering Education Ph.D. student at Purdue University and recipient of an NSF Graduate Research Fellowship. She received her BS in Chemical Engineering from Purdue University. Her research interests include extracurricular and experiential learning in engineering education, students’ pathways through engineering education, and transition to the

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brittany C. Bradford, Rice University; Margaret E. Beier, Rice University; Megan McSpedon, Rice University; Michael Wolf, Rice University

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Educational Research and Methods

Paper ID #29704Examining STEM Diagnostic Exam Scores and Self-Efficacy as Predictors ofThree-Year STEM Psychological and Career OutcomesMs. Brittany C. Bradford, Rice University Brittany C. Bradford is a fifth-year graduate student in industrial and organizational psychology at Rice University, working with Dr. Margaret Beier. She graduated from Texas Christian University with a B.B.A. degree in finance and from Rice University with an M.A. in Psychological Sciences. Her research interests include education, learning, and motivation.Dr. Margaret E. Beier, Rice University Margaret Beier is a Professor of Psychology at

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

World as We Know It, and I Need a Job: A Qualitative Exploration of Mid-Year Engineering Students' Future Possible CareersAbstractThis research paper on students’ future possible careers is situated in a larger mixed methodsstudy exploring mid-year engineering students’ motivations related to their future possiblecareers. Previous work has demonstrated the importance of motivation in engineering forimproved academic performance and retention. Our work is situated in the future-orientedmotivation frameworks of future time perspectives (FTP) and future possible selves (FPS). Inthis study we further qualitatively explore the perception of a group of students who have beenquantitatively identified as having

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah A. Wilson, University of Kentucky; Renee Kaufmann, University of Kentucky

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Educational Research and Methods

undergraduate education. This passion led her to pursue a career as a lecturer, where she could focus on training undergraduate chemical engineering students. She has been teaching at UK since 2015 and has taught Fluid Mechanics, Thermodynamics, Computational Tools and the Unit Operations Laboratory. She is especially interested in teaching scientific communication and integration of process safety into the chemical engineering curriculum.Dr. Renee Kaufmann, University of Kentucky, College of Communication and Information, School of Informa-tion Science c American Society for Engineering Education, 2020 “All communication is important”: Comparison of Incoming FreshmenCommunication Expectations to

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Samantha N. Cruz, Arizona State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Taylor Lightner, Virginia Polytechnic Institute and State University

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Educational Research and Methods

. Participants on a non-traditional career track reportedgreater awareness of published research than those on a mid-career track. Engineering educationresearchers reported greater awareness, influence, and implementation of published research thanengineering education practitioners. Implications of findings, such as future directions and waysfor improving attitudes toward research in engineering education, are discussed.Introduction Over the past several years, the field of engineering education has been striving forchange at a systemic level (Center for Science, Mathematics, and Engineering Education, 1999;Elrod & Kezar, 2017; Reinholz, Corbo, Dancy, Finkelstein, & Deetz, 2014). Many have pointedto research as the path by which

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

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Diversity

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Educational Research and Methods

outcomes [18].Our internal (unpublished) assessments have also shown that math ACT score is the mostreliable predictor of student persistence among the standard admissions criteria. Specifically, weaddressed the following research questions: (1) How are college entrance exam scores and HSGPA related to achievement (i.e., GPA), persistence in engineering, and engineering career intentions at the end of college? (2) Are the relations of college entrance exam scores and HSGPA to achievement, persistence, and career intentions explained by initial levels and changes in engineering students’ self-efficacy?Aligned with social cognitive theory [9], we hypothesized that prior achievement would informstudents’ self-efficacy beliefs

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mahmoud Khasawneh, Texas A&M International University; John C. Kilburn Jr., Texas A&M International University; Jared Romeo Dmello, Texas A&M International University; Daphne Elizabeth Sanchez, Texas A&M International University; Alicia Segovia, Texas A&M International University

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Diversity

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Educational Research and Methods

, including STEM. While MSIs attempt to bridge educationalgaps seen in these students with pre-college resources, first year mentoring, and tutoringsessions, awareness and participation in URE is not prevalent at a MSI. Participation in suchactivities, however, has been linked to improved career prospects and an increase in thenumber of students seeking graduate degrees. Past studies [1],[2],[9] have suggested that aninitial interest in STEM does not necessarily continue throughout undergraduate education witha higher number of students requesting major changes and/or prolonging their graduationtimeline. This paper proposes to identify current notions and perceptions surroundingundergraduate research of STEM students at a mid-sized MSI along the U.S

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

trajectories of early-career graduatestudents and senior-level undergraduate students as they consider graduate school. To thisend, we qualitatively examined a corpus of N=50 personal statements, taken from winners ofthe NSF Graduate Research Fellowship Program in one award cycle, to understand thetrajectories that researchers take going into graduate school. Current graduate engineeringenrollment numbers are declining with engineering doctoral attrition rates estimated to beabout 24% and 36% for males and females, respectively. Students from traditionallyunderrepresented minority groups record doctoral attrition rates higher than 50%. This studyemploys the lens of Stewardship Theory, a theory commonly used to characterize thepractices and activities

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Gabriella M. Sallai, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Educational Research and Methods

for graduate school are more important thanpreviously established: Students coming in with uncertain goals and expectations often considerdeparting from their PhD programs. This paper presents interviews with N=35 current engineeringgraduate students, exploring their perceptions for what they thought graduate school would be like.The semi-structured interview protocol probed students to think back on their transitions into theirgraduate programs, expectations for the graduate school experience, and whether thoseexpectations were proven false or were validated. Findings show that those students whoseexpectations were incorrect and resulted in negative experiences were more likely to considerleaving their programs later in their career as a

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Educational Research and Methods

to consider howthese factors interact with one another. Students’ affective attributes are complex in nature; thus,research methods and analyses should holistically examine how these attributes interact, notsimply as a set of distinct constructs. Prior research into engineering students’ affectiveattributes, in which we used a validated survey to assess student motivation, identity, goalorientation, sense of belonging, career outcome expectations, grit and personality traits,demonstrated a positive correlation between perceptions of belongingness in engineering andtime spent in the program. Other prior research has examined interactions between affectiveattributes, for example engineering identity as a predictor of grit (consistency of

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced

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Diversity

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Educational Research and Methods

community facing engineering student-lead projects, and produced more than 200,000 community service hours. Butler brings faculty and industry partners together to mentor and support these student projects as students gain real-world experiences the necessary skills for future careers. American c Society for Engineering Education, 2020 STEM Energy Education in California San Joaquin ValleyBackgroundThere are significant educational equity gaps that exist in STEM fields for underrepresentedminority (URM) students who live in the San Joaquin Valley. URM students are defined as non-white and non-Asian, though it is recognized that there are subpopulations of URM

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

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Educational Research and Methods

Paper ID #29189”Adversary or Ally”: Undergraduate Engineering Students’ Perceptions ofFacultyMr. H. Ronald Clements III, Purdue University H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for Purdue’s Engineering Education department for the 2020-2021 year. He works with Dr. Allison Godwin on her NSF CAREER grant titled ”Actualizing Latent Diver- sity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews and helping to understand the identity trajectories of latently

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville

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Diversity

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Educational Research and Methods

. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Rachel McCord, The University of Tennessee at Knoxville Rachel McCord is a a Lecturer and Research Assistant Professor in the Engineering Fundamentals Divi- sion at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan Thomson Tripathy, University of Massachusetts, Lowell; Kavitha Chandra, University of Massachusetts, Lowell; Diane Reichlen, University of Massachusetts, Lowell

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Diversity

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Educational Research and Methods

students. In 2018 and 2019, she collaborated with Dr. Kavitha Chandra to utilize participatory action research (PAR) as an evaluation approach for the Research, Academics, and Mentoring Pathways (RAMP) summer program for first-year female engineering students.Prof. Kavitha Chandra, University of Massachusetts, Lowell Kavitha Chandra is the Associate Dean for Undergraduate Programs and Professor of Electrical and Com- puter Engineering in the Francis College of Engineering at the University of Massachusetts Lowell. She directs the Research, Academics and Mentoring Pathways (RAMP) to Success program that aims to estab- lish successful pathways to graduate school and interdisciplinary careers for new undergraduate students

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qin Liu, University of Toronto; Greg Evans, University of Toronto

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Educational Research and Methods

introduced to courses, programs or curricula,often from the perspective of instructors and educators. Research on student learning andassessment typically examines engineering students’ learning experiences and perceptions, andcontributing factors to their learning outcomes such as academic achievement and competencydevelopment. Research on retention and diversity of engineering students addresses how toretain engineering students in their engineering studies, particularly female and other minoritystudents. Other possible research areas include paradigms, methodologies and communities ofengineering education research itself; academic and career pathways of engineering students;admission process of engineering students; engineering workplace practice

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Forney, Loyola Marymount University; Sunai Kim, Loyola Marymount University

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Educational Research and Methods

efforts focus on counterfactual reasoning for recommender systems that can employ the intended choices of those being advised to create better policies. He is interested in applying these systems in real-world scenarios with human advisees to assess their effect on quality of education. He also works closely with the Seaver College First-Year Advising Committee, attempting to help first-year STEM students begin their college careers through data-driven analyses that concert his backgrounds in Computer Science and Psychology.Dr. Sunai Kim, Loyola Marymount University Sunai Kim is an Assistant Professor in Civil Engineering with a specialty in Structural Engineering and is a licensed structural engineer in the state of

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods

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 and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award

Conference Session

Instruments and Methods for Studying Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University; Adam R. Carberry, Arizona State University; Alison Cook-Davis, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wendy M. Barnard, Arizona State University; Megan O'Donnell, Arizona State University; Wilhelmina C. Savenye, Arizona State University

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Educational Research and Methods

included. Questions and items associated with the category “future plan” exploredERC participants’ future career and academic plans following their participation in the ERC.Questions and items associated with the category “program satisfaction” allowed ERCparticipants to give feedback on their overall ERC experience.The final step was to develop an appropriate method for presenting items for a given category.Items pertaining to understanding the ERC, skill sets, mentorship experience, and climate ofinclusion were presented using a scale from 0 to 100. Items addressing future plans werepresented as binary items, while program satisfaction items were presented as a combination ofLikert-type, binary, and open-ended items. Additional demographic items

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

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Educational Research and Methods

gainedsupport and insider knowledge of their department, and mentors gained communication andinterpersonal skills. Dennehy and Dasgupta’s [10] research concluded that female peer mentorsseemed to increase belonging, confidence, and motivation of female first-year mentees.Mentoring can provide different functions, commonly separated into the categories ofpsychosocial support (i.e., encouragement, counseling, role modeling) and career / instrumentalsupport (i.e., skill-building, evaluating, acknowledging achievements) [7, 8, 10]. Additionally,mentoring can be either formal (structured / intentional) or informal (developed organicallybetween the mentee and “a more experience[d] individual with whom the mentee has regularcontact” [7, p. 37

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University

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Educational Research and Methods

benefit of teamwork is the chance to develop new interest. At first, I had no idea with this problem, but when other members discussed it and asked teachers, I realized I don’t know the answer either. The problem is worthy to explore. It’s good and interesting to try and learn new things.” —— KaroIdentify future career directions or job typesAs mentioned before, PBL provides a simulation of real engineers’ work, which could influencestudents’ decisions of future career directions. As reported by Ida, she got work-related experienceand developed interests in working as a project team through PBL. She found her future careerdirection and she was on the right way to become an engineer by equipping herself with professionalcompetences through

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

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

applied this advice throughout his life. William stated that “becausefrom a socioeconomic status and…I want to provide for my family, these are people that are likeme, but they don’t necessarily look like me.”William graduated college and worked at a large company where he previously interned. Twelveyears ago, he left that company in order to begin his time at his current place of employment.During the time of the interview, William was in a leadership role and recognized that thecompany gave him opportunities to define a career path that did not exist before he beganworking there, but he questioned the rate of his advancement. He “has not been shy” to haveconversations about his “desire to advance”, but when the time came “it was always this

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

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Diversity

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Educational Research and Methods

Texas A&M University, post- graduate training in evaluation at The Evaluators Institute (TEI) at George Washington University and the AEA/CDC Summer Evaluation Institute. Besides teaching, she has worked as an evaluator in grants awarded by the National Science Foundation (NSF), National Institutes of Health (NIH), US Department of Agriculture (USDA), and National Oceanic and Atmospheric Administration (NOAA). Currently she is the internal evaluator for the projects Recruiting, Retaining and Engaging Academically Talented Students from Economically Disadvantaged Groups into a Pathway to Successful Engineering Careers (PEARLS) and for Building Capacity at Collaborative Undergraduate STEM Program in Resilient and

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maya Denton, University of Texas at Austin; Nathan Hyungsok Choe, Ohio State University; Maura J. Borrego, University of Texas at Austin; David B. Knight, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods

National Science Foun- dation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Ca- reer Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.Dr. David B Knight, Virginia Polytechnic Institute and State University David B. Knight is an Associate Professor and

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

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Educational Research and Methods

institutions to enhance their experience indesign and/or leadership roles, and thus attract employers of interest [6], [10].Other students engage in undergraduate research opportunities as an alternative venue given itsimmediate and long-term benefits [5], [6], [12], [17], [25], [27], [32]. Research efforts indicatethat undergraduate students participating in research obtain greater confidence in research andprofessional abilities, attest awareness of a graduate school environment, gain significant growthin structuring and conducting research project, and pursue STEM careers and Ph.D. studies post-graduation [3], [25], [26], [27].Nonetheless, procuring internship positions, joining research groups, or being accepted intograduate school, highly depends