Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

Education Psychology and Public Media, vol. 7, no. 1, pp. 371-376, 2023, doi: 10.54254/2753-7048/7/20220889.[4] J. B. Freeman, "Measuring and resolving LGBTQ disparities in STEM," Policy Insights from the Behavioral and Brain Sciences, vol. 7, no. 2, pp. 141-148, 2020, doi: 10.1177/2372732220943232.[5] B. Hughes and S. MGWatson, "In/authenticity in STEM Social Networks: How “Out” are LGBTQ Students with their Peers in STEM?," presented at the 2023 ASEE Annual Conference & Exposition Proceedings, 2023.[6] E. V. Patridge, R. S. Barthelemy, and S. R. Rankin, "Factors impacting the academic climate for LGBQ STEM faculty," J. Women Minor. Sci. Eng., vol. 20, no. 1, pp. 75-98, 2014 2014, doi: 10.1615

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brendan Lobo, University of Toronto; Sinisa Colic, University of Toronto; Chirag Variawa, University of Toronto

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Educational Research and Methods Division (ERM)

,” Stud Sci Educ, vol. 44, no. 1, pp. 1–39, 2008, doi: 10.1080/03057260701828101.[2] B. S. Bloom, M. D. Engelhart, E. J. Furst, W. H. Hill, and D. B. Krathwohl, TAXONOMY OF EDUCATIONAL OBJECTIVES; The Classification of Educational Goals. 1956.[3] M. Scardamalia and C. Bereiter, “Text-Based and Knowledge Based Questioning by Children,” Cogn Instr, vol. 9, no. 3, pp. 177–199, Sep. 1992, doi: 10.1207/S1532690XCI0903_1.[4] S. R. Goldberg, C. Venters, and A. Masnick, “Refining a Taxonomy for Categorizing the Quality of Engineering Student Questions,” ASEE Annual Conference and Exposition, Conference Proceedings, Jul. 2021, doi: 10.18260/1-2--37649.[5] “Hugging Face – The AI community building the future

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Wade H Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance,” Journal of Educational Psychology, vol. 101, no. 4, pp. 817–835, Nov. 2009, doi: http://dx.doi.org/10.1037/a0016127.[6] D. H. Uttal et al., “The malleability of spatial skills: A meta-analysis of training studies,” Psychological Bulletin, vol. 139, no. 2, pp. 352–402, 2013, doi: 10.1037/a0028446.[7] S. Wood, W. Goodridge, B. Call, and T. Sweeten, “Preliminary Analysis of Spatial Ability Improvement within an Engineering Mechanics Course: Statics,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 25942. doi: 10.18260/p.25942.[8] R. Yahne, D

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catherine McGough Spence, Minnesota State University, Mankato; Neeko Bochkarev, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Michelle Soledad, Virginia Polytechnic Institute and State University; Luke John Nyberg

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Diversity

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Educational Research and Methods Division (ERM)

codes and codes that were similar yet not matching the original intent of the code.Additional codes to connect to career goals and interests were included; however, ultimately amore open thematic approach appeared more beneficial for the data. We were able to bettercapture experiences related to students’ funds of knowledge, including accessing experienceswith mentors and past experiences working in different fields, showing support for studies thatshowed similar findings quantitatively [5].References[1]​ C. Spence, E. Siverling, and M. Soledad, “NSF S-STEM: Iron Range Engineering Academic Scholarships for Co-Op Based Engineering Education,” in American Society for Engineering Education National Conference, Montreal, Quebec, 2025.[2]​ A

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heze Chen, University of Virginia; Meiqin Li, University of Virginia; Anne M Fernando, University of Virginia

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Educational Research and Methods Division (ERM)

, 2024, doi: 10.1080/26939169.2023.2231065.[9] M. Dogucu, S. Kazak, and J. M. Rosenberg, “The Design and Implementation of a Bayesian Data Analysis Lesson for Pre-Service Mathematics and Science Teachers,” Journal of Statistics and Data Science Education, 2024, doi: 10.1080/26939169.2024.2362148.[10] S. L. Wang, A. Y. Zhang, S. Messer, A. Wiesner, and D. K. Pearl, “Student-Developed Shiny Applications for Teaching Statistics,” Journal of Statistics and Data Science Education, vol. 29, no. 3, pp. 218–227, 2021, doi: 10.1080/26939169.2021.1995545.[11] A. Nikov, A. Misev, I. Kulev, V. Trajkovik, P. Cavkovski, and D. Trajanov, “CodeFu: Coding competition as a tool for industry university collaboration,” in

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie Evans, University of Virginia; Jessica Scoville, University of Virginia; Jamie J. Jirout, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Elizabeth Opila

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Diversity

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Educational Research and Methods Division (ERM)

timeworking in a research lab had a greater impact on their long-term goals than their classes, andworking in the lab made them consider graduate school. “But like, [PROFESSOR]’s lab I think, makes me- it like, put the idea of graduate school in my head, even though that was like never in my- I never thought about it before. I was just kind of going to get my degree and then start doing something I was more interested in. But now, like, since I’m interested in research, it’s opening up different doors in my mind. I’m like, ‘I could do that, in materials science’ or get master’s in materials science and then work still in aerospace, just on the materials side, which would be like, very cool. . . But I still

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University at West Lafayette (COE); Brooks Michael Leftwich, Purdue University, West Lafayette; Russell Korte, The George Washington University; Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University

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Educational Research and Methods Division (ERM)

] G. L. Downey, The machine in me: An anthropologist sits among computer engineers. New York, NY, USA: Routledge, 1998.[6] W. Faulkner, “Doing gender in engineering workplace cultures. II. Gender in/authenticity and the in/visibility paradox,” Engineering Studies, vol. 1, no. 3, pp. 169–189, Nov. 2009, doi: 10.1080/19378620903225059.[7] D. Vinck, Ed., Everyday engineering: An ethnography of design and innovation. Cambridge, MA, USA: MIT Press, 2003.[8] L. L. Bucciarelli, Designing engineers. Cambridge, MA, USA: MIT Press, 1994.[9] J. Trevelyan, “Reconstructing engineering from practice,” Engineering Studies, vol. 2, no. 3, pp. 175–195, Dec. 2010, doi: 10.1080/19378629.2010.520135.[10] K. J. B. Anderson, S. S. Courter, T

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yashin Brijmohan, University of Nebraska Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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Diversity

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Educational Research and Methods Division (ERM)

Guevara, J. C. Tudón Martínez, D. Hernández Alcántara, and R. Morales-Menendez, “Active learning in engineering education. A review of fundamentals, best practices and experiences,” Int. J. Interact. Des. Manuf. IJIDeM, vol. 13, pp. 909–922, 2019, doi: 10.1007/s12008-019-00557-8[3] S. Olson and D. G. Riordan, “Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Report to the president.,” Exec. Off. Pres., 2012, https://eric.ed.gov/?id=ed541511.[4] E. ASEE, “Transforming Undergraduate Education in Engineering: Phase II: Insights from tommorow’s engineers,” Wash. DC Natl. Sci. Found., 2017.[5] A. J. James, C. K. Chin, and B. R. Williams

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Monica Lynn Miles, University at Buffalo, The State University of New York; Hasan Asif, University at Buffalo, The State University of New York

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Diversity

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Educational Research and Methods Division (ERM)

. 2017. doi: 10.17226/24622.[4] D. H. Kinkel and S. E. Henke, “Impact of Undergraduate Research on Academic Performance, Educational Planning, and Career Development,” Journal of Natural Resources and Life Sciences Education, vol. 35, no. 1, pp. 194–201, 2006, doi: 10.2134/jnrlse2006.0194.[5] R. Taraban and E. Logue, “Academic factors that affect undergraduate research experiences,” Journal of Educational Psychology, vol. 104, no. 2, pp. 499–514, 2012, doi: 10.1037/a0026851.[6] S. Baron, P. Brown, T. Cumming, and M. Mengeling, “The Impact of Undergraduate Research and Student Characteristics on Student Success Metrics at an Urban, Minority Serving, Commuter, Public Institution,” Publications and Research, Apr. 2020

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)

, and N. Ruggeri, “Mentored discussions of teaching: An introductory teaching development program for future STEM Faculty,” Innovative Higher Education, vol. 41, no. 3, pp. 237–254, Nov. 2015. doi:10.1007/s10755-015-9348-1[5] N. T. Buswell, “The purpose of a Phd in engineering: Where does teaching fit in?,” Studies in Engineering Education, vol. 1, no. 1, p. 83, Jan. 2021. doi:10.21061/see.8[6] R. M. Felder, “How students learn: Adapting teaching styles to learning styles,” Proceedings Frontiers in Education Conference, 1988. doi:10.1109/fie.1988.35029[7] N. S. Raj and V. G. Renumol, “A systematic literature review on adaptive content recommenders in personalized learning environments from 2015 to 2020,” Journal of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

. J. Pharm. Educ., vol. 84, no. 1, pp. 127–137, Jan. 2020, doi: 10.5688/AJPE7113.[7] A. Navickis-Brasch et al., “Restoring Water, Culture, and Relationships: Using a Community-Based Participatory Research Methodology for Engineering Education,” in 2014 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, 2014, pp. 24.1047.1-24.1047.15. doi: 10.18260/1-2--22980.[8] S. Coughlin, S. Smith, and M. Fernandez, “Overview of community-based participatory research,” in Handbook of community-based participatory research, 1st ed., Oxford: Oxford University Press, 2017, pp. 1–10.[9] S. Secules, “On the importance of (white) humility: Epistemological decentering as a positional orientation toward

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tanveer Mansur Syed, Florida Institute of Technology; Godwyll Aikins; Catherine G. P. Berdanier, The Pennsylvania State University; Kim-Doang Nguyen, Florida Institute of Technology

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Educational Research and Methods Division (ERM)

Define and Develop Data Proficiency,” in 2024 ASEE Annual Conference & Exposition, 2024.[2] Oladele Junior Adeyeye and Ibrahim Akanbi, “THE FUTURE OF ENGINEERING EDUCATION: A DATA ANALYTICS APPROACH,” Engineering Science & Technology Journal, vol. 5, no. 4, pp. 1342–1356, Apr. 2024, doi: 10.51594/estj.v5i4.1030.[3] S. L. Rodriguez, C. Lu, and M. Bartlett, “Engineering identity development: A review of the higher education literature,” International journal of education in mathematics, science and technology, vol. 6, no. 3, pp. 254–265, 2018.[4] W. J. Schell, B. E. Hughes, and B. Tallman, “Understanding engineering identity in undergraduate students,” in American Society for Engineering

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Narjes Khorsandi Koujel, Rowan University; Sowmya Panuganti, Purdue Engineering Education; Justin Charles Major, Rowan University

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Educational Research and Methods Division (ERM)

. Silverthorn, “Natural Mentoring Relationships and Adolescent Health: Evidence From a National Study,” Am J Public Health, vol. 95, no. 3, pp. 518–524, Mar. 2005, doi: 10.2105/AJPH.2003.031476.[4] Y. P. Bynum, “The Power of Informal Mentoring,” Education, vol. 136, no. 1, pp. 69–73, 2015.[5] L. T. Eby, T. D. Allen, S. C. Evans, T. Ng, and D. L. DuBois, “Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals,” Journal of Vocational Behavior, vol. 72, no. 2, pp. 254–267, Apr. 2008, doi: 10.1016/j.jvb.2007.04.005.[6] S. McMahon, “Creating a Culture of Informal Mentoring at Community Colleges: Conditions that Strengthen and Weaken Relationships and Students’ Structural

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

philosophical, theoretical, and methodologicalfoundations needed to ethically render trustworthy accounts of human experience. The field ofengineering education can, perhaps, benefit most from the promise of narrative research througha community approach to innovate new narrative methodologies and methods that cohere withbroader narrative research traditions while, at the same time, uniquely support inquiries ofexperience in the engineering education context.AcknowledgementsThis material is based on work supported by the National Science Foundation (NSF) under Grant2045634. All findings, opinions, conclusions, and recommendations are those of the authors anddo not necessarily reflect the views of the NSF.References[1] S. E. Chase. “Narrative inquiry

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haleh Barmaki Brotherton, Clemson University; Nathalie Al Kakoun, Engineering Learning Lab, American University of Beirut; Karen A High, Clemson University

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Educational Research and Methods Division (ERM)

Association. [Online]. Available: http://https://search.ebscohost.com/login.aspx?direct=truedb=pdhAN=2002-17916-014[17] A. P. Hill, S. H. Mallinson-Howard, and G. E. Jowett, “Multidimensional perfectionism in sport: A meta-analytical review.” Sport, Exercise, and Performance Psychology, vol. 7, no. 3, pp. 235–270, Aug. 2018. [Online]. Available: https://doi.apa.org/doi/10.1037/spy0000125[18] M. M. Smith and D. H. Saklofske, “The Structure of Multidimensional Perfectionism: Support for a Bifactor Model With a Dominant General Factor,” Journal of Personality Assessment, vol. 99, no. 3, pp. 297–303, May 2017, publisher: Routledge eprint: https://doi.org/10.1080/00223891.2016.1208209. [Online]. Available: https://doi.org

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhiyi Liu, University at Buffalo; Andrew Olewnik, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

, undergraduate research experience helpsengineering students develop communication skills.The findings further revealed that students’ reflexive positionings and identities interplayed andimpacted each other. For example, one female student recursively constructs an identity as apotential engineer when reflecting on technical work experience. That identity as a potentialengineer influenced her to position herself as an active agent who was willing to take action inorder to work in the engineering field after graduation. Just like undergraduate engineeringstudents in Schell et al.’s [12] study, the students who could identify themselves as engineerswithin internship experience influenced their future plans to consider engineering as a career.Implications

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University

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Educational Research and Methods Division (ERM)

et al.’s [47], and Hess et al.’s [10]extension, scaffolded, integrated/interactive, and reflective analysis (SIRA) framework. Thisstage expects students to consider the “basic facts” of the case—establishing a grounding ofknowledge about the sociotechnical space surrounding the dilemma. In this stage, students areprompted to specify (give a rudimentary definition for) an ethical principle that they identified inthe previous stage. This formulated a more formal procedure for ethical reasoning, based onBeever and Brightman’s [48] Reflexive Principlism approach. Moreover, this procedure ofoperationalizing an ethical principle as students gather sociotechnical knowledge about a casecan set the stage for rational discourse [49].4.4. Small group

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Kang Sun, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois at Urbana - Champaign; Delu Louis Zhao; Sujit Varadhan, University of Illinois at Urbana - Champaign; Bobbi Lee Battleson Hardy, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

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Diversity

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Educational Research and Methods Division (ERM)

, factualconsistency, and comprehensiveness. Coherence means the capability to summarize qualitativedata input into a coherent piece of information with cohesion. Factual consistency evaluateswhether each meaning unit in the summary is backed up by the qualitative data. Importantly, wealso added whether information found in the source qualitative data is represented in thesummary. Comprehensiveness evaluates the extent to which the summary reached thecomprehensiveness of the source qualitative data [6]. We dropped “harmfulness” from Tang et al.’s evaluation scheme since the data in this project does not have the clear physiological harms inthe biomedical studies. We adopted a 5-point Likert scale with 1 being “the least satisfied” and 5being “the most

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

. Lebdaoui, “How fashion influencers contribute to consumers’ purchase intention,” J. Fash. Mark. Manag. Int. J., vol. 24, no. 3, pp. 361–380, Jan. 2020, doi: 10.1108/JFMM-08-2019-0157.[11] P. D. Dobbs, P. Branscum, A. M. Cohn, A. P. Tackett, and A. L. Comiford, “Pregnant smokers’ intention to switch from cigarettes to e-cigarettes: A Reasoned Action Approach,” Womens Health Issues, vol. 31, no. 6, pp. 540–549, Nov. 2021, doi: 10.1016/j.whi.2021.07.005.[12] M. S. Hagger, J. Polet, and T. Lintunen, “The reasoned action approach applied to health behavior: Role of past behavior and tests of some key moderators using meta-analytic structural equation modeling,” Soc. Sci. Med., vol. 213, pp. 85–94, Sep. 2018, doi: 10.1016

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ann Shivers-McNair, University of Arizona; Gimantha N. Perera, North Carolina State University; Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca A López, Penn State University

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Diversity

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Educational Research and Methods Division (ERM)

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joreen Arigye, Purdue University; Alejandra J. Magana, Purdue University at West Lafayette (COE); Joseph A. Lyon, Purdue University; Elsje Pienaar

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Educational Research and Methods Division (ERM)

solution Task #1 Collect data. System of differential equations that Mass balance at steady state describe the dynamics of the biological system Task #2 Plot velocity as a function of Predict what the dynamics of receptor, Energy balance at steady state stride length toxin, and antitoxin levels are over time Reflection on results from Task 2 Task #3 Plot velocity as a function of Include 1 or 2 regulatory modules for Characterizing the steady state s

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University Center for Engineering Education and Outreach; Greses Perez, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

Learning in STEM education,” Educ. Technol. Res. Dev., vol. 70, no. 4, pp. 1169– 1194, Aug. 2022, doi: 10.1007/s11423-022-10122-y.[8] S. L. Thorne, R. W. Black, and J. M. Sykes, “Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming,” Mod. Lang. J., vol. 93, pp. 802–821, Dec. 2009, doi: 10.1111/j.1540-4781.2009.00974.x.[9] M. Bravo and E. Garcia, “Learning to write like scientists: English language learners’ science inquiry and writing understandings in responsive learning contexts.,” presented at the American Educational Research Association, 2004.[10] B. A. Brown and K. Ryoo, “Teaching science as a language: A ‘content-first’ approach to science teaching,” J. Res. Sci. Teach

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Candice Hamilton, Stephen F. Austin State University; Emily Stratman; Daniel Kane, Utah State University; Jenny Lee Blonquist; Natalie L. Shaheen, Illinois State University; Wade H. Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

, P. Kauffmann, and M. Bosse, “Are We Missing Opportunities to Encourage Interest in STEM Fields?,” J. Technol. Educ., vol. 23, no. 1, pp. 32–46, 2011.[8] C. A. Supalo, “A Historical Perspective on the Revolution of Science Education for Students Who Are Blind or Visually Impaired in the United States,” J. Sci. Educ. Stud. Disabil., vol. 17, no. 1, pp. 53–56, 2013.[9] T. J. Ashby, W. H. Goodridge, S. E. Lopez, N. L. Shaheen, and B. J. Call, “Adaptation of the Mental Cutting Test for the Blind and Low Vision,” presented at the 2018 ASEE Zone IV Conference, Mar. 2018. Available: https://peer.asee.org/29599[10] N. L. Veurink and S. A. Sorby, “Longitudinal study of the impact of requiring training for students with

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aneet Dharmavaram Narendranath, Michigan Technological University; Zachary Thelander; Sirena C. Hargrove-Leak, Elon University

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Educational Research and Methods Division (ERM)

-organizing metadiscourse: tracking changes in rhetorical persuasion,” Journal of Historical Pragmatics, vol. 21, no. 1, pp. 137–164, 2020. [3] J. A. Hardy, “Undergraduate writing,” in The Routledge Handbook of Corpus Approaches to Discourse Analysis. Routledge, 2020, pp. 235–251. [4] R. S. Campbell and J. W. Pennebaker, “The secret life of pronouns: Flexibility in writing style and physical health,” Psychological science, vol. 14, no. 1, pp. 60–65, 2003. [5] Y. R. Tausczik and J. W. Pennebaker, “The psychological meaning of words: Liwc and computerized text analysis methods,” Journal of language and social psychology, vol. 29, no. 1, pp. 24–54, 2010. [6] J. Barell, Teaching for Thoughtfulness: Classroom Strategies To Enhance

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrea Hemmerich, McMaster University; Monica De Paoli, McMaster University; Robert V. Fleisig, McMaster University

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Educational Research and Methods Division (ERM)

/ SEP760 course. We have reimagined a student learning experience and would like to get your honest opinions. FACILITATORS PRESENT THE PROTOTYPE(S) AND OBSERVE INITIAL RESPONSE/REACTION. • Is there anything that surprises you? If yes, what? • Is there anything you expected to find that is not there? • What is unnecessary if anything? • If you had a magic wand, what would you change about this experience?Reflect, Iterate, and ImplementThe researchers had an opportunity to reflect individually and debrief as a group following eachfocus group interview and discussed what was learned. The following questions helped guideresearchers’ reflections on understanding learning from the student perspective: • What did I learn

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University

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Educational Research and Methods Division (ERM)

[3], researchers found the ten-year completion rate for engineeringPh.D.’s is only around 62%. Studies have indicated many factors within engineering graduateschool culture that lead to attrition from graduate school, especially relating to students’expectations, goals, and quality of work and life [4]-[6]. Specifically, Zerbe et al. [6] identifiedthat mismatched expectations and preconceptions for graduate school directly led students toquestion or depart from their programs. Recognizing the challenges related to pursuing anengineering graduate degree, undergraduate students motivated to pursue graduate degrees wouldgreatly benefit from additional preparation for the culture and expectations for graduate students. Socialization

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)

’ perceptions on the use of ChatGPT in engineering. Further studies can be conducted todetermine the factors influencing the undergraduate and graduate students’ perceptions on the useof ChatGPT in engineering considering different demographic parameters such as gender identity,race/ethnicity, class standing, engineering major, etc.AcknowledgementThe authors would like to thank the content experts and potential participants for providingfeedback on the survey instrument. Thank you to all the respondents. This project was supportedby the Provost’s Summer Undergraduate Research and Creative Activities (UReCA) Fellowship.Its contents, including findings, conclusions, opinions, and recommendations, are solely attributedto the author(s) and do not

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edwin Marte Zorrilla, University of Florida; Idalis Villanueva Alarcón, University of Florida; Darcie Christensen, Minnesota State University, Mankato; Jenefer Husman, University of Oregon; Matthew Charles Graham

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Educational Research and Methods Division (ERM)

. Higher Education, 35(3), 299–316. https://doi.org/10.1023/A:1003145613005Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. John Wiley & Sons.Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83(2), 218–233. https://doi.org/10.1037/0021-9010.83.2.218Khachikian, C. S., Guillaume, D. W., & Pham, T. K. (2011). Changes in student effort and grade expectation in the course of a term. European Journal of Engineering Education, 36(6), 595–605. https://doi.org

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Collins Ugonna Lawrence, University at Buffalo, The State University of New York; Alexander V Struck Jannini, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York; Erin M. Rowley, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

; Research methods qualitative; mixed methods; multi methods; not applicable (synthesis, conceptual/theory); unspecified; other (please specify) A multi-select list of: class; department/school; discipline; SB reference group institution; online contexts (e.g., classroom); peer/other small groups; research lab; unspecified; other (please specify) Geographic location of the Area(s) where study took place, if applicable study Results and DiscussionsThis

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

An Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

tracing, and imitation learning [2-3], [8], [12], [16]. There are a varietyof other algorithms, however, these are the ones that are mainly incorporated in the reviewedarticles. Through the literature search, it was evident that reinforcement learning (RL) is the mostwidely used algorithm, consistently picked due to its high versatility and adaptability compared toother algorithms.RL is often preferred as it has a unique ability, allowing the AI agent to ‘communicate’ with itsenvironment, opening more gateways for development in programs, especially in gamedevelopment [11], [15], [18]. In this method, there are two main components, the agent and theenvironment. The environment reveals itself and its current data in the form of the state, S; and