Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caitlin D. Wylie, University of Virginia; Kent A. Wayland, University of Virginia; Andy Wang, University of Virginia

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Diversity

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Educational Research and Methods Division (ERM)

survey responses. We offeredguidance on designing data collection practices to meet IRB ethical requirements for research.We hope these ideas can make it easier for engineering educators to study undergraduate researchas a formative moment of socialization into engineering, whether as researchers or asprofessionals. REFERENCES[1] J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.[2] H. M. Collins, Tacit and Explicit Knowledge. Chicago: University of Chicago Press, 2010.[3] J. Frechtling, “The 2010 User-Friendly Handbook for Project Evaluation,” National Science Foundation, Arlington, VA, 2010.[4] Lopatto, “Survey of Undergraduate Research Experiences (SURE

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anuli Ndubuisi, University of Toronto, Canada; Glory Ovie, The King's University Edmonton, Canada; Zian (Kelly) Zhang, University of Toronto, Canada

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Diversity

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Educational Research and Methods Division (ERM)

transformative nature [19]. We employedfour tenets of duoethnography – currere, polyvocal and dialogic, difference, and ethical stance.Currere, our lives and lived experience are the lens with which we use to self-interrogate themeanings we each hold [18] with regards to negotiating educational structures, navigating systems,and developing our professional identities. With polyvocal and dialogic, our stories are specific,and our individual voices, dialogues and opinions are made explicit so that the reader can makeconnections of meaning and understand the context of the conversation [18][20]. Differencehighlights the difference in our journeys and career stages, articulating each person’s unique lifehistory [21] [22] [18] Finally, ethical stance enables

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, The Ohio State University; Victoria Bill, New York University ; Julie P Martin, The Ohio State University; Tiantian Li, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

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Educational Research and Methods Division (ERM)

during times of educational disruption.IntroductionOpportunities to develop professional skills happen within and outside of engineeringclassrooms. While different operationalizations exist for professional skills, the NationalAcademy of Engineering and ABET generally agree that students’ development should focus onfive specific areas: teamwork and shared leadership, effective communication, creative problem-solving, business and management principles, and professional and ethical responsibility. Inengineering education, skills development often happens within courses like cornerstone andcapstone design [1], as well as in cocurricular activities such as professional organizations andstudent design teams [2]. Specifically, professional

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lise Clara Mabour, Tufts University; Geling Xu, Tufts University; Brian Gravel, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

experiences, we can contribute our perspective and add insights intohow engineering education graduate student researchers come to be.Reference[1] F. Goodyear-Smith, C. Jackson, and T. Greenhalgh, "Co-design and implementation research: challenges and solutions for ethics committees," BMC Med. Ethics, vol. 16, no. 78, 2015. https://doi.org/10.1186/s12910-015-0072-2.[2] C. Ellis, T. E. Adams, and A. P. Bochner, "Autoethnography: an overview," Historical Social Research/Historische Sozialforschung, pp. 273-290, 2011.[3] R. Likely and C. Wright, "The Journey of Decolonization as a Scientist and Science Education Researcher," in Equity in STEM Education Research: Advocating for Equitable Attention. Cham: Springer International Publishing

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L. Brooks, Oregon State University; James L. Huff, Harding University

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Educational Research and Methods Division (ERM)

nature ofsemi- and unstructured interviewing means there is a heavy reliance on the interviewer’s abilityto improvise their presentation of questions in reaction to an interviewee’s responses in real time.This need for intuitive adaptability by the interviewer lends less structured interviewingapproaches the reputation of required skills that must be learned, practiced, and developed overtime. Beyond preparing an interview protocol, interview-based researchers need to managecomplex dynamics experienced during the course of interviews such as timing and rhythm,sensitivity and empathy, navigating the ethics and utility of probing questions, managingemotional reactions that interview participant responses can conjure, or recalling details to

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University

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Educational Research and Methods Division (ERM)

mindretains no active memory of the development of such a belief [30]. It is common for ourespoused beliefs to not match our behaviors [14] suggesting that the nuances of our implicitbeliefs may be missing, or there are contextual factors at play that influence one’s decision-making. Behavioral ethicists encourage individuals to create awareness in decision-makingsituations by being reflective of their choices (behavior) rather than adhering to a specific set ofvalues stipulated by themselves or others [31]. Making judgements with increased awareness canhelp individuals “make decisions that are more in line with their ethical standards” [31, p. 99].This approach to reconciliation between espoused beliefs and future actions serves as thegrounding

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

co-designin makerspaces [8, 9]. By having students focus on solving problems that they themselves careabout, or at least identifying a problem that has a person in the middle of the system, there areincreased possible opportunities to engage in social justice, and applied ethics [10] in doingengineering work. For the purposes of accreditation, ABET has also propagated a definition forengineering design more broadly as “a process of devising a system, component, or process tomeet desired needs and specifications within constraints” [4]. Additionally additional context andinputs about the global, societal, cultural, and environmental aspects of an engineered system arenow also part of the expected student outcomes ABET delineates.ContextWe

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods Division (ERM)

academia.IntroductionAttempts to understand research culture are not new, and there are examples of scholarsmapping, analyzing, and critiquing research culture in the sciences. Some examples are studiesranging from ethical concerns in psychology research [1], critiques of the underlyingphilosophical assumptions of scientific research [2]–[4], developing a framework for scientificresearch in the life sciences [5], to social and political critiques of funding practices in the STEMresearch enterprise [6]–[8]. Following these trends, scholars have explored the nature ofengineering and the cultural underpinnings that guide the field in both practice and training offuture engineers [9]–[13]. These works are often concerned with developing a deeperunderstanding of the

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew S. Sheppard, Clemson University; Alyssa Patrick; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods Division (ERM)

data on these intersecting identities. Interview data were coded infour passes. We identified how the student’s unique values and experiences, mainly related to hiswork ethic, took priority over connecting with others or engaging in departmental or universityprograms. Themes that emerged from the interview data were familiar experiences (seekinghands-on experiences), motivation for engineering degree attainment (familial expectations anddesire for job security), degree attainment resources (strong sense of self-reliance, lack ofreaching out to other sources of support), and strategic gaps (limited understanding of what anengineer does or how to get an engineering job). Understanding this student’s experienceprovides insights into underlying

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

(2021). He is currently working with Dr. Brent Jesiek with aspirations to study undergraduate engineering students’ ethical development.Russell Korte, The George Washington University Russell Korte, PhD. studies the social, cultural, and professional systems in organizations and higher education, along with their effects on learning and performance. This work focuses on the professional education and socialization of engineering students, the work of practicing engineers, as well as the prepa- ration of professionals for their future careers. Dr. Korte is an Associate Professor of Human and Organizational Learning at The George Washington University where he combines his practical experiences of work in education

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)

Course,” presented at the 2022 ASEE Annual Conference & Exposition, Aug. 2022. Accessed: Feb. 08, 2024. [Online]. Available: https://peer.asee.org/the-impact-of-role-play- gamification-on-a-freshman-level-engineering-project-course[20] D. D. Burkey, R. T. Cimino, M. F. Young, K. D. Dahm, and S. C. Streiner, “It’s All Relative: Examining Student Ethical Decision Making in a Narrative Game-Based Ethical Intervention,” in 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden: IEEE, Oct. 2022, pp. 1–6. doi: 10.1109/FIE56618.2022.9962629.[21] M. Nino and M. A. Evans, “Fostering 21st-Century Skills in Constructivist Engineering Classrooms With Digital Game-Based Learning,” IEEE Rev. Iberoam. Tecnol. Aprendiz

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nikitha Sambamurthy, zyBooks, A Wiley Brand

Tagged Divisions

Educational Research and Methods Division (ERM)

(e.g., Institutional ReviewBoard (IRB) to review the ethics around the research) that is necessary for doing research well.To this end, the purpose of this work-in-progress paper is to outline a plan for investigating thebarriers to conducting engineering education research from an industry viewpoint. The questionsguiding this study are: To what extent is it possible for industry professionals to conductengineering education research without an academic partner? What barriers exist for conductingthose engineering education research in education-adjacent industries? This paper aims to build upon the work done by Boden and Borrego [3] to advance ourunderstanding of the organizational barriers to conducting research in industries that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher A. Sanchez, Oregon State University; Kahlan Fleiger-Holmes, Oregon State University; Brian John Zhang, Oregon State University; Naomi T. Fitter, Oregon State University

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Educational Research and Methods Division (ERM)

. These efforts were approved by ouruniversity ethics board.Study DesignThe study design included three different types of course experience, spanning the followingdelivery modes: asynchronous online, synchronous online, and in-person. The instructor for all ofthese offerings and the design of the course were consistent across the full study. • Asynchronous online offerings (3 class sections) involved no synchronous interactions with the teaching team, aside from almost fully unused interaction with teaching team members during office hours (held via Zoom). • Synchronous online offerings (2 class sections) involved fully synchronous virtual labs (held via the gather.town platform) and office hours (held via Zoom

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

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Diversity

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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

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Michelle Soledad, Virginia Tech

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Diversity

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Educational Research and Methods Division (ERM)

. A global engineer and researcher, Tahsin is an advocate and ally for better inclusion in STEM and beyond.Dr. Dayoung Kim, Virginia Polytechnic Institute and State University Dayoung Kim is an Assistant Professor in the Department of Engineering Education at Virginia Tech. She is broadly interested in engineering practice (e.g., practices and experiences of engineers in various employment settings, such as business organizations), engineering ethics (e.g., social responsibility of engineering professionals), and related policy concerns. Through her research, she aims to identify how best to support innovative and ethical practice of engineers in business settings through education and science & technology

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tejas Gupta, Nanyang Technological University ; Ibrahim H. Yeter, Nanyang Technological University; Michael Jin Khoo, Singapore University of Technology and Design

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Diversity

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Educational Research and Methods Division (ERM)

education is significantly different from otherdisciplinary education, it is crucial to examine these psychological factors in the context ofother disciplinary education (Bogaard et al., 2021). For instance, previous research providesinsights into the ethical considerations (Venkatesh et al., 2022) and interdisciplinaryperspectives of engineering education (Yeter et al., 2023), which could inform future researchon the psychological factors influencing career decisions in these fields. In addition, furtherresearch can explore the impact of various forms of support, such as mentorship andprofessional development courses, on engineering students’ career decision-making (Rathoreet al., 2016). Such studies could provide insights into the effectiveness

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinfeng (Kevin) Quan, Westlake University; Chaoyi Wang, Zhejiang Normal University ; Chenhui Zhang, Self-employed

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Diversity

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Educational Research and Methods Division (ERM)

#6 / #10 (differentiating memorization from understanding), #9 / #125 Pseudonyms are used for privacy and ethical concerns.(metacognitive awareness), and #10 / #13 (course performance) reinforce the model’s role inpromoting an integrated learning experience. Specifically, the correlation between items #6 and #10in both pretest and posttest phases suggests that students’ self-perceived learning skills align withtheir ability to distinguish between rote memorization and genuine understanding—a central goalof the LHETM approach.The positive correlations between item pairs #6 / #13 ( = 0.579, p = 0.012) and #7 / #13 ( = 0.542,p = 0.020) in the pretest phase alone reveal an intriguing predictive relationship: students’ initialconfidence in

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)

Be Unfair,” Assessment & Evaluation in Higher Education, vol. 45, no. 8, pp. 1106–1120, Feb. 2020. DOI: 10.1080/02602938.2020.1724875.[7] C. Flaherty, “Teaching Eval Shake-Up,” Inside Higher Ed, May 22, 2018. Available: https://www.insidehighered.com/news/2018/05/22/most-institutions-say-they-value-teaching- how-they-assess-it-tells-different-story. [Accessed April 1, 2024].[8] R. J. Kreitzer and J. Sweet-Cushman, “Evaluating Student Evaluations of Teaching: A Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform,” Journal of Academic Ethics, vol. 1–12, Feb. 2021. Available: https://link.springer.com/article/10.1007/s10805-021-09400-w.[9] M. J. D. Adams and P. D. Umbach, “Nonresponse

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Mao; Sharon Ferguson, University of Toronto; James N. Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto

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Diversity

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Educational Research and Methods Division (ERM)

held fellowships in Ethics of AI and Technology & Society organizations.James N. Magarian, Massachusetts Institute of Technology James Magarian, PhD, is a Sr. Lecturer and Associate Academic Director with the Gordon-MIT En- gineering Leadership (GEL) Program. He joined MIT and GEL after nearly a decade in industry as a mechanical engineer and engineering manager in aerospace/defense. His research focuses on engineering workforce formation and the education-careers transition.Dr. Alison Olechowski, University of Toronto Alison Olechowski is an Assistant Professor in the Department of Mechanical & Industrial Engineer- ing and the Institute for Studies in Transdisciplinary Engineering Education and Practice (ISTEP

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mais Kayyali, Florida International University; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods Division (ERM)

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mackinley Love, University of Calgary; Philip Egberts, University of Calgary; Joanna Wong, University of Calgary; Miriam Nightingale, University of Calgary

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Educational Research and Methods Division (ERM)

was done through an open-ended question asking if participantssaw value in the connection between their laboratories and their in-class learning and futurecareers. Critical reflection has been found to enhance applied learning in professional programssuch as nursing, increasing the quality of student reasoning and understanding [8].Informed consent was obtained with the approval of the Conjoint Faculties Research Ethics Boardof the University of Calgary. These surveys guided students through a critical reflection of theirlaboratory experience using Ash and Clayton’s DEAL model [5]. The revised Bloom’s taxonomy[6] was used as a tool to assess the level of learning required in the laboratory. The student surveyquestions are provided in Appendix

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University; Mi Song Kim, University of Western Ontario; Jingyi Liu, Nanyang Technological University

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Diversity

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Educational Research and Methods Division (ERM)

their main points and therelated direct statements. These reflections were mapped to the five EDIPT stages andcentered on their individual and team reactions, which recorded the students' problem-solvingand decision-making skills development throughout the course. Ethical approval wasobtained from the first author’s university.Data AnalysisContent analysis was used to analyze the five reflections. Content analysis is a technique thathas been extensively used in studies analyzing newspaper articles, interview transcripts, andtextbooks. The deductive content analysis method was used to conduct the coding processdrawing upon the EDIPT framework. Cue words or sentences in the reflections included inthe analysis must show evidence of the design

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Lisa Bosman, Purdue University; Alejandra J. Magana, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

storming, norming,and performing, directly correlating with the research questions of the study. This process, fromopen coding to thematic structuring, allowed for an in-depth exploration of team dynamicswithin the REU program.3.4 Ethical and Trustworthiness ConsiderationsTo ensure the ethical integrity of the study, informed consent was obtained from all participants.The data was anonymized to protect the identity of the participants and stored securely on Box.To enhance the trustworthiness of the findings, an additional coder was enlisted to conductinitial coding and analysis and participate in peer debriefing and inter-rater reliability (IRR)analysis. The IRR analysis measured the degree of agreement among the coders in applying thecodes and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dave Mawer, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York; Lisa Retzlaff, North Carolina State University; Laine Schrewe, Otterbein University; Scott Ferguson, North Carolina State University

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Educational Research and Methods Division (ERM)

-structuredness. The integration of ethics is also an ill-structured aspect of the problem, especiallysince meeting the 20% weight reduction is a stretch goal, which the instructor is aware of but thestudents are not. In resolving ill-structured aspects present and emergent in the problem, studentsnecessarily participate in actions that constitute problem framing.Like the previous problem, resolving complexity is reflected in actions of decomposing the pedal-crank system into individual components that can be analyzed as part of the redesign process.Eventually, complexity is further resolved in synthesizing changes to individual components tounderstand the impact at the system level. Procedural and structural knowledge are necessarilydeveloped and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

evaluation methods, 3rd ed., Thousand Oaks, California: SAGE Publications, 2002.[3] J. Saldana, The coding manual for qualitative researchers, 4th ed. Thousand Oaks, California: SAGE Publications, 2021.[4] W. E. Smythe and M. J. Murray, “Owning the Story: Ethical Considerations in Narrative Research,” Ethics Behav., vol. 10, no. 4, pp. 311–336, 2000, doi: 10.1207/S15327019EB1004_1.[5] D. Hammer and L. K. Berland, “Confusing Claims for Data: A Critique of Common Practices for Presenting Qualitative Research on Learning,” J. Learn. Sci., vol. 23, no. 1, pp. 37–46, Jan. 2014, doi: 10.1080/10508406.2013.802652.[6] A. J. Kleinheksel, N. Rockich-Winston, H. Tawfik, and T. R. Wyatt, “Demystifying Content Analysis,” Am

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)

53 1 = no gain to ICR: α = 0.95 (research Doctoral Research 5 = great gain comprehension and students Learning communication skills), α Assessment = 0.92 (practical research (ERLA) - skills), α = 0.86 (research Trainee scale ethics), α = 0.091 (research identity), α = 0.91 (research confidence and independence), α = 0.92 (equity and inclusion awareness and

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nisha Raghunath M.S., Oregon State University; Karl R. Haapala, Oregon State University; Christopher A. Sanchez, Oregon State University

Tagged Divisions

Educational Research and Methods Division (ERM)

Machine/system statics A/D and D/A CAD (i.e., graphics) Mechatronic Industrial conversion system build robotics Design fundamentals Mechanical systems (e.g., Actuators Computer simulation Robotics Specialty topics - (e.g., reliability, functions, properties, (basics) robotics safety, energy, ethics, materials) liability) Feedback control Pneumatics/hydraulics Digital Control algorithm Robotics (build) Welding and (performance (e.g., properties, power systems/circuits design

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

ethics and social responsibility, community engagement in engineering, and the experiences of low-income and first- generation students in engineering. She has a B.S. in electrical engineering from MIT and an M.S. and Ph.D. in electrical engineering from Stanford University.Fatemeh Khalkhal Dr. Khalkhal is an assistant professor in mechanical engineering at San Francisco State University (a primarily undergraduate and Hispanic-serving Institution). Her research experience is in developing structure-property relationships in complex fluids and polymer composites, broadening the participation of women and underrepresented minorities in engineering, and understanding the relationship between teamwork experience and

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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Diversity

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Educational Research and Methods Division (ERM)

To develop technical engineering skillsFor your own happiness For financial reasonsBecause it suited your interests Service opportunityTo become a better leader Other (please describe)For networking purposesWhat, if any, professional skills do you feel that your co-curricular activities have helpedyou to develop? (multi-select)Critical thinking Oral written communicationProblem solving Leadership skillsEngineering design TeamworkCreativity Professional ethical integrityComputer skills NetworkingTime

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)

not regarded part of engineering, such as Sales (13.6% vs 4.7%), Public Relations(16.9% vs 4.7%), and Fiance (7.1% vs 0.9%) than C3. 4. High workplace factors: C5’s workinvolves frequently engaging in areas of solving ambiguous problems, cross-functionalcollaboration, leadership and work with upper management, and so on. Notably, C5’sengagement with working on ethical questions is significantly higher than all other groups,adjusted ps < .001 (Table S3.9). Figure 5. Comparison of clusters C2 - C5 based on job roles and work backgrounds (see more in Table S3.7).Percentages are calculated by dividing frequency of occurrence by cluster size for each of the five clusters. Note that the job roles are not mutually exclusive from each other