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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Educational Research and Methods Division (ERM)

preparedness in cognitive, affective, and psychomotor domains of learning, and faculty experiences in teaching online courses. He has published papers at several engineering education research conferences and journals. Particularly, his work is published in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals focused on engineering education research

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Jamison, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University

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of Clusters of Participation in Engineering Co- curricular Activities on Student Outcomes,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual On line, Jun. 2020, p. 35305. doi: 10.18260/1-2-- 35305.[22] A. Walsh, E. Diehl, and C. Faber, “Studying the Resource Networks of First-year Engineering Students: Establishing a Data Collection Method,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida, Jun. 2019, p. 33321. doi: 10.18260/1-2--33321.Appendix 1. Example Survey QuestionsPlease describe the most significant learning experience you have had at [School]. (open)Please describe a satisfying learning experience while at [School]. Why was it satisfying?(open)Please describe a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Cindy Wheaton, University of Michigan; Aaron W. Johnson, University of Michigan

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Educational Research and Methods Division (ERM)

Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26629. doi: 10.18260/p.26629.[2] H. Chaibate, A. Hadek, S. Ajana, S. Bakkali, and K. Faraj, “A Comparative Study of the Engineering Soft Skills Required by Moroccan Job Market,” Int. J. High. Educ., vol. 9, no. 1, p. 142, Dec. 2019, doi: 10.5430/ijhe.v9n1p142.[3] M. S. Rao, “Enhancing employability in engineering and management students through soft skills,” Ind. Commer. Train., vol. 46, no. 1, pp. 42–48, Jan. 2014, doi: 10.1108/ICT-04-2013-0023.[4] J. Dawson and S. Kuchnicki, “Experiences Of Using Formula Sae As A Capstone Design Project,” in 2010 Annual Conference & Exposition Proceedings, Louisville, Kentucky: ASEE Conferences, Jun. 2010, p. 15.555.1

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fadhla B. Junus, Purdue University ; Junior Anthony Bennett, Purdue University ; Theresa Green, Purdue University ; Jason Morphew, Purdue University ; Ruth Wertz, Purdue University

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Educational Research and Methods Division (ERM)

2019 2020 2021 2022 2023 Conference Proceedings Journals Book ChaptersFigure 2 provides a concise overview of the acquired publications, adhering to the PRISMA2020 protocol. The data reveals a prevalence of articles published in journals (74%) asopposed to conference proceedings (21%). The majority of journal papers were primarilypublished in 2017 and 2020, while proceedings predominantly featured publications from2019. In addition, a small fraction (5%) of the included studies consisted of book chaptersthat were published in 2012 and 2013.Figure 3: Research Methods used Across Reviewed Studies 16 14 12 10 8 6 4 2 0The articles reviewed employed a wide variety of methods. Figure 3

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Marlee Jacobs, Utah State University; Rosemary Yahne, Utah State University; Wade H. Goodridge, Utah State University

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Educational Research and Methods Division (ERM)

student’s answers were recorded in a dichotomous format,meaning that answers were recorded as either correct or incorrect. Correct answers from eachstudent were summed to form a raw score and converted to a percentage form. Of the 111students who took the TMCT, 108 completed all 12 items, including 63 who completed subtestA and 45 who completed subtest B. Missing data were assumed incorrect. Independent samples ttests were performed between groups to assess equivalence of means. All calculations wereperformed using Microsoft Excel 2019 or Jamovi 2.3.21 [37].Internal consistency of the TMCT with a sighted population was assessed using both Cronbach’salpha and McDonald’s Omega. Cronbach’s alpha is a widely used measure of internalconsistency for

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes

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Diversity

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Educational Research and Methods Division (ERM)

, 2017). Elements of a chilly climateinclude managing stereotypes (McGee, 2018), juggling competing responsibilities (Bowman, 2006),feelings of isolation (Ong et al., 2018), as well as feelings of hypervisibility (Smith et al., 2016) for Blackstudents. While many Black students can successfully navigate this climate, enduring the chillyenvironment in Engineering can perturb their journeys through STEM (McGee & Martin, 2011). ASEE(2021) reported that only 8669 Black females and 21,000 Black males were enrolled in undergraduateengineering programs. Also, ASEE (2021) highlighted that Black students represent just 3.6% of alldoctoral degrees in engineering. While there is a growing body of literature aimed at unpacking theexperiences of Black

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

mining and learning analytics in engineering education, broadening student participation in engineering, faculty preparedness in cognitive, affective, and psychomotor domains of learning, and faculty experiences in teaching online courses. He has published papers at several engineering education research conferences and journals. Particularly, his work is published in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving

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

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Educational Research and Methods Division (ERM)

its increasing use among students and scholars, alongsideLatin* [see also 23].B. Sample and Settings Our analytic sample consists of multiple cohorts of undergraduate students who participated in materialsscience summer research internship programs between 2019 and 2023 in a diverse historically black collegesetting. Table 1 displays self-reported background information for the participants included in this study. Theparticipants were diverse in terms of race, ethnicity, socioeconomic status, and home college/university, aseach cohort included students from the engineering college host site as well as students recruited nationallyfrom other campuses including research-intensive universities, other HBCUs, and most recently alsocommunity

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Searle, Utah State University; Daniel Kane, Utah State University; Natalie L. Shaheen; Wade H. Goodridge, Utah State University

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Educational Research and Methods Division (ERM)

edge cutting test (TMCT) and authoring an ASEE paper on potential impacts on spatial ability performance from COVID-19 among blind and low-vision individuals. His focus in coursework during his time at the university has been on engineering, kinesiology, and psychology. He also has been involved over the last year in an Instructional Technologies and Learning lab where he has helped code, analyze, organize, and prepare data on cognitive load in college students.Daniel Kane, Utah State University Daniel Kane is a graduate student at Utah State University pursuing a PhD in Engineering Education with a concurrent master’s degree in Civil Engineering. His research interests focus around the study of spatial ability with

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)

–61, Jul. 2019, doi: 10.1145/3330794.[3] R. T. Javed et al., “Get out of the BAG! Silos in AI Ethics Education: Unsupervised Topic Modeling Analysis of Global AI Curricula,” J. Artif. Intell. Res., vol. 73, pp. 933–965, Mar. 2022, doi: 10.1613/jair.1.13550.[4] L. Tuovinen and A. Rohunen, “Teaching AI Ethics to Engineering Students: Reflections on Syllabus Design and Teaching Methods,” 2021.[5] J. Lönngren, “Exploring the discursive construction of ethics in an introductory engineering course,” J. Eng. Educ., vol. 110, no. 1, pp. 44–69, 2021, doi: 10.1002/jee.20367.[6] R. F. Clancy, Q. Zhu, and Philosophy Documentation Center, “Why Should Ethical Behaviors Be the Ultimate Goal of Engineering Ethics Education?,” Bus. Prof

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

comprehensive study will be helpful for those who want to betterunderstand faculty perceptions about DEIB, and their resistance to and intention for implementingDEIB practices/activities in their graduate research labs. This work-in-progress work will carryimplications for how faculty individually interact with graduate students and design graduateeducation/research lab DEIB practices and activities. Specifically, the study will promote a morerobust approach to assessing how engineering research labs start or continue to foster DEIB beliefsand create an environment where DEIB activities can thrive.AcknowledgementThis material is based upon work supported by the Alfred P. Sloan Foundation under Grant No.G-2019-11435. Any opinions, findings, conclusions

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Erick Vaclav Svec, Pontificia Universidad Católica de Chile; Gabriel Astudillo, Pontificia Universidad Católica de Chile; Luis Eduardo Vargas-Vidal, Pontificia Universidad Católica de Chile; Carolina López, Pontificia Universidad Católica de Chile; Ximena Hidalgo; Isabel Hilliger, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

universitarios,” Revista Electr´onica de Psicolog´ıa Iztacala, vol. 20, no. 1, mar. 2017. [Online]. Available: https://www.revistas.unam.mx/index.php/repi/article/view/58921 [5] F. Sempere-Ripoll and A. Rodr´ıguez-Villalobos, “La emoci´on como clave del e´ xito para el desarrollo de competencias en la direcci´on de operaciones,” Direcci´on y Organizaci´on, p. 73–84, Jul. 2019. [Online]. Available: http://dx.doi.org/10.37610/dyo.v0i68.553 [6] B. Giangrasso, S. Casale, G. Fioravanti, G. L. Flett, and T. Nepon, “Mattering and anti-mattering in emotion regulation and life satisfaction: A mediational analysis of stress and distress during the covid-19 pandemic,” Journal of Psychoeducational Assessment, vol. 40, no. 1, p. 125–141, Dec

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

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Educational Research and Methods Division (ERM)

relationships between these factorsand peer rating scores in the context of college course teamwork. We used Tandem to collectpeer rating data from 5,322 college students at a Midwest research university spanning the periodfrom 2019 to 2023. Our analysis reveals statistically significant associations between students’peer rating values and their personal factors. Female students, students with higher GPAs, orthose preferring working alone were more likely assigned higher peer ratings, while those ratingthemselves higher in extraversion and task control tended to receive lower ratings. In addition,the multiple-way interactions among personal characteristics suggest that academic performanceis more influential among these factors analyzed. These results

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)

Affecting PhD Student Success. International journal of exercise science, 12(1), 34–45.[5] Cass, C., Kirn, A., Tsugawa, M. A., Perkins, H., Chestnut, J. N., Briggs, D. E., & Miller, B. (2017, June), Board # 18 : Improving Performance and Retention of Engineering Graduate Students through Motivation and Identity Formation Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27798[6] Perkins, H., Tsugawa-Nieves, M., Bahnson, M., Satterfield, D., Parker, M., Kirn, A., & Cass, C. (2019). Motivation Profiles of engineering doctoral students and implications for persistence. 2019 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109

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 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushant Makarand Padhye, University of Cincinnati; David Reeping, University of Cincinnati; Nahal Rashedi , University of Cincinnati

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Educational Research and Methods Division (ERM)

. 06, 2024. [Online]. Available: https://peer.asee.org/the-impact-of-the-physics-statics-and- mechanics-sequence-on-student-retention-and-performance-in-mechanical-engineering[14] D. Reeping, D. B. Knight, J. R. Grohs, and S. W. Case, “Visualization and analysis of student enrollment patterns in foundational engineering courses,” Int. J. Eng. Educ., vol. 35, no. 1A, 2019.[15] S. Pisano, H. Ma, B. Fulgham, G. Guadagni, D. D. Morris, and M. Abramenko, “Redesigning the Calculus Curriculum for Engineering Students,” presented at the 2018 ASEE Annual Conference & Exposition, Jun. 2018. Accessed: Feb. 06, 2024. [Online]. Available: https://peer.asee.org/redesigning-the-calculus-curriculum-for-engineering- students[16

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Stephanie Claussen, San Francisco State University; Ana Karen Biviano

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Educational Research and Methods Division (ERM)

., and Finkelstein, N.D. (2020) Epistemic stances toward group work inlearning physics: Interactions between epistemology and social dynamics in a collaborativeproblem solving context. Physics Education. arXiv:2005.02425Kajfez, R. L., Mohammadi-Aragh, M. J., Clark, A., Sassi, S., and Petrie, J. (2019, June), Board29: Initial Qualitative Exploration into First-Year Engineering Community and Identity. The2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—3231Knapp, H. (2018) Intermediate Statistics Using SPSS. SAGE Publications, Inc.Leslei I. (2021) Conflicted: How Productive Disagreements Lead to Better Outcomes. HarperCollins.Loignon, A (2022) Comments made during the Advisory Board Meeting for the NSF Project #[Blind for

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Na Zhao, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Cristina Diordieva, Nanyang Technological University

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Educational Research and Methods Division (ERM)

’ Attitudes and Self-Assessment Towards Computational Thinking,”CTE-STEM 2022, 2022.[21] O. Yaşar, J. Maliekal, P. Veronesi, L. Little, M. Meise and I. H. Yeter, “Retrieval PracticesEnhance Computational and Scientific Thinking Skills,” Frontiers in Psychology 13, pp. 142-154, 2022.[22] Diordieva, C., & Yeter, I. H., & Smith, W. S. (2019, June), Middle School STEM Teachers’Understandings of Computational Thinking: A Case Study of Brazil and the USA Paperpresented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2--33107[23] O. Yasar, P. Veronesi, J. Maliekal, J. Little, L. S. E. Vattana and I. H. Yeter,“Computational Pedagogy: Fostering a new method of teaching,” Computers in EducationJournal, 7(3), pp. 51–72.[24] V

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Biester; Ian Stewart; Laura Hirshfield, University of Michigan; Rada Mihalcea; Sara Pozzi

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Educational Research and Methods Division (ERM)

semesters, from Winter 2019 to Fall 2021(Table 1). We analyze data based on instructor sex and COVID; future work will analyze this datafor other demographic characteristics, such as race/ethnicity and nationality.Data pre-processing Some of the courses in our data are associated with multiple instructors,and some of the evaluations target teaching assistants rather than professors. We performextensive data cleaning before analysis, including: (1) removing multi-instructor courses (courseswhere multiple instructors were referenced in the evaluations); (2) removing lab and recitationsections where teaching assistants were likely to be mentioned in evaluations; (3) replacingpersonal names detected with Named Entity Recognition1 with generic PERSON

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriel Astudillo, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Jorge Baier, Pontificia Universidad Catholica de Chile; Sofía Helena María Olmedo Saavedra, Pontificia Universidad Catholica de Chile

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Educational Research and Methods Division (ERM)

environmentmanagement.Consequently, the control of the effect that emotional self-regulation could have on therelationship between mental well-being and self-regulated learning remains open, so future workshould incorporate other dimensions of self-regulation learning into the proposed model,analyzing how these are impacted by the two dimensions of mental well-being. Future work isalso expected to estimate the indirect effect of the gaps in social integration of specific groups ontheir mental well-being and on the self-regulation of their learning.AcknowledgementsReserved for blind review.References[1] S. J. Bork and J. L. Mondisa, “Science, Engineering, and Mathematics Graduate Student Mental Health: Insights from the Healthy Minds Network Dataset,” in 2019 ASEE

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Siqing Wei, Purdue University at West Lafayette (COE); Amirreza Mehrabi, Purdue University; Li Tan, Arizona State University; Matthew W. Ohland, Purdue University at West Lafayette (COE)

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Educational Research and Methods Division (ERM)

his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Pro- gram Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS. ©American Society for Engineering Education, 2023 Introduction Engineering classrooms have adopted team-based learning as a popular and effectivepedagogy for a long time [1-3]. Given the booming of computer-assisted learning technologies,instructors could easily observe the different ways of interaction and collaboration across teamsand among team

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiara Lynn Steinhorst, University of Nevada, Reno ; Kelsey Scalaro, University of Nevada, Reno; Rachael Ciara Young; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods Division (ERM)

about the students’ motivation, identity, success, and involvement in engineeringwhile participating in a four-year-long engineering cohort. For this study, we leveraged directedcontent analysis to explore how participants accessed and utilized cohort resources through thelens of social capital theory [24].ParticipantsThis study was conducted at a large, land-grant, R1 university, with initial data collectionbeginning during students’ first semester in the fall of 2019. The participants were 16undergraduate engineering students who voluntarily applied to join a four-year scholarship-basedcohort program beginning just before the start of their fall semester. Selection criteria for theparticipants included full-time enrollment in an engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Georgia Institute of Technology; Sai Paresh Karyekar, Georgia Institute of Technology; Liangliang Chen, Georgia Institute of Technology; Yiming Guo, Georgia Institute of Technology; Ying Zhang, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

32.41 2018 Spring 104 16.35 21.15 33.65 2018 Fall 107 23.36 25.23 34.58 2019 Spring 96 13.54 26.04 38.54 2019 Fall 89 15.73 20.22 37.08 2020 Spring 65 24.62 26.15 33.85 2020 Fall 79 22.78 22.78 30.38 2021 Spring 69 18.84 17.39 28.99 2021 Fall 66 27.27 18.18 27.27 2022

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Disha Patel, Florida International University; Monique S. Ross, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

STEM Summer Bridge Program,” ASEE Annual Conference and Exposition, Conference Proceedings, vol. 2020-June, 6 2020.[21] S. T. Tripathy, K. Chandra, H.-Y. Hsu, Y. Li, and D. Reichlen, “Engaging Women Engineering Undergraduates as Peer Facilitators in Participatory Action Research Focus Groups,” 7 2021.[22] D. Feil-Seifer, M. Parker, and A. Kirn, “Examining Faculty and Graduate Student Attitudes on Stress and Mental Health,” 8 2022. [Online]. Available: www.slayte.com[23] J. G. Liang, R. Evans, and S. E. Kulesza, “We are Thriving! Undergraduate Women in Engineering Student Project Teams,” ASEE Annual Conference and Exposition, Conference Proceedings, 6 2019.[24] K. Redmond, G. Panther, M. Asadollahipajouh, R. Evans, S. Kulesza

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Felicity Bilow, Clarkson University; Mohammad Meysami, Clarkson University ; Jan DeWaters, Clarkson University

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Educational Research and Methods Division (ERM)

Annual ASEE Conference & Exposition, Indianapolis, IN, USA, 2014.[3] United Nations. "The 17 Goals." United Nations. https://sdgs.un.org/goals (accessed: February 22, 2023).[4] B. Amadei, "Engineering for the Developing World," in The Bridge, vol. 34, no. 2, Washington, DC, USA: National Academies Press, 2004, pp. 24-31.[5] National Academy of Engineering. The Engineer of 2020: Visions of Engineering in the New Century. Washington DC, USA: The National Academies Press, 2004.[6] Accreditation Board for Engineering and Technology. "Criteria for Accrediting Engineering Programs, 2022-2023." Accreditation Board for Engineering and Technology. https://www.abet.org/accreditation/accreditation-criteria/criteria-for

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

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Educational Research and Methods Division (ERM)

Traits of Engineering and Computing Students (Part II),” ASEE Annual Conference, 2019.[17] H. Koğar, “Development of a short form: methods, examinations, and recommendations,” EPOD, vol. 11, no. 3, pp. 302–310, Sep. 2020, doi: 10.21031/epod.739548.[18] R. F. DeVellis, Scale Development: Theory and Applications (Applied Social Research Methods), 3rd ed. SAGE Publications, Inc, 2011.[19] B. G. Tabachnick and L. S. Fidell, Using Multivariate Statistics, 6th ed. Pearson, 2012.[20] R. B. Kline, Principles and Practice of Structural Equation Modeling, Second Edition (Methodology in the Social Sciences), Second. New York: The Guilford Press, 2004, p. 366.[21] J. Wang and X. Wang, Structural equation

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

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Educational Research and Methods Division (ERM)

, and C. H. Wang, "Academic and demographic cluster analysis ofengineering student success," IEEE Transactions on Education, vol. 64, no. 3, pp. 261-266,March 2020.[6] E. Kim, N. M. Hicks, and M. L. Sanchez-Pena, "Assessing the Data Analysis Training ofEngineering Undergraduates," in 2019 ASEE Annual Conference & Exposition, June 2019.[7] D. Pistrui and N. E. Rayess, "Creating Data-Driven Undergraduate Student EngineeringTypologies to Shape the Future of Work," in 2021 ASEE Virtual Annual Conference ContentAccess, July 2021.[8] A. Godwin et al., "Using topological data analysis in social science research: Unpackingdecisions and opportunities for a new method," in 2019 ASEE Annual Conference & Exposition,June 2019.[9] A. Minichiello, J

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Liang Wang, School of Public Affairs, Zhejiang University; 帅 王, the School of Public Affairs, Zhejiang University

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Educational Research and Methods Division (ERM)

)frameworks applicable to Ph. D. programs in engineering,” in 2018 ASEE Annual Conference & Exposition,2018.[5] D. Jonassen, J. Strobel, and C. B. Lee, “Everyday Problem Solving in Engineering: Lessons forEngineering Educators,” J. Eng. Educ., vol. 95, no. 2, pp. 139–151, Apr. 2006, doi: 10.1002/j.2168-9830.2006.tb00885.x. 13[6] E. Holloway, K. A. Douglas, W. C. Oakes, and D. Radcliffe, “Research Experiences Instrument ScoringGuide,” p. 3, 2021.[7] E. F. Crawley and A. E. Hosoi, “Moving Forward with the New Engineering Education Transformation(NEET) program at MIT-Building community, developing projects, and connecting with industry,” 2019.[8] E. F. Crawley, “Redesigning undergraduate

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)

, teamwork behaviors, and academic performance," 2019 ASEE Annual Conference & Exposition, Tampa, Florida. doi: 10.18260/1-2--32738[22] L. C. Hodges, "Student engagement in active learning classes," Active Learning in College Science, pp. 27-41, 2020, doi: 10.1007/978-3-030-33600-4_3[23] D. Zahay, A. Kumar, and C. Trimble, "Motivation and active learning to improve student performance," in Creating Marketing Magic and Innovative Future Marketing Trends: Proceedings of the 2016 Academy of Marketing Science (AMS) Annual Conference, 2017: Springer, pp. 1259-1263, doi: 10.1007/978-3-319-45596-9_231[24] Y. Kusumoto, "Enhancing critical thinking through active learning," Lang. Learn. High. Educ., vol. 8, no. 1

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

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Educational Research and Methods Division (ERM)

: 10.1002/jee.20546.[2] T. J. Yosso, “Whose culture has capital? A critical race theory discussion of community cultural wealth,” Race Ethn. Educ., vol. 8, no. 1, pp. 69–91, 2005, doi: 10.1080/1361332052000341006.[3] M. Josiam, A. Patrick, M. Andrews, and M. Borrego, “Makerspace Participation: Which Students Visit, Return, and Why?,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 33075. doi: 10.18260/1-2-- 33075.[4] J. M. Hughes and L. J. Morrison, “Innovative learning spaces in the making,” presented at the Frontiers in Education, Frontiers Media SA, 2020, p. 89.[5] L. Martin, “The promise of the maker movement for education,” J. Pre-Coll. Eng. Educ. Res. J