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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

in their own ways.Dr. Benjamin Ahn, The Ohio State University Dr. Benjamin Ahn is an Associate Professor at The Ohio State University in the Department of Engineering Education. ©American Society for Engineering Education, 2024 Re-imagining Behavioral Analysis in Engineering Education: A Theoretical Exploration of Reasoned Action ApproachIntroductionAs a discipline, Engineering Education continues to expand its reach, and subsequently, itsmethods of analysis. Integrating research from the behavioral sciences and psychology hasenhanced researchers’ capacities to explore the intricate and multifaceted behaviors inherent toengineering practice and education [1], [2], [3]. These

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Terkuma Stanley Asongo, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods Division (ERM)

validity, some lack detailed psychometric properties, emphasizing the need for further validation studies to enhance the quality of measurement tools in doctoral education. Conclusions: This scoping review not only identifies validated instruments but also underscores the importance of rigorous validation protocols and transparent reporting of psychometric properties for ensuring the credibility and replicability of research findings in this critical area. Future research should prioritize the development of instruments tailored to the unique dynamics of doctoral mentoring relationships. 1. INTRODUCTION 1.1 Importance of Effective Mentorship in Doctoral

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaoye Yang, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods Division (ERM)

learning andstudents’ outcomes, encompassing participation in STEM, academic and socialaccomplishments, as well as persistence and retention. In our previous work centered oninstruments measuring SB [1], we discerned that within the college context, SB’s nature —whether singular or multifaceted — hinges on the underlying theoretical framework. This naturemight intersect with other concepts such as “university connectedness” [2], “sense of inclusion”[3], “sense of social fit” [4], “sense of community” [5], and “perceived cohesion” [6]. However,without comprehensive research to determine if these concepts are synonymous with SB ordistinct yet related, our previous study refrained from using these terms as search keywords.Hence, the instruments

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Las Vegas; Danxu Wang, University of Nevada, Las Vegas; Emma Regentova, University of Nevada, Las Vegas; Venkatesan Muthukumar, University of Nevada, Las Vegas; SJ Kim, University of Nevada, Las Vegas; Jonathan Hilpert, University of Nevada, Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

schools, thecommunity, and the workplace [1]. Studies show that students who have an increased interest inscience, mathematics, and engineering in the early years (elementary and middle schools) oftheir education are more likely to pursue a STEM-related career [2]. Informal STEM educationexperiences are considered critical to developing the future STEM workforce [3]. InformalSTEM education can also help to address equity and access issues in STEM education. Studentsfrom underrepresented groups, including women and minorities, may face barriers to STEMeducation in traditional classroom settings, but informal STEM education can provide alternativeavenues for learning and engagement that are more inclusive and accessible [4]. Informal STEMeducation

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Koolman, University of Texas at Austin; Audrey Boklage, University of Texas at Austin

Tagged Divisions

Educational Research and Methods Division (ERM)

makerspaces can result inincreased collaboration, creativity, leadership, and problem solving [1], so understanding theaspects that can affect student experience is important. To understand the student staff’sstrengths in makerspaces, this work seeks to answer the research questions: • What are the assets student staff articulate through their experiences with others in the makerspace?Researchers interviewed eight student staff members at a university makerspace in theengineering building at a large university. These semi-structured interviews were analyzed usinggrounded theory techniques and qualitative methods including inductive coding to develop atheoretical framework for interactions among student staff in university maker spaces

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Madeline Roth, Bucknell University; Joselyn Elisabeth Busato, Bucknell University; Elif Miskioglu, Bucknell University

Tagged Divisions

Educational Research and Methods Division (ERM)

societal changes such as in-person universitiestemporarily teaching classes over online platforms [1] and businesses permanently adoptingmore technology and work-from-home models [2]. This work investigates the effects ofCOVID-19-related educational and work environment changes on the development of expertise,decision-making, and intuition in early-career engineering practitioners (fewer than six years ofpost-baccalaureate experience).Expertise is a status held by those who have a large accumulation of knowledge that is leveragedfor quick decision-making, making connections between concepts, and quickly referencingrelevant information [3]. Becoming an expert is thus a combination of collecting knowledge andgaining the ability to use it through

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lin Chase, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato

Tagged Divisions

Educational Research and Methods Division (ERM)

other authors [1] [2] [3].The stressful culture of engineering and engineering education contexts has been reportedelsewhere, including documentation of student suffering and shared hardship or a bootcampmentality [4] [5] [6]. Engineering educational programs have been described as having heavyworkloads, high expectations, rigorous assignments, smart students, and fierce competition forgrades [7] [8] [9]. Stress originating from perceived and experienced exclusion from participation[10] [11], especially for women [12] and people of color [13] has also been reported.In this paper, we continue our work from our recent results [14] that were a partial replication ofJensen and Cross’s [15] approach to studying the ESC of undergraduate level

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

encounter after leaving formal education” [1](p.292). This recognizes the informal and largely self-directed nature of lifelong learning. Asdiscussed in previous papers documenting this work ([2], [3]), it is important that undergraduateengineering programs develop effective lifelong learners given their need to take ownership oftheir increasingly unpredictable careers and serve the public good in a landscape of volatility,uncertainty, complexity, and ambiguity (VUCA). We focus on the concept of a lifelong learningorientation, or positive disposition towards lifelong learning in terms of motivations (intentionsbehind learning) and approaches (high-level learning techniques).This study takes place at a large Canadian research institution. Our aim is

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Asif Mohaisin Sadri, International Islamic University, Malaysia; Arif Mohaimin Sadri, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

the challenges of recruitingand retaining engineers in Oklahoma and other underserved communities.Introduction and MotivationNearly forty million students use various social media platforms (SMP) [1] and studentsincreasingly use SMPs on their devices since they are generally available and easy to use [2].Social media users can do different things on various SMPs such as connecting with otherstudents, exchanging helpful links, tagging others in posts, responding to posts by others, andprivately messaging their connections. Currently, the use of SMPs are gaining traction fromeducators and students to connect, team up, and share data [3]. For example, according to a2015 study, students were more likely to use these social media platforms such as

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

significant increase from the 17.8% recorded in 2010[1]. However, this growth has not been reflected in the workplace. Between 2001 and 2019, thenumber of women engineers in the workforce only rose from about 10% to 14% [2]. Theunderrepresentation of women is particularly pronounced in mechanical, electrical, and computerengineering, with only 17.5%, 15.6%, and 20.4% of bachelor’s degrees in these fields awarded towomen [1]. Furthermore, women represent only 9%, 10%, and 12% of working engineers inthese respective fields [3].For underrepresented minorities, the statistics are even more dismal. Bachelor’s degrees inengineering awarded to Black or African American individuals have risen only slightly from4.5% in 2010 to 4.7% in 2021 [1]. Hispanics now

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cheryl A. Bodnar, Rowan University; Rocio C. Chavela Guerra, Rowan University; Adrienne Decker, University at Buffalo, The State University of New York; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Senay Purzer, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering design reasoning. ©American Society for Engineering Education, 2024Design and Evaluation of a Multi-Institutional Virtual Engineering Education Graduate Program ShowcaseIntroductionThis Evidence-Based Practice paper seeks to present results of a multi-institutional virtual graduateprogram showcase by presenting evidence from the perspective of the prospective students.Over the last two decades, the engineering education community has accomplished the call byHaghighi [1] to orchestrate research efforts, program developments, and curriculum updates.Today, the engineering education discipline has grown substantially with close to two dozendoctoral education programs in the United States

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ribhav Galhotra, Nanyang Technological University; Panting Yu, The University of Edinburgh; Jiafei Wang, The Education University of Hong Kong; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Educational Research and Methods Division (ERM)

STEM subjects intoa cohesive instructional flow, has been developed out of necessity to encourage secondary schoolstudents to pursue engineering. A previous study has shown that integrated STEM educationallows students to be more creative and improve their understanding of science and mathematics[1]. By rendering them more capable and adaptable to developing solutions [2], students can retaininformation and apply it to existing knowledge [3] [4] [5]. If such teaching methods that supportand nurture engineering talents across the globe need to be constructively developed, cognizanceof students' motivations and expectations should play a significant role since students’ interests indesign-related practices strongly correlate with their

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Cimino, New Jersey Institute of Technology Dr. Richard T. Cimino is a Senior Lecturer in the Otto H. York Department of Chemical and Materials Engineering at New Jersey Institute of Technology. His research interests include the intersection of engineering ethics and process safety, and broadening inclusion in engineering, with a focus on the LGBTQ+ community. ©American Society for Engineering Education, 2024 Initial validity evidence for a survey of skill and attitude development on engineering teamsAbstractThis research paper discusses an emerging project that 1) seeks to gather validity evidence for asurvey of engineering student teaming attitudes and skill

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaden Holt, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

as Genderqueer/Gender Non-Conforming.The qualitative data was deductively coded to examine the three types of interpersonal interactions:interactions with course content, interactions with peers, and interactions with instructor. The datashowed that students’ interactions with instructors and peers positively influenced theirengagement in the online engineering courses. However, students’ interactions with the coursecontent gleaned mixed responses. Some participants said it helped them engage with the coursematerial and others said it did not help them engage in the course content.IntroductionIn recent years, college universities have seen an increase in online course enrollment [1-2]. In2005, online enrollment began to increase, with 3.2

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Paul J. Thomas, Purdue University; Owura Kuffuor, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

STEM courses can help students developcultural awareness as well as strategies to navigate the differences effectively.Keywords: undergraduate students, STEM, intercultural competenceIntroduction and BackgroundIn this era of the 21st century, science, technology, engineering, and mathematics (STEM)education has gained paramount significance. Projections indicate that the U.S. economy willwitness an addition of approximately 1.4 million STEM-related jobs by the year 2030 [1].Notably, the median wage for STEM occupations is roughly double that of other professions inthe economy. Consequently, higher education institutions advocate for increased enrollment inSTEM programs. The increasing globalization of the workforce and the collaborative nature

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

underscore the importance ofconsidering personal factors in peer assessment design for team-based learning outcomes andfuture research in educational interventions.IntroductionThe development of effective collaboration within a team is acknowledged as an essential skillfor college students, with proven benefits for their learning [1], [2]. Recognizing its significance,various academic disciplines have integrated teamwork into their curricula, necessitating theassessment of its effectiveness [3]. Peer assessment, a crucial assessment method commonlyemployed in team-based learning courses, provides valuable feedback and enhances studentlearning outcomes [4]. As a specific method of peer assessment, peer rating entails teammembers assigning ratings

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xavier Rene Plourde, University of California, Berkeley; Garrett Ethan Katz, Syracuse University

Tagged Divisions

Educational Research and Methods Division (ERM)

learning processes underlying program synthesis, both for automated program synthesis by machines as well as manual program synthesis by human computer science students. ©American Society for Engineering Education, 2024 Keylogging in a Web-Based Code Editor for Fine-Grained Analysis and Early Prediction of Student PerformanceIntroductionComputer programming often presents a steep learning curve for novice students. One approachto improve learning outcomes is quantitative modeling of the student reasoning process [1].Accurate models can detect when students struggle and predict whether they will succeed [2].These predictions can prompt instructor intervention, or guide automated tutoring

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Iron Range Engineering, Minnesota State University, Mankato; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

Network Analysis (SNA) to answer their Research Questions (RQs) in currentor future studies, particularly for studies of large-scale networks. Over the last several decades,engineering educators have increasingly recognized the role interpersonal interactions play inshaping engineering student outcomes. These interactions span various modes, including online,face-to-face (f2f), student-to-student, student-to-instructor, and instructor-to-instructorinteractions [1], [2], [3]. Concurrent with this growth, the development of engineering educationas a discipline included an increasing number of engineering education researchers adoptingsociological research methods [4], [5]. Among these sociological research methods, SNA appliesnetwork theoretic

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Marin Jayne Fisher Hale, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods Division (ERM)

, which can furtherthe understanding and impact of formative peer feedback in first-year engineering courses.I. IntroductionIn an increasingly collaborative and globalized world, effective teamwork is an essential skill forengineers [1]. To help students develop teamwork skills, project-based learning (PBL) courses,including first-year cornerstones, have become a component of most engineering programs [2].However, having students work in teams on an engineering project does not necessarilyguarantee effective teamwork is practiced or that students further develop their teamwork skills[3]. Peer evaluation systems, such as Comprehensive Assessment of Team Member Effectiveness(CATME), have been developed to help instructors monitor team dynamics and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

learning strategies. These strategies require further investigation as they areincreasingly important to integrate within the classroom, especially for challenging STEM-basedcourses. By specifically fostering motivation and SRL, students can engage more effectivelywith the material, leading to improved learning outcomes. To investigate these components of thelearning process in engineering, we collected self-report measures of achievement goalorientation (motivation), general self-efficacy (motivation), and motivated strategies for learning(SRL) for 146 undergraduate engineering students in Thermodynamics.To better understand (1) the interconnected nature of these constructs for students and (2) theself-regulatory and motivational profiles of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A. Wilson, University of Kentucky; Ava Kay Huth, Iowa State University of Science and Technology; Sara Xochilt Lamer, University of Kentucky; Joseph H. Hammer; Matthew Whitwer, University of Kentucky

Tagged Divisions

Educational Research and Methods Division (ERM)

professionalintervention, mental health symptoms can worsen and become more challenging to treat.Therefore, this study uses a quantitative approach to investigate the beliefs that first-yearengineering students hold about seeking mental health treatment and the influence of these beliefson their intention to seek professional help. This study addresses the following research questions:1) Which factors are most strongly associated with first-year engineering students’ intention toseek mental health treatment? 2) What beliefs about the outcomes of professional mentalhealthcare are most predictive of students’ intention to seek treatment?This study used a self-report survey instrument that employed the Integrated Behavioral Model(IBM) as an empirically supported

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

–particularly Latinos/as/xs – have been perceived as disruptive elements of theAmericanization project [1]. Latinos/as/xs have been framed as individuals that are unable tosucceed in academic spaces because of inherent deficits and thus unable to accommodate tothe demands of American exceptionalism [2]. Engineering is no exception to this deficitframing of Latinos/as/xs. In fact, engineering has a long history of discrimination towardminoritized groups that is still present today in engineering programs [3]. For instance,Latino/a/x engineering students still contend with the enduring repercussions of deficitideologies, racialization, and a process of assimilation through subtractive schooling [4, 5].Engineering has, too, embraced an educational

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

groups. This observation is consistent with national trends showing underrepresentation ofLatina/o populations in STEM disciplines.[1], [2] With this motivating background, a study hasbeen undertaken to explore the social, cultural, educational, and institutional factors affectingmatriculation of undergraduate Latina engineering students into graduate engineering programsand/or industry careers. A research team was formed with four members (co-authors of thispaper) from diverse backgrounds but a common commitment toward an asset-based approachthat avoids marginalizing individuals in the research design process and by selecting respectivemethods.[3] Results of these team discussions and decisions sought balance between variousphilosophical

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew M. Grondin, University of Wisconsin, Madison; Michael I. Swart, University of Wisconsin, Milwaukee

Tagged Divisions

Educational Research and Methods Division (ERM)

disciplines, Mechanics of Materials (MoM) is a core course. Concepts aretypically taught through a Formalisms First (FF) approach [1] in which students first learn keyscientific concepts (e.g., torsion) using second-order experiences, such as abstracted symbolic andor iconic representations (e.g., equations, graphs), absent of first-order experiences, such aspractical applications in the real-world, with the expectation they will eventually recall and applythis information to sufficiently reason about some new physical phenomena. However, transfer ofthese second-order experiences [3] seldom succeeds in developing students’ mechanical reasoning[2] to a degree that they are flexibly and adequately applied to authentic scenarios [1]. This isbecause

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ean H. Ng, Oregon State University; Ganapathy S. Natarajan, University of Wisconsin, Platteville; Ingrid Scheel, Oregon State University; Chukwudiebube Atagbuzia, Oregon State University; Nathan Mast, University of Wisconsin, Platteville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

: delayed enrollment into college, part-time enrollment, financialindependence, full-time employment while enrolled in college, have dependents, is a singleparent, and/or did not receive a standard high school diploma [1][2]. NCES also includesstudents over the age of 24 as one of the characteristics of NTS [2].NTS population is increasing as students are attending college on a part-time basis and are takingup part-time or full-time jobs. From 2010 to 2017, part-time student attendance increased from37.7% to 38.9%, and a projected 39.6% growth by 2028 [3]. In 2020, 40% of undergraduatestudents who were attending college on a full-time basis were also employed full-time, indicatinga considerable NTS population [4].NTS make up over 50% of the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lara Perez-Felkner, Florida State University; Ciera Fluker; Tarik J. Dickens; Chelsea Armbrister, Florida A&M University - Florida State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

studies [1-3]. Yet, the opportunities to develop, sustain, and grow one’sengineering identity are not uniformly distributed across students enrolled in engineering programs, nor evenamong those select students offered the opportunities to participate in mentored engineering researchinterventions [4]. Indeed, engineering students from underrepresented and structurally marginalized groups may have feweraccess points to engage with engineering peers, mentors, and professionals prior to and during their collegiatestudies [5-7]. These challenges can compound for students who may be underrepresented on multipledimensions in this field, seeing their personal identities reflected less often in their intended engineering careers(e.g., gender, sexuality

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

discourse ondiversity, equity, and inclusion in engineering. Nonbinary and trans* students are rarely even thefocus of research centering on LGBTQ+ student experiences in larger fields such as STEMeducation and higher education studies. Their exclusion can be attributed, in part, to the lack ofdata collected in large national datasets [1], [2], [3]. For instance, the National ScienceFoundation (NSF) has received multiple open letters requesting that NSF collect nonbinary andtransgender identities in their Survey of Earned Doctorates and NSF Center for Science andEngineering Statistics surveys [4], [5], [6]. But the release of the 2024 Survey of EarnedDoctorates revealed they had not heeded these calls; it also omits sexual orientation altogether[7

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

John R. Rogers, Benedictine College; Taylor Goring; Joel Michael Iwanski

Tagged Divisions

Educational Research and Methods Division (ERM)

grader toprocess the work and provide feedback. Lengthy feedback times are suboptimal from a learningperspective since the student may miss opportunities to learn from the feedback. Faster feedbackresults in better learning because the feedback has better connection to the work when thememory of the work is fresh.One way to reduce grading time is to employ low-resolution grading, that is, grading methods thatuse low numbers of possible grade levels. Grading on a scale of 100% without fractionalpercentage points has 100 levels. Grading on an A-B-C-D-F scale without pluses and minuses hasfive levels. Miguel and Larson 1 recommend using the lowest number of grading levels that allowsan accurate assessment of student learning, and they state that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Morgan Haley McKie, Florida International University; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

accessibility into thecomputing curriculum effectively. This synthesis not only contributes to academic discourse butalso serves as a guide for improving digital accessibility in computer science education,ultimately aiming to foster an inclusive academic environment for all students.Introduction/MotivationOnline courses and digital resources have revolutionized education, providing students withunprecedented flexibility and access to educational content [1], [2]. Amidst this digitaltransformation, a significant challenge endures, one that strikes at the very core of educationalequity: ensuring that these digital resources are both accessible and usable for all students,regardless of their abilities or disabilities [3]. In the contemporary educational

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camila Andrea Olivero-Araya, The Ohio State University; Monique S. Ross, The Ohio State University

Tagged Divisions

Educational Research and Methods Division (ERM)

ofmethodologies such as quantitative methods, qualitative methods, mixed methods, and synthesismethodologies [1]. While quantitative methods have traditionally been the most popular, therehas been an increase in the adoption of qualitative methods [2].Qualitative research is driven by a desire to explain social behavior and thinking by studying themeaning of people’s lives with a priority of representing the views and perspectives of the peopleparticipating in a study [3]. Although a unified qualitative research methodology does not exist,there are specialized types of qualitative approaches or methodologies including: action research,art-based research, autoethnography, case study, discourse analysis, ethnography, groundedtheory, narrative inquiry, and