Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Julianna S. Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Justin Charles Major, Purdue University; John Mark Froiland, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

class activities found in the scholarly literature. Thesepractices were grounded in experiential and cooperative learning such as visits from experts,round-table discussions, reflections, but still included traditional learning activities such asassigned readings and lectures. Outside the classroom, students actively worked with communitypartners to improve thriving in the community.Gratitude - Gratitude consists of feelings of appreciation for someone in response to receivingintentional benefits, especially at some cost to the benefactor [2], [3]. There are both interpersonaland intrapersonal benefits of gratitude. Gratitude is one of the strongest correlates to emotionalwellbeing [4], life satisfaction, optimism, and reduced anxiety [5]. In

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Tedstone, Clemson University; Karen A. High, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of criticalthinking (Chinn et al. 2014). Both the broad term of critical thinking and the more niche term ofsystems thinking share similar meanings of thoughtful analysis or analytical reasoning, and callto mind King & Kitchener’s Reflective Judgement Model (King & Kitchener, 1994, 2001, 2004),a stepping stone between the cognitive development research started in the 1970s and morerecent epistemological research. This researcher argues that discovering the epistemic beliefs offaculty and the ideas being disseminated to students in their chemical engineering classroomswill prove useful in the field of chemical engineering education as well as related academicfields concerned with systems and critical thinking.TheoryResearch preceding

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

recognize the existing efforts of educators and fostertheir curricula and scholarship ideas. A series of three workshops were conducted in 2018 byvisiting educators engaged in engineering education at both two and four-year HSIs. Before,during, and after the workshop series, attendees were asked to reflect on three guidingeducational philosophies: intrinsic motivation, students as empowered agents, and designthinking. Thirty-six engineering educators from thirteen HSIs from across the Southern UnitedStates participated in one of two, two-day workshops where attendees prototyped examples ofhow they would implement these philosophies at their home institution. Using these prototypes,participants identified the assets they already had and resources

Conference Session

ERM Technical Session 14: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Catholica de Chile; Sergio Celis, Universidad de Chile; Mar Pérez-Sanagustín, Université Paul Sabatier Toulouse III; Jorge Baier, Pontificia Universidad Católica de Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, soteaching staff are dealing with larger workload [6], [8]. Consequently, they spend less timereflecting about curriculum and teaching practices [9], [10], and they resist to fulfillingadditional assessment requirements at a program level [4]. Besides lacking opportunities to reflect, most faculty lack opportunities to collectand analyze meaningful learning data due to the complexity of assessing student learningoutcomes on a program level [11]. To deal with this challenging but essential task,teaching staff rely on both quantitative (e.g., quiz results, test scores, mid-term students’satisfaction and end-of term evaluations) and qualitative data (e.g., open-ended responsesto end of term comments from students and colleagues) to identify

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

others would also consider your recovery successful/unsuccessful? Why or why not? g. Has your event affected your future behavior? Based on their class section, participants were either given the “unsuccessful” recovery or“successful” recovery first, followed by the other option. This difference was implemented tomitigate the potential effects of the first failure type reflection on the answers for the other (i.e. anegative reflection could influence the next positive reflection). How an individual responds tofailure can give a good amount of information pertaining to the general trends of saidindividual’s motivation. For analysis of this qualitative data we used emergent thematic analysisto code and subsequently identify thematic

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). Rather than establishing this binary, we think it might be helpful toconsider positivism and interpretivism along continua or spectra, in which ICR measures mightbe helpful in the context of some qualitative studies but inconsistent in the context of others. Tofurther raise questions about the use of ICR, we next describe our own qualitative work inengineering educational research and we describe our discussions and considerationssurrounding ICR in our attempts to ensure quality in our own qualitative research. Intercoder Reliability and Quality: Reflections on a Qualitative Multiple Case StudyTo contextualize our discussion of ICR measures and quality, we begin with a brief descriptionof our own ongoing qualitative work: a multiple case study

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, Tufts University; Douglas Matson, Tufts University; Hernan Gallegos, Tufts University; Luisa Chiesa, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering and education to aid the generations who aim to become future engineers.Luisa Chiesa, Mechanical Engineering, Tufts University c American Society for Engineering Education, 2019 Work-in-Progress: Learning Assistant “Noticing” in an Undergraduate Engineering Science CourseMany engineering educators are exploring new approaches to support more productive learningbehaviors during required engineering science courses. These approaches range from pedagogyworkshops for faculty to programs fostering student reflection and meta-cognition. Someengineering departments are also establishing “learning assistant” (LA) programs thatincorporate pedagogically trained undergraduate students as

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

selected to gain a broadrepresentation of the engineering disciplines (bioengineering, computer science, chemicalengineering, civil engineering, electrical engineering, industrial engineering, and mechanicalengineering) and age (millennials with a mean age of 22.1 years). The social groups used toidentify the students reflected diversity in self-identified gender (15 female, 15 male, and 2transgender) and race/ethnicity (9 Asian, 9 White, 4 Black/African American, 7 Hispanic/Latino,and 3 multiracial students). As mentioned above, students were asked open ended questions onattributes of leaders and the findings presented in this paper focus specifically on 10 questionsrelated to prototypical attributes of leaders. Samples of these questions

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. One of the degree plans is housed in a traditional engineering department whereidentity formation is implicit (i.e., our control group), and one is a non-traditional engineeringdegree plan where identity development is explicit. Therefore, before describing the researchmethods used to assess engineering identity development of students in both departments, whatfollows is a summary of how the departments implicitly and explicitly attempt to developengineering identity, particularly in the non-traditional department.Engineering identity development in the non-traditional department is scaffolded across a rangeof activities, from project-based learning and reflection to the deliberate study of other identities,such as entrepreneur and leader. By

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

importance of understanding the career preparation process, researchersshould endeavor to develop knowledge that reflects the lived experiences of individuals makingdecisions about their future careers.In engineering education, two gaps in the literature currently limit the extent to which careerresearch reflects individuals’ lived experiences. First, existing studies in engineering educationresearch often make assumptions of what “counts” as an engineering career. Typically, onlypositions in industry or academia in engineering sectors are counted towards retention. Second,studies often treat career decision-making as a logical, cognitive process, ignoring the pervasiveinfluences of personal identities and belonging. The proposed study has

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mackenzie Beckmon Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Benjamin Okai, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Benjamin Okai, Harding University Benjamin Okai is a Postdoctoral Research Associate and an instructor at Harding University. By profes- sion, I’m a counselor educator and supervisor with a strong motivation and active engagement in scholar- ship and research in psychosocial studies simply because through these academic professional endeavors my professional growth and development can be enhanced, contribute to the body of research in psychol- ogy and social sciences, develop a strong network with colleagues

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

developed by one of the authors, but which evolvedwith additional insight as additional people reviewed the transcripts. Each interview wasreviewed and coded by at least two authors. The lead author eventually selected the quotesthat most reflected the codes and themes that had developed iteratively by the team.Survey DataAfter completing interviews, we conducted pilot surveys to determine how widespread thepatterns identified in the interviews were. Anonymous, online first-year and junior surveyswere administered to all students registered in engineering programs via Qualtrics software.--These students who responded are not statistically representative of either class (31.98% offirst-year students and 44.0% of juniors, see Table 2), but samples

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

Tagged Divisions

Educational Research and Methods

reflect the context of studentsentering the College of Engineering and validated them for internal consistency, removingindividual survey items due to poor factor loading when necessary. Sample items for bothscales are shown in Tables 2 and 3. All items measuring students’ experiences withinstitutional tactics and proactive behaviors were measured using a seven-point Likert scale,with 0 = Strongly Disagree and 6 = Strongly Agree.Table 2. Summary of institutional tactics including Cronbach’s alpha (α) for each scaleTable 3. Summary of proactive behaviors including Cronbach’s alpha (α) for each scaleInstitutional TacticsIn order to measure students’ experiences with institutional tactics, we adapted scalespublished by Jones (1986) for a university

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

each day.Participants & the Class Portrait ProjectFifteen students, ages 14 to 16, at a public high school participated in the maker club – 7 boys, 7girls, and 1 gender non-binary. The club demographics reflected those of the school as a whole –5 African-American, 3 Latinx, 3 White, and 4 multiracial. Most students were from low tomiddle income families. In this paper, we focus on the work of one group, in which there werethree young women -- Casey, Deonne and B -- and one young man -- B’s brother Isaiah.Three members of the group – Casey, Deonne, and Bi – shared a homeroom, and decided tocreate a light-up Class Portrait. The portrait as initially envisioned would include a photo of allstudents in the class and use LEDs embedded in the

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Joshua Bourne Reed, Rowan University; Richard T. Cimino, Rowan University; Stephanie Farrell, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Responses that reflected the second most frequent codes, “Broader Scope,” and“Solution-Focused” focused on the diversity/inclusivity issue implied in the scenario and eitherapplied the proposed solution to other, similar issues (broader scope) or tried to find acompromise between the parties involved (solution focused). Subject 719: Broader Scope​ ​“...[H]aving our school, our university associating with that person could make other people feel, think that the school associates with those views.” Subject 539: Solution-Focused​ ​“...I would offer to talk to the professor about my feelings towards the speaker coming, and then I would also offer if the speaker's not speaking for the entire class, to excuse myself, to say

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua M. Cruz, Texas Tech University; Noa Bruhis, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education. c American Society for Engineering Education, 2019 WIP: Epistemologies and Discourse Analysis for Transdisciplinary Capstone Projects in a Digital Media ProgramAbstract: This work in progress explores the epistemologies and discourse used byundergraduate students at the transdisciplinary intersection of engineering and the arts. Ourresearch questions are focused on the kinds of knowledge that students value, use, and identifywithin the context of an interdisciplinary digital media program, and exploring how theirlanguage reflects this. Our theoretical framework for analyzing epistemology draws uponqualitative work in STEM epistemology [1]–[3], domain specificity [4], [5

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. c American Society for Engineering Education, 2019 WIP: Practice-Facing Equity Bifocals for University Makerspaces[I’m thinking about... ] Nasir’s work on achieving equity throughdiversity, “successful learning contexts also attend to students’ need fora sense of belonging and identification” through the organization of thepractice itself and the social interactions that occur [1]. How was thiscontext not a place where this student felt he could ask which machine hecould

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

Tagged Divisions

Educational Research and Methods

and Lucas [15]. The study will be exploratory and the intervieweeswill be asked to give their personal perceptions of how they see the phenomenon and alsoregarding how and why they have developed those viewpoints.One week before the interview, the interviewees will receive the interview protocol, includingthe questions and short texts presenting the three contemporary challenges the informants aresupposed to reflect upon. The following questions will form the basis for the interview. 1. How do you think these challenges affect the development of your discipline and the educational program(s) you are involved in? 2. What do you expect the situation to be 10 years from now? 3. How do you prepare your students for the future with

Conference Session

ERM Technical Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lauge Peter Westergaard Clausen, Technical University of Denmark; Jason Bazylak, University of Toronto; Steffen Foss Hansen, Technical University of Denmark; Redante Delizo Mendoza

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

classes pose.In order to address these research needs, we first reviewed the literature on what constitutesgood teaching and reflect upon identified criteria and their feasibility when it comes to largeclasses. Second, we identified Team-based learning (TBL) and active learning exercises(ALEx) as two teaching methods, which have been proposed in the literature as alternatives toconventional teaching [5],[6]. Furthermore, these innovative TMs may have potential forwidespread implementation in university teaching. Third, we analyzed and evaluated the twoidentified TMs against the identified criteria for good teaching of large classes and we discussthe limitations of our study and how the pros of both methods can, in theory, be used to

Conference Session

ERM Technical Session 6: Technology-enhanced Instruction and Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brandon Xavier Karcher, Bucknell University; Beth M. Holloway, Purdue University, West Lafayette; Brittany Pierson, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #27043Engineering Education and Quantified Self: Utilizing a Student-CenteredLearning Analytics Tool to Improve Student SuccessBrandon Xavier Karcher, Bucknell University Brandon is a Digital Pedagogy & Scholarship Specialist at Bucknell University. His work centers around instructional design, educational technology, and pedagogy. Current interests are reflective learning, student-centered design, and learning analytics. He received his B.S. at Southeast Missouri State in Graphics and Multimedia and an M.S. in Computer Graphics Technology at Purdue University.Dr. Beth M. Holloway, Purdue University, West Lafayette

Conference Session

ERM Technical Session 8: Survey and Instrument Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

as children, and fourstudents did not cite either one of these experiences. The different experiences of first-generationcompared to continuing-generation college students were further captured by interview questionsthat asked students to think back to experiences/activities they engaged in as children oradolescence and determine if they now see them as engineering related experiences. By askingstudents to reflect on the pre-college activities that fostered their interest in engineering, we wereable to understand the cultural and historical practices that brought them to seek an engineeringdegree. With this theme, we sought not to capture every micro experience students have had intheir life, rather obtain a general understanding of the

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel Meeroff, Florida Atlantic University; Donna Chamely-Wiik, Florida Atlantic University; William R. Kwochka, Western Carolina University; Evelyn Marques Frazier, Florida Atlantic University; Jordan Merritt, Florida Atlantic University; Michael Aldarondo-Jeffries, University of Central Florida; Alison I. Morrison-Shetlar, Western Carolina University; Kimberly R. Schneider, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, 1524601, and 1524607. Any opinions, findings and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References1. K. Schneider, A. Bickel, and A Morrison-Shetlar, “Planning and implementing a comprehensive student-centered research program for first-year STEM undergraduates,” Journal of College Science Teaching, vol. 44, no. 3, pp. 37-43, 2015.2. K. Schneider and A. Bickel, “Undergraduate research apprenticeship model: graduate students matched with STEM first-year mentees,” Council on Undergraduate Research Quarterly, vol. 36, no. 1, pp. 25-31, 2015.3. J. Frechtling. “The 2002 user-friendly handbook for project evaluation,” National

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)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

National Science Foundation for their support through a Graduate ResearchFellowship (DGE-1333468). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] C. E. Foor, S. E. Walden, and D. A. Trytten, ““I wish that I belonged more in this whole engineering group:" Achieving individual diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, 2007.[2] J. M. Smith and J. C. Lucena, “‘How do I show them I’m more than a person who can lift heavy things?’ the funds of knowledge of low income, first generation engineering students,” J. Women Minor. Sci. Eng., vol. 22, no. 3, pp. 199–221, 2016.[3

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Olusola Olalekan Adesope, Washington State University; Negar Beheshti Pour, Washington State University; Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students to work cooperatively in interactive learning groups. Participants were then asked to complete an online Figure 1. Venturi survey administered over Qualtrics© at the end of the semester. flow meter The survey prompted participants to reflect on their LC- DLM instruction and report how well they believed being taught concepts with LC-DLM influenced their learning experience Figure 1. Venturi flow meter compared with other course concepts they learned with regular lectures in the same class. Participation in theexperiment was

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

traumatic events are perceived and handled within engineering environments by allmembers of the engineering education community. Specifically, the messaging around emotionalexpression should be examined to determine what explicit and implicit barriers are constructed inengineering. Through advanced understanding in this area we can begin to create models thatsupport students through challenges that manifest in and out of the engineering classroom.AcknowledgmentsThis work was funded by grants from the National Science Foundation (EEC-1531586/1531174,DGE-1333468). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elvia Castro, Tecnologico de Monterrey (ITESM); Iliana López MS, Tecnologico de Monterrey; Genaro Zavala, Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

as density, transitivity, and reciprocity in the network [2]. This approach is amethodological and pedagogical innovation because it has the potential to inform and providefeedback about the participants’ work, promote reflection on their collaborative practices andcontribute to cohesion, dialogue and the flow of knowledge within the team to continuouslyimprove the internalization of the new educational model.Keywords: Educational Change, Teacher Collaboration, Social Network Analysis, EducationalInnovationResearch Background and MotivationThis work-in-progress research is being carried out at a large multi-campus private university inMexico and focuses specifically on the area of engineering and sciences. The institution ischaracterized by

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Nativeand Native Hawaiian or other Pacific Islander students was too low to draw meaningfulconclusions about racial differences in scholarship receipt. The source of these racial/ethnicdifferences is unknown. For instance, they might reflect different levels of opportunity forscholarships or differential application processes for scholarships, as we did not measure whetherstudents had applied for, but not received, a scholarship. The phi value indicates that this overalleffect size for the distribution of scholarships across race/ethnicity was small.Research Question 2With respect to research question 2, there were statistically significant differences in motivationbetween scholarship recipients and non-recipients. More specifically, independent

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

because culture influences what constitutesintelligence and intelligent acts [9, 10]. Indeed, conceptions of “smartness” in school often caterto analytical abilities, while ignoring other types of intelligence, such as creative or practicalabilities [11]. This emphasis on analytical abilities is magnified even further in engineeringschool, where math and engineering science dominate the curriculum. This cultural norm ofvaluing analytical intelligence above all else reflects white, middle class constructions ofintelligence. This reality contributes to the exclusionary narratives about who belongs inengineering as the qualities that are revered in academia (e.g., brilliance, rigor, seriousness,rationality, objectivity, etc.) are all traditionally

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

each team as well as expert involvement.Table 1Additional details on the composition of each team, as well as relevant information on the SIL experts. Data Collection and Analysis During the IDC, the first author assumed the role of a non-participant observer and collected all the data used in this study. Following an ethnographic approach, he did not engage in any of the activities in which the students participated throughout the IDC and interacted with them only when observation alone did not provide data on instances he believed to be relevant to answering the overarching research question (e.g., when participants worked quietly, independently, or engaged in self-reflection). Main sources of data consisted of extensive field notes, videos

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

asking the participants about their “story” (for example, “How did you get intoengineering?”), followed by reflecting on their engineering identity, sense of belongingness inengineering for themselves and for other students, and their present and future activities and plans in CE.Interviews were conducted by two members of the research team and were approximately one hour long.Qualitative Data AnalysisInterviews were professionally transcribed, and transcripts were reviewed by the interviewers to correcterrors. Initial qualitative analysis was conducted using descriptive coding (Miles and Huberman, 1994);responses to questions about belongingness were coded with the intention of capturing how participantsdescribed their sense of belongingness in