Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Vanderbilt University; Elisa Koolman, University of Texas at Austin; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, University of Wisconsin

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Diversity

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Educational Research and Methods Division (ERM)

mandatory component of the course regardless of a student’s choice to participate in the current study. The format of the quizzes, the DYOP projects, and reflection assignments will be described in detail in the following sub-section.Figure 1. Diagram of assessment work-flow throughout semester. An illustration of how a student would select their topic fortheir DYOP assignment is given. Numbers indicating grades are provided as an illustration only and do not come from a studentwho participated in this study. The assessments were broken up into two sections. The first section included quiz 1, quiz 2, quiz 3, and the midterm project. The second section included quiz 4, quiz 5, quiz 6, and the final project. Each of the six quizzes

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alyndra Mary Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Danielle Francine Usinski, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

engineering students to switch majors or drop out of higher-educationinstitutions commonly occurs during the first and second year of college [1]. Foundations ofidentity begin to form as students decide to continue pursuing an engineering major [2]. Unlikeother majors, engineering has a low rate of migration into the major [3], making retention amajor concern. In the process of developing interventions to increase retention rates in STEMfields, the research surrounding students' experiences in these fields has grown substantially.Significant research has focused separately on identity development within STEM fields [1], [4],[5], [6] and on the affective experiences [7], [8], [9], [10] of students. Some studies haveinvestigated the overlaps between

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andres Gabriel Gomez, University of Florida; Catia S. Silva, University of Florida

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Diversity

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Educational Research and Methods Division (ERM)

evaluateperformance predictors. This system, while still in development, points towards future researchdirections in engineering education, exploring users’ affect-performance associations toimprove educational interventions, thereby offering more tailored and refined educationalexperiences. Keywords—Affect, educational assessment tool, personalized educational experiences, e-learning, learning system, real-time interventions, education technology. i. introduction Educational landscapes are evolving to be more flexible, adaptable, and technological [1]. Inthese tech-driven learning environments, the capacity to gather and analyze novel data enablesthe optimization of the learning experience. Researchers have explored diverse indicators suchas

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel B. Gavitte, Tufts University; Milo Koretsky, Tufts University; Jeffrey A. Nason, Oregon State University

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Educational Research and Methods Division (ERM)

and learn moment to moment in the laboratory. The practices students engage in during thelaboratory task may change and evolve to address different gaps.This analysis looks to observe how engineering epistemic practices are used by students to identify andfill gaps when completing a virtual laboratory activity. We seek a characterization that more expansivelyinterrogates laboratory activity than the acquisition of knowledge and skills. In this work we will seek toanswer the following research questions: 1. What epistemic practices does a team of undergraduate engineering students utilize during an industrially situated environmental engineering virtual laboratory task? 2. What gaps does the team identify in order to

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirreza Mehrabi, Purdue University; Jason Morphew, Purdue University

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Educational Research and Methods Division (ERM)

assessment;artificial intelligence in educationIntroduction Research indicates that college and engineering students often lack essential skills requiredby employers, such as communication, decision-making, problem-solving, leadership, emotionalintelligence, and social ethics [1], [2]. This gap between college preparation and career demands isparticularly evident in the engineering field, where technical knowledge is prioritized over softskills like creativity, innovation, leadership, management, and teamwork [3]. Moreover, the shiftfrom traditional instruction to skill-based curricula has gained momentum in educational settingsto center the learner in education. This approach encourages students to engage in hands-onactivities, problem

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

can do engineering. Engineering Studies, 12(2), 82-103. https://doi.org/https://doi.org/10.1080/19378629.2020.1795181Secules, S., Gupta, A., Elby, A., & Turpen, C. (2018). Zooming Out from the Struggling Individual Student: An Account of the Cultural Construction of Engineering Ability in an Undergraduate Programming Class. Journal of Engineering Education, 107(1), 56-86.Secules, S., McCall, C., Mejia, J. A., Beebe, C., Masters, A. S., L. Sánchez‐Peña, M., & Svyantek, M. (2021). Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education, 110(1), 19-43.Sochacka, N., Walther, J., Wilson, J., & Brewer, M

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laine Schrewe Ph.D., Otterbein University; Elena Joy Caruthers, Otterbein University

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Educational Research and Methods Division (ERM)

will also be reviewed to consider whether this impactdiffers for diverse student populations. This study is an early investigation into the impact ofcourse structure on retention in engineering that will be used to help guide future work aimed atoperationalizing how faculty can adjust their course structure to improve retention in engineeringprograms on a broader scale.IntroductionEngineering degrees are notoriously difficult to complete, with studies reporting that just overhalf of the students who embark on a journey toward an engineering degree actually complete it[1]. Despite ongoing attempts to improve this situation, this trend has unfortunately not seen anysizable changes of late [2]. Studies have confirmed that lacking the academic

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cara J Poor P.E., University of Portland

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Educational Research and Methods Division (ERM)

Room was often at capacity during tutoring hours. Peertutors are a low-cost, community building way to provide more resources for student success.The implementation of ICPT has improved the peer tutoring program at University of Portland,and we plan to continue implementing ICPT in other classes and engineering disciplines.Paper Type: Evidence-Based PracticeKey Words: tutoring, peer learning, conceptual understanding, multidisciplinaryIntroductionPeer tutoring has been used extensively in the past 20 years, and many studies have shown that itis beneficial to student learning [1]-[5]. Peer tutoring is particularly helpful in the first two yearsof engineering, when most students leave engineering for other majors [6], [7]. Peer tutoring

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chia-Lin Tsai, University of Northern Colorado; Lisa Y Flores, University of Missouri, Columbia; Rachel L Navarro, University of North Dakota; Pat Garriott; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri, Columbia

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Educational Research and Methods Division (ERM)

someinsights into what item characteristics are related to item stability through the newly developedexploratory graph analysis (EGA; Golino & Epskamp, 2017) and bootstrap exploratory graph analysis(bootEGA; Christensen & Golino, 2021a), which provides a way to isolate the potential confounding ofsample differences. Specifically, using an engineering interest measure as an example, we explored therelationship between item stability and the following item characteristics: 1) network loading, 2) itemredundancy, 3) item mean, 4) item-total correlation, 5) item discrimination, and 6) item location. Theseindices were selected as they measure different aspects of item quality from different measurementframeworks, including network psychometrics

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Leigh Oletti, United States Military Academy

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Educational Research and Methods Division (ERM)

mathematics courses offered to all first-year Cadets at our university. Thisexpanded inquiry allows us to address three research questions: 1. Do we see the same instance of positive grade outcome for Cadets who are more closely aligned with their instructor for the advanced mathematics program? 2. Is there a similar correlation between instructor-student alignment in learning styles and overall student performance across first-year mathematics courses? If so, then... 3. Should we consider how we section our Cadets to assist in their success in their first-year mathematics programs, leading to a solid foundation for their engineering education? Assumptions

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alanis Chew, Youngstown State University; Cory Brozina, Youngstown State University

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Diversity

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Educational Research and Methods Division (ERM)

Education, also from Virginia Tech. ©American Society for Engineering Education, 2024 Nontraditional students in engineering: Persona developmentIntroductionOver the past few decades, there has been a change in the general college population. What useto be a very “traditional” population, where students were coming straight from high school andwere primarily focused on school full-time, is now quite rare. The stereotypical image of acollege students is not in fact the reality anymore.The National Center for Education Statistics has found that between 1995 to 2012, more than 70percent of all undergraduates had at least one nontraditional characteristic [1]. Nontraditionalstudents’ experiences are rarely

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)

instructors' teaching. In this article, we will delve into thedevelopment, implementation, and challenges faced by the student observer initiative. Thecollected data shows highly positive feedback from both students and faculty regarding thisprocess.Keywords: Student Observers, Teaching Evaluation, Electric EngineeringIntroductionStudent evaluations of teaching (SETs) have long been a cornerstone of assessing facultyteaching effectiveness in higher education. There has been a plethora of research on SETs inliterature dating back to the early 1900s [1], [2]. SETs data are often used for various purposes,such as improving teaching, informing curriculum development, rewarding or promoting faculty,and satisfying accreditation requirements. Different

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kevin E Wandke, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Jonathon Kenneth Schuh, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign

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Educational Research and Methods Division (ERM)

there are a myriad of reasonsthat instructors may decide to forgo live demonstrations, two common reasons for doing so arethat they doubt the effectiveness of live demonstrations, or that the time required to develop andimplement an effective demonstration prohibits instructors from utilizing them.As a result of the COVID-19 pandemic, instructors around the world were forced to adapt theircourses to be delivered remotely. While the vast majority of classes have returned to traditionalin-person formats, instructors retain the skills required to produce effective teaching videos. Ithas been shown that online laboratory activities can have some unique advantages [1]. Thispresents an opportunity for instructors to develop pre-recorded demonstration

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)

, rather than STEM in theaggregate. Research findings can be used to inform policies and programs aimed at increasingdiversity and inclusivity in STEM fields, as well as to identify areas where additional supportand resources may be needed to help students succeed.Introduction Despite recent dips in the economy due to COVID-19, the U.S. expects to seeconsiderable occupational growth over the next decade. More specifically, the U.S. Bureau ofLabor Statistics predicts that STEM occupations will grow at over twice the rate (10.8%) of non-STEM occupations (4.9%) between 2021-31 [1]. As our national workforce needs continue togrow, attracting and retaining postsecondary students in science, technology, engineering, andmathematics (STEM) fields

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abasiafak Ndifreke Udosen, Purdue University ; Alejandra J. Magana, Purdue University ; Elsje Pienaar, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

graduate students. The quantitative visualizationsshowed that the students engaged in knowledge-sharing and interdisciplinary learningevents seventeen times in all three project meeting sessions.Implications: The insights derived from this research can prove valuable in implementingeffective team-based course intervention strategies that pertain to project-based modeling andsimulation instruction. Students and practitioners are furnished with evidence-based outcomesendorsing the need to fully integrate comprehensive team-focused problem-solving methods intackling complex STEM-based modeling and simulation challenges.1. Introduction and BackgroundComputational modeling and simulation (CMS) involve the application of computationalscience principles

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen L. Chen, Stanford University; Ade Mabogunje, Stanford University

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Educational Research and Methods Division (ERM)

learners represent themselves through their professional online presence.Ade Mabogunje, Stanford University ©American Society for Engineering Education, 2024 Work-in-Progress Human Capital Formation as a Framework for Entrepreneurship and Venture Design EducationIntroductionA strong case has been made for entrepreneurship education in higher education, and specificallyin engineering education. Huang-Saad et al. [1] note the history of engineering entrepreneurshipeducation, from the first entrepreneurship courses taught in the 1940s at Harvard BusinessSchool to the National Science Foundation’s (NSF) I-Corps program launched in 2012 that seeksto provide NSF-funded

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Tyler Milburn, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods Division (ERM)

of communicating learning achievement since theearly 1900’s [1]. Despite grades having the very practical purpose of communicating our levelsof learning or performance achievement to both the learners and the educational system morebroadly [2], [3], when reflecting on the moments and instances in which we remember receivinggrades we likely don’t only remember the learning material or content. Intertwined with thesememories of receiving grades are likely emotional reactions - sometimes incredibly strong. Thejoy and pride of achieving a good grade, the disappointment or frustration with a bad grade, orthe anticipatory excitement or fear related to either preparing for a graded event such as an examor presentation, or even waiting for a grade

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malliga P, National Institute of Technical Teachers Training and Research, Chennai; Dinesh Kumar KSA; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research Chennai, ; Shanmuganeethi Velu P.E.; Arivalagan S

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Educational Research and Methods Division (ERM)

International Programmes for Overseas Teacher sponsored by ITEC. Offered three SWAYAM MOOC courses – E-content Development, OER for Empowering Teachers and AICTE NITTT Module 1 Orientation towards Technical Education and Curriculum Aspects. Her areas of interest encompass Data and Text Mining, Cloud Computing, Technology-Enabled Teaching and Learning, Instructional Design, E-Learning, and Open Educational Resources (OER), as well as Immersive Technologies.Dr. Dinesh Kumar KSA Dr. K S A Dineshkumar, Professor, Department of Civil Engineering, National Institute of Technical Teachers Training and Research, Chennai. He has been working in the domain of Student Assessment and Evaluation, Learned - Centered approach, Outcome

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)

(e.g., engineering, engineering education, psychology) [1],[2], [3]. Each of these disciplines have their own norms around the generation, expression, andapplication of knowledge. It is important that these teams are able to navigate differences inthinking. Failure to acknowledge, address, and integrate these differences can lead to tensionsthat negatively impact their ability to have their desired impact. A team’s norms and approachesaround the generation, expression, and application of knowledge define their epistemic culture[4]. A team’s epistemic culture affects all aspects of the research process: the types of questionsthey answer, knowledge they generate, knowers they recognize, and knowledge they share.Existing work across Team Science

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Umer Farooq, Texas A&M University; Saira Anwar, Texas A and M University

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Diversity

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Educational Research and Methods Division (ERM)

-in-Progress: Effect of Instructional Practices on Students' Engagement and Performance – A Study DesignAbstract Prior research has focused on examining the effectiveness of student-centered instructionalpractices in conceptually hard STEM courses. However, the effectiveness was measured mainlyby comparing the improvements in students' learning outcomes in new practice against thetraditional approach. Since instructional practices are at the heart of effective teaching, a lack ofstudent-based investigation may lead to critical but often neglected research dimensions. Thesedimensions include: 1) Understanding students' perceptions of new practices. 2) real-timeaccounts of class that could influence students' perceptions 3

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oluwafemi J. Ajeigbe, Texas A&M University; Talodabiolorun Anne Oni, Washington State University; Oluwafemi J. Sunday, Washington State University ; Olusola Adesope, Washington State University; Olufunso Oje, Washington State University; Bernard J. Van Wie, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University

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Diversity

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Educational Research and Methods Division (ERM)

effectiveness[1], [2], [3], [4], [5]. These explorations have contributed profoundly to reshaping ourunderstanding of instructional methods and approaches, emphasizing the need for diverse andadaptive teaching strategies. A notable contribution by Johnson and Johnson [4] highlights theeffectiveness of cooperative learning, where students work in small groups to achieve learninggoals, demonstrating improvements in academic achievement and interpersonal relationships.Furthermore, research by [6] on concept mapping and learning highlighted the effectiveness ofthis approach in improving student comprehension and retention of complex concepts. Nesbit andAdesope [6] emphasized the importance of integrating cognitive theories and technology-enhanced tools in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shawna Dory, Pennsylvania State University; Sarah E. Zappe, Pennsylvania State University

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Educational Research and Methods Division (ERM)

the K-12 setting, withSTEAM (Science, Technology, Engineering, Arts, and Math) initiatives continuing to proliferatein schools nationally and internationally [1], [2], [3]. The integration of the arts and engineeringin the higher education context has been more limited. However, in recent years, universities havestarted to explore how the arts could be integrated into engineering through various initiatives [4],[5]. Some other examples include co-curricular events (i.e., the Annual Art/Engineering ProjectShowcase at the University of Florida), endowed institutes (i.e., the Krenicki Arts and EngineeringInstitute at the University of Connecticut), and interdisciplinary degree programs (i.e., theIntercollege Degree in Colleges of Engineering and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anjing Dai, Arizona State University; Xingchen Xu, Arizona State University; Li Tan, Arizona State University, Polytechnic Campus

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Diversity

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Educational Research and Methods Division (ERM)

experiences faced by Asian engineering students in postsecondary education?• RQ2: Which theoretical frameworks have been employed in studies investigating discriminatory experiences faced by Asian engineering students in postsecondary education? Methods We employed a five-stage framework as proposed by Arksey & O’Malley (2005)for this scoping review: 1) identifying the research questions, 2) identifying relevantstudies, 3) selecting studies, 4) charting the data and 5) collating, summarizing, andreporting the results.Identifying Relevant Studies Holistically, the scope of our study, as highlighted by our research questions RQ1and RQ2, incorporates the research landscape surrounding

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)

-grant and Hispanic Serving Institutions. Subbian’s educational research is focused on asset-based practices, ethics education, and formation of professional identities.Francesca A L´opez, Penn State University ©American Society for Engineering Education, 2024 Appreciative Inquiry as an Intervention for Equity-Centered Engineering Education Research and Praxis1. IntroductionAppreciative Inquiry (APPI) is an asset-based research approach that has been used in a range ofdomains, including organizational development, public health, and education, to study andfacilitate social change in organizations and communities [1], [2], [3]. APPI is grounded in socialconstructivist theory, which suggests

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoc T. Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Diversity

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Educational Research and Methods Division (ERM)

promote healthy relationships andtheir general well-being by identifying and resolving mental health issues. The study ends bypromoting evidence-based strategies to improve the cognitive and emotional aspects of studentdevelopment, such as peer-led team learning and extensive support networks. Given thecircumstances, this SLR offers a comprehensive viewpoint on mental health in engineeringeducation, providing insightful information to practitioners, legislators, and academics to directfuture initiatives fostering student well-being and academic success.Keywords: anxiety, depression, engineering, mental health, mental illness, well-beingIntroductionIn today's demanding academic setting, engineering students' mental health is vital [1]. Therigorous

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Julio Urbina, Pennsylvania State University; Reginald F. Hamilton, Pennsylvania State University; Catherine L. Cohan, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University; Cynthia Howard Reed, Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

, particularly given tragic trends inunderrepresentation and attrition of students of color[1], [2]; graduate identity development[3], [4], [5], [6];graduate competencies[7], [8], [9], [10], [11], [12]; and graduate well-being to counteract common causesof attrition[13], [14]. To date, however, most literature considers “graduate students” holistically whileprioritizing the experiences of doctoral students, who have several years in which to acculturate into theacademic norms of their departments, match with an advisor, and learn to conduct research. Engineeringdisciplines are unique from other disciplines in higher education in that most doctoral students and evenmany master’s students are fully funded on research assistantships (RAs) or teaching

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Muhammad Ali Sajjad, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

levels of stigma of Mental HealthConditions (MHCs). Large scale interventions have shown the positive effect of campusinitiatives and the availability of resources for mental health in reducing stigma among collegestudents. However, research has shown that engineering students tend to have lower proclivity toseek help for their MHCs when needed. Stigma of MHCs is known to negatively influence helpseeking attitudes. Reducing stigma through exposure and contact has the potential to enhancehelp seeking. Through the use of established instruments we collected stigma, contact andawareness measures in a survey (n=1,151) and we explored the relationships between MHCsstigma and (1) Knowledge of MHCs, measured as the number and strength of relationships

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eduardo Rodriguez Mejia M.Sc., Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship. ©American Society for Engineering Education, 2024Work in Progress: Motivational Differences Between Civil and Environmental EngineeringDoctoral Students in the Pre-writing and Writing PhasesIntroduction & BackgroundThere is a common perception among students about the difficulties associated with the dissertationwriting process. Anticipation of isolation, time management issues, and not having the technical skills towrite in a structured manner are some of the challenges that students fear[1], [2], [3]. These

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

, refine future iterations of macroethics lesson content and survey instruments, andfurther incentivize the integration of macroethical content throughout aerospace engineeringcurricula.IntroductionAerospace engineering is a dynamic field often considered to be at the forefront of technologicalinnovation. While aerospace has played a pivotal role in shaping societal progress, theseadvancements have also raised ethical concerns that engineers must consider as they navigate thediscipline. These broader ethical dilemmas (e.g Environmental impact, weaponization of space,and unequal access to aerospace technology) are multifaceted issues that require critical thinkingskills to make informed decisions [1], [2]. Despite the growing need to address these

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Johnston, Arizona State University; Cody D. Jenkins, Arizona State University; Thien Ngoc Y. Ta, Arizona State University, Polytechnic Campus; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A. Smith, University of Minnesota, Twin Cities

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Educational Research and Methods Division (ERM)

), with the same group being observed for multiple weeks. Sessionexcerpts were recorded, and exchanges were coded using Bloom's revised taxonomy.Keywords - Peer instruction, Bloom’s revised taxonomy, Cooperative learning, Study groups,Observation protocol INTRODUCTION AND BACKGROUNDThe PLSG (Peer-Led, Study Group) model has been implemented at Arizona State University(ASU) both in part and entirely within an undergraduate thermodynamics course, along withparallel research regarding student pass rates and other factors [1]. In the PLSG model, studentswork together in small groups of four to five peers to solve challenging, course-related problemsduring weekly, 50-minute recitation sessions. While a facilitator observes