Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yi Cao, Virginia Tech; Qin Zhu, Virginia Tech; Jennifer M. Case, Virginia Tech

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Diversity

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Educational Research and Methods Division (ERM)

methodological paradigm.Such an exercise can further help us develop some contextual knowledge that will prepare us toconduct qualitative research in Chinese engineering classrooms.Reference[1] B. M. Olds, B. M. Moskal, and R. L. Miller, “Assessment in Engineering Education: Evolution, Approaches and Future Collaborations,” Journal of Engineering Education, vol. 94, no. 1, pp. 13– 25, Jan. 2005, doi: 10.1002/j.2168-9830.2005.tb00826.x.[2] A. W. Astin, Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Rowman & Littlefield Publishers, 2012.[3] D.-M. Duşe and C. Duse, Engineering education in a highly globalised world. 2008.[4] S. O. Shaposhnikov and E. Yu. Yatkina

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Tugba Karabiyik, Purdue University at West Lafayette (COE); Lan Jin; Kris Acheson-Clair, Purdue University Programs

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Diversity

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Educational Research and Methods Division (ERM)

18:56:09, 2022, doi: 10.1186/s40594-022-00347-x.[13] S. Swartz, B. Barbosa, and I. Crawford, “Building intercultural competence through virtual team collaboration across global classrooms,” Bus. Prof. Commun. Q., vol. 83, no. 1, pp. 57–79, 2020.[14] P.-S. D. Chen, A. D. Lambert, and K. R. Guidry, “Engaging online learners: The impact of Web-based learning technology on college student engagement,” Comput. Educ., vol. 54, no. 4, pp. 1222–1232, 2010.[15] C. C. Robinson and H. Hullinger, “New benchmarks in higher education: Student engagement in online learning,” J. Educ. Bus., vol. 84, no. 2, pp. 101–109, 2008.[16] X. Du and A. Kolmos, “Increasing the diversity of engineering education–a gender analysis in a PBL

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura Ngoc Nhi Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma; Jude Okolie, University of Oklahoma; Moses Olayemi, The University of Oklahoma

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Educational Research and Methods Division (ERM)

place of actual computer games geared towards engineering design and learning. Inthe future, there should possibly be more research on specific games or a push for more games thattarget game-based learning.References[1] C. V. de Carvalho, “Is game-based learning suitable for engineering education?,” in Proceedings of the 2012 IEEE Global Engineering Education Conference (EDUCON), Apr. 2012, pp. 1–8. doi: 10.1109/EDUCON.2012.6201140.[2] S. M. E. Sepasgozar, “Digital Twin and Web-Based Virtual Gaming Technologies for Online Education: A Case of Construction Management and Engineering,” Appl. Sci., vol. 10, no. 13, Art. no. 13, Jan. 2020, doi: 10.3390/app10134678.[3] Bajak, “Lectures aren’t just boring, they’re

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

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Diversity

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Educational Research and Methods Division (ERM)

Foundation, Google, and ResearchConsortium on STEM Pathways (2020). Hispanics & STEM. Retrieved from:https://www.studentresearchfoundation.org/wpcontent/uploads/2020/04/Hispanics_STEM_Report_Final-1.pdf[4] Hispanic Association of Colleges and Universities. (2021, April). Hispanic-Serving Institutionsacross the nation total 569. https://www.hacu.net/NewsBot.asp?MODE=VIEW&ID=3322[5] American Society for Engineering Education. (2016). Engineering by the Numbers: ASEERetention and Time-to-Graduation Benchmarks for Undergraduate Engineering Schools,Departments and Programs. Washington, DC: Brian L. Yoder[6] Gates, A., Roach, S., Villa, E., Kephart, K., Della-Piana, C., & Della-Piana, G. (2008). Theaffinity research group model: Creating and

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California San Diego; Minju Kim, University of California San Diego; Yu Li, University of California San Diego; Carolyn L. Sandoval, University of California, San Diego; Curt Schurgers, University of California San Diego; Marko V. Lubarda, University of California San Diego; Xuan Emily Gedney; Saharnaz Baghdadchi, University of California San Diego; Alex Phan, University of California San Diego

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Educational Research and Methods Division (ERM)

to reflect on the problem and their thought process and identify andcorrect their gap(s) in knowledge and/or misconceptions. They also need to be able to apply thekey concept of the question to other contexts through selectively abstracting core knowledge.Generating explanations about their thought process when answering exam questions provides astructured way for students to develop metacognitive skills. Such ability to abstract out the corestructural information from a given context has been promoted by self-explanation [14] andself-testing [24]-[25] in which students have a chance to metacognitively revisit the scope oftheir understanding of the materials.Along with metacognition, the expectation to explain one’s thoughts to someone else

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville

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Diversity

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Educational Research and Methods Division (ERM)

supported by the National Science Foundation under GrantNumbers 2346868 and 2144698. 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. We would like to express gratitude to Team Y for participatingin this study and for their willingness to open their meetings to us and provide feedback on theinitial drafts of this paper. We would also like to thank Dr. Nicola Sochacka for her insightfulfeedback and discussions as we analyzed our initial data. Finally, we would like to thank themembers of the ENLITE research team who gave feedback to the drafts of this paper.References[1] M. Borrego and L. K. Newswander

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianne Latimer, Georgia Institute of Technology; Mary Lynn Realff, Georgia Institute of Technology; Clara Blue Templin, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christie Stewart, Georgia Institute of Technology; Lesley Baradel, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Amy Bilton

Tagged Divisions

Educational Research and Methods Division (ERM)

landscape,” Can. J. Chem. Eng., vol. 97, no. 11, pp. 2870–2875, Nov. 2019.[2] J. N. Magarian and W. P. Seering, “Characterizing engineering work in a changing world: Synthesis of a typology for engineering students’ occupational outcomes,” J. Eng. Educ., vol. n/a, no. n/a, May 2021.[3] K. Moozeh, L. Romkey, N. Dawe, and R. Khan, “Identifying Signature Pedagogies in a Multidisciplinary Engineering Program,” in 2021 ASEE Virtual Annual Conference Content Access, 2021, p. 18.[4] L. Romkey, R. Khan, and N. Dawe, “What is Engineering Science? Defining a Discipline through a Cross-Institutional Comparison and a Multi-Institutional Workshop,” Proc. Can. Eng. Educ. Assoc., 2020.[5] S. Hawse and L. N. Wood

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Mario Bonilla; Miguel Santiago Valarezo; Miguel Andres Guerra, Universidad San Francisco de Quito

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Educational Research and Methods Division (ERM)

: Detection of Cheating at Online Examinations Using Deep Learning Approach -- A Case Study.”[8] Bonilla, J. M., Valarezo, M. S., Villacrés, B. D., and Guerra, M. A., 2023, “Board 44A: Work in Progress: Unannounced Frequent Examinations to Contribute Student Learning and Building Academic Integrity,” 2023 ASEE Annual Conference & Exposition.[9] Paucarina, S. E., Batallas, J. D., Guerra, M. A., and Guerra, V., 2023, “Board 44B: Work in Progress: TikTok Format Videos to Improve Communicating Science in Engineering Students,” 2023 ASEE Annual Conference & Exposition.[10] Knight, M., and Cooper, R., 2019, “Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Davis Ray; Joshua T. Hewes P.E., Northern Arizona University; Benjamin Z. Dymond, University of Minnesota Duluth; Robin Tuchscherer, Northern Arizona University

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Educational Research and Methods Division (ERM)

expressed herein represent those of the authorsand not necessarily those of the sponsors.References[1] J. D. Bransford, R. D. Sherwood, T. S. Hasselbring, C. K. Kinzer and S. M. Williams, "Anchored Instruction: Why We Need It and How Technology Can Help," Cognition, Education, and Multimedia, vol. 12, 1990.[2] The Cognition and Technology Group at Vanderbilt, "Anchored Instruction and Its Relationship to Situated Cognition," Educational Researcher, vol. 19, no. 6, pp. 2-10, 1990.[3] The Cognition and Technology Group at Vanderbilt, "Anchored Instruction and Situated Cognition Revisited," Educational Technology, Nashville, 1993.[4] Z. B. Dahalin and K. Suebsom, "Constructing a model for assessing knowledge

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew M. Grondin, University of Wisconsin - Madison; Michael I. Swart, University of Wisconsin - Madison; Arushi Renschler Pandey, University of Wisconsin-Madison; Katherine Fu, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Educational Research and Methods Division (ERM)

model mechanical systems using formal symbolic notations (i.e.,formalizations). To understand the nature of students’ reasoning, we analyzed students’discourse to explore two competing hypotheses: (H1) The Formalisms First (FF) hypothesis thatstudents report their mechanical reasoning predominantly using mathematical formalisms thattake on a disembodied, allocentric (observer) point-of-view; or (H2) the Grounded andEmbodied Cognition (GEC) hypothesis that students predominantly use independent speechwhich includes analogy and imagery to simulate the physical structure and function of anobject(s) using an embodied, egocentric (first-person) point-of-view in addition to an allocentricpoint-of-view. Qualitative results from discourse analysis of

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin L. Schaefer P.E., UH; Jorge Rosales; Jerrod A. Henderson, University of Houston

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Pennebaker, D. S. Berry, and J. M. Richards, “Lying Words: Predicting Deception from Linguistic Styles,” Pers Soc Psychol Bull, vol. 29, no. 5, pp. 665–675, May 2003, doi: https://doi.org/10.1177/0146167203029005010.[12] S. C. Kalichman and J. M. Smyth, “‘And You Don’t Like, Don’t Like the Way I Talk’: Authenticity in the Language of Bruce Springsteen,” Psychology of Aesthetics, Creativity, and the Arts, Jun. 2021, doi: https://doi.org/10.1037/aca0000402.[13] D. Monzani et al., “Emotional Tone, Analytical Thinking, and Somatosensory Processes of a Sample of Italian Tweets During the First Phases of the COVID-19 Pandemic: Observational Study,” Journal of Medical Internet Research, p. e29820, Oct. 2021, doi

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

Conference Session

Work-in-Progress Session: Exploring Learning and Development in Engineering Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Megan Ennis, University of Michigan; Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles

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Educational Research and Methods Division (ERM)

Sustainability: The Challenge of Integrating Social and Ethical Issues into a Technical Course. 2018 ASEE Annual Conference & Exposition Proceedings, 30402. https://doi.org/10.18260/1-2--30402Accreditation Board for Engineering & Technology (ABET) (2021)“Criteria for Accrediting Engineering Programs, 2020 – 2021—ABET”. https://www.abet.org/accreditation/accreditation-criteria/criteria-foraccrediting-engineering-program s-2020-2021/Benham, A., Callas, M., Fotherby, R., Jones, M., Chadha, J., Dobbin, M., & Johnson, A. W. (2021). Developing and Implementing an Aerospace Macroethics Lesson in a Required Sophomore Course. 2021 IEEE Frontiers in Education Conference (FIE), 1–9. https://doi.org/10.1109

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

Tagged Divisions

Educational Research and Methods Division (ERM)

, 2021. [Online].[17] M. Vijaylakshmi, P. Baligar, K. Mallibhat, S. M. Kavale, G. Joshi, and A. Shettar. “Transition from in-person learning to technology enhanced learning in engineering education: Faculty challenges,” Proceedings of the Frontiers in Education 2021 FIE conference, Lincoln, NE, USA, Oct. 13-16, 2021. [Online].[18] A. J. Martin, H. Nejad, S. Colmar, and G. A. Liem, G. A., “Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty,” Aust. J. Guid. Couns., vol. 22, no. 1, 58–81, 2012. doi: 10.1017/jgc.2012.8.[19] R. E. Ployhart and P. D. Bliese, “Individual adaptability (I-ADAPT) theory: Conceptualizing the antecedents, consequences, and measurement

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ifeoluwa Priscilla Babalola, Texas A&M University; Victor M. Ugaz, Texas A&M University; Bugrahan Yalvac, Texas A&M University

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Diversity

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Educational Research and Methods Division (ERM)

&M University Victor Ugaz is the Carolyn S. & Tommie E. Lohman ’59 Professor in Engineering Education in the Artie McFerrin Department of Chemical Engineering at Texas A&M University. He joined the faculty in Jan- uary 2003. His research focuses broadly on harnessing the unique characteristics of transport and flow at the microscale, with specific interests in microfluidic flows (both single-phase and nanoparticle suspen- sions), microchip gel electrophoresis, PCR thermocycling in novel convective flow devices, and construc- tion of 3D vascular flow networks for biomedical applications. Ugaz earned B.S. and M.S. degrees in Aerospace Engineering at The University of Texas at Austin, and a Ph.D. in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo; Alessandro Hill, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods Division (ERM)

, mathematics, engineering, and technology: A meta-analysis," Reviewof Educational Research, vol. 69, pp. 21-51, 1999.[8] ABET, "Criteria for Accrediting Engineering Programs, 2022-2023," [Online]. Available:https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2022-2023/.[9] J. Mott and S. Peuker, "Achieving High Functioning Teams Using Team Based Learning inFlipped Classrooms," Paper presented at the 2015 ASEE Annual Conference & Exposition,Seattle, Washington, 2015, doi: 10.18260/p.23482.[10] D.R. Bacon, K.A. Stewart, and W.S. Silver, "Lessons from the best and worst student teamexperiences: How a teacher can make the difference," Journal of Management Education, vol.23, pp. 467-488, 1999.[11

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caitlyn Berryhill, California Polytechnic State University, San Luis Obispo; Amanda Clara Emberley, California Polytechnic State University, San Luis Obispo

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Educational Research and Methods Division (ERM)

. 8 no. 3&4, 2007[6] S. Ahmed, K. M. Wallace, and L. T. Blessing, “Understanding the differences between how novice and experienced designers approach design tasks,” Research in Engineering Design, vol. 14 no. 1, pp. 1-11, 2003, https://doi.org/10.1007/s00163-002-0023-z[7] D. P. Crismond and R. S. Adams, “The Informed Design Teaching and Learning Matrix,” Journal of Engineering Education, vol. 101, no. 4, pp. 738-797, 2012.[8] S. D. Sheppard, et. al., “Knowing To” in Educating Engineers: Designing for the future of the field, Carnegie Foundation for the Advancement of Teaching, pp. 99-107, 2008.[9] E. A. Cech, “Culture of Disengagement in Engineering Education?,” Science, Technology, & Human

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emad A Mansour, University of South Florida

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Educational Research and Methods Division (ERM)

,” Educational Administration and Supervision, vol. 13, pp. 399–406, 1927.[3] S. A. Basow and J. L. Martin, “Bias in Student Evaluations,” in M. E. Kite (Ed.), Effective Evaluation of Teaching: A Guide for Faculty and Administrators, pp. 40–49, Society for the Teaching of Psychology, 2012.[4] W. J. McKeachie, “Student Ratings: The Validity of Use,” American Psychologist, vol. 52, no. 11, pp. 1218–1225, Nov. 1997. DOI: 10.1037/0003-066X.52.11.1218.[5] A. G. Greenwald and G. M. Gillmore, “Grading Leniency Is a Removable Contaminant of Student Ratings,” American Psychologist, vol. 52, no. 11, pp. 1209–1217, Nov.1997. DOI: 10.1037/0003-066x.52.11.1209.[6] J. Esarey and N. Valdes, “Unbiased, Reliable, and Valid Student Evaluations Can Still

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lily R. Liang, University of the District of Columbia; Briana Lowe Wellman, University of the District of Columbia; Rui Kang, Georgia College & State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

International Journal of Science and Mathematics Education, Journal of Social Studies Research, School Science and Mathe- matics, and Mathematics Teacher. She served as the Program Chair of the Special Interest Group (SIG) Democratic Citizenship in Education of the American Educational Research Association (AERA) from 2016 to 2018. She has taught high school mathematics and holds a clear renewable teaching certificate in mathematics in the state of Georgia. She currently serves as a Co-Principal Investigator (Co-PI) of a National Science Foundation (NSF) S-STEM grant. ©American Society for Engineering Education, 2023 Developing Post-pandemic Learning Community

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University; Assad Iqbal, Arizona State University

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Educational Research and Methods Division (ERM)

: https://doi.org/10.21061/see.67.17. J. S. Ge et al., “A Scoping Literature Review of Engineering Thriving to Redefine Student Success,” Studies in Engineering Education, vol. 2, no. 2, p. 19, Apr. 2021, doi: https://doi.org/10.21061/see.9.18. Tal Ben-Shahar, Happier: Learn the Secrets to Daily Joy and Lasting Fulfillment (McGraw Hill professional). The Mcgraw-Hill Companies, Inc, 2007.19. M. E. P. Seligman, Learned optimism. London: Nicholas Brealey Publishing, 2018.20. M. E. P. Seligman and M. Csikszentmihalyi, “Positive psychology: An introduction,” American Psychologist, vol. 55, no. 1, pp. 5–14, 2000, doi: https://doi.org/10.1037/0003- 066x.55.1.5.21. J. W. Creswell and C. N. Poth, Qualitative inquiry &

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Greg Evans P.Eng., University of Toronto; Oliver Pan, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

may not be a consensus about thedefinition and measurement of student engagement [15, 16]. While some maintain that“[s]tudents always lie at the heart of conversations about student engagement” (p. 3) [17], othersbelieve that it is important to recognize the role of postsecondary institutions in student 2engagement [18-20]. Consequently, it is posited that student engagement consists of twocomponents: (a) the extent to which students participate in educationally effective activities; and(b) the institutional resources, learning opportunities and services, and students’ perceptions ofthe institutional environment that supports student learning and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pablo Frank Bolton, Smith College; Liberty Rose Lehr, Smith College; Rahul Simha, The George Washington University; Michelle Lawson, Smith College

Tagged Divisions

Educational Research and Methods Division (ERM)

where students in the course were composed of 30% female and 70% male. A singlemidterm exam was administered in which students were provided a first tier MCQ with a SRQjustification (JSRQ) for each question (not for each choice). Students wrote a brief explanationthat was later scored on a 5-point Likert scale. The trial used four-choice MCQ-JSRQ items,scored by obtaining the weighted average of both tiers, with the JSRQ accounting for two-thirdsof each question’s weight.Another version of JMCQ was run at Smith College for Fall-2022 a CS1 course (in Python).Smith College is a historically women’s liberal arts college. The course was graded with aSatisfactory/Unsatisfactory grade (S/U) but was run in such a way that scores were usedthroughout as

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alex Phan, University of California, San Diego; Minju Kim, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Diversity

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Educational Research and Methods Division (ERM)

) - Interaction with a Prof/TA/Tutor/Reader during oral exams increased my motivation to learn 6 - Taking oral assessments made me more comfortable (or more likely) to reach out to the instructional team for help (such as office hours, email, or other methods). - Oral assessment(s) in this course have changed my studying strategy for learning - The oral assessment(s) increased my understanding of the

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Educational Research and Methods Division (ERM)

. https://www.springer.com/gp/book/97894017908716 Lipson, S. K., Zhou, S., Wagner III, B., Beck, K., & Eisenberg, D. (2016). Major differences: Variations in undergraduate and graduate student mental health and treatment utilization across academic disciplines. Journal of College Student Psychotherapy, 30(1), 23-41. https://doi.org/10.1080/87568225.2016.11056577 Danowitz, A., & Beddoes, K. (2018, April 29 - May 2), Characterizing mental health and wellness in students across engineering disciplines [Paper Presentation]. 2018 Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/295228 Jensen, K., & Cross, K. J. (2019, June 15-19). Student

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University; Tram Dang, Purdue University; Beata Johnson, Purdue University at West Lafayette (COE); Qian Shi, Purdue University; Cesare Guariniello, Purdue University; Daniel Delaurentis, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

area’s urbanicity and are less common in rural areas [39, p. 201], [40]. In agreement withthis, Saw and Agger [41] found that high schools in rural and small-town settings have less APmath and science class; have less math and science fairs; are less likely to sponsor after schoolprograms; and are less likely to inform students about extracurricular math and scienceprograms. Students attending rural high school, then, tend to have less opportunities to engage inSTEM-related activities, and therefore, lower STEM participation.Conceptual Framework We draw on Main et al.’s [42] conceptual framework on the factors associated withengineering major choice across life stages to inform this study. Whereas Main et al.’sframework focuses on

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello P.E., Utah State University; Daniel Kane, Utah State University; Oenardi Lawanto, Utah State University; Joshua Marquit, Pennsylvania State University

Tagged Divisions

Educational Research and Methods Division (ERM)

Wellbeing Course,” presented at the 2023 ASEE Annual Conference & Exposition, Baltimore, MD, USA, Jul. 2023.7. D. C. Zhang and T. L. Renshaw, “Personality and College Student Subjective Wellbeing: A Domain-Specific Approach,” Journal of Happiness Studies, Apr. 2019, doi: https://doi.org/10.1007/s10902-019-00116-8.8. E. Diener, S. Oishi, and L. Tay, “Advances in subjective well-being research,” Nature Human Behaviour, vol. 2, no. 4, pp. 253–260, Feb. 2018, doi: https://doi.org/10.1038/s41562-018-0307-6.9. J. W. Creswell and C. N. Poth, Qualitative inquiry & research design: choosing among five approaches, 4th ed. Los Angeles Etc.: Sage, Cop, 2018.10. J. Saldaña, The Coding Manual for Qualitative

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Neha B. Raikar, University of Maryland, Baltimore County; Nilanjan Banerjee

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Diversity

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Educational Research and Methods Division (ERM)

across diverse educational contexts. Pursuing suchinnovations in grading practices promises to advance educational equity and ensure studentsuccess more accurately reflects ability and effort.References 1. T. M. Addy et al., What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing, LLC, 2021. 2. J. M. Malouff, A. J. Emmerton, and N. S. Schutte, "The risk of a halo bias as a reason to keep students anonymous during grading," Teaching of Psychology, vol. 40, no. 3, pp. 233-237, 2013. 3. L. R. Southgate, "Rethinking Anonymous Grading," Ethic Theory Moral Prac, 2023. [Online]. Available: https://doi-org.proxy-bc.researchport.umd.edu/10.1007/s10677-023-10415-y 4

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

confident I can understand my field’s subject matter in class. 0.83 0.00 -0.02 0.01 I can do well on exams in my field. 0.79 -0.02 -0.04 0.02 I understand concepts I have studied in my field. 0.77 0.06 0.04 0.00 Others ask me for help in my field. 0.57 -0.03 0.07 0.00Factor 2: Interest (α=.91) I am interested in learning more about my field. -0.04 0.90 -0.01 0.01 I enjoy learning my field. 0.06 0.87 0.00 0.00 I find fulfillment in doing work in my field. 0.05 0.80 0.03 -0.02Factor 3: Recognition as a science person (α=.93) My parent(s) or guardian