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; Justin Charles Major, Rowan University ; Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Divisions

Educational Research and Methods Division (ERM)

undergraduate students NicholasInsinga, David Lentz, Dylan Letcher, Alfred Marchev, and Ryan Petzitillo who assisted in thedevelopment of the interview protocol and identification of the initial emergent codes.References[1] A. Godwin and A. Kirn, “Identity‐ based motivation: Connections between first‐year students’ engineering role identities and future‐time perspectives,” J. Eng. Educ., vol. 109, no. 3, pp. 362–383, 2020, doi: https://doi.org/10.1002/jee.20324.[2] D. R. Simmons, J. Van Mullekom, and M. W. Ohland, “The Popularity and Intensity of Engineering Undergraduate Out‐of‐Class Activities,” J. Eng. Educ., vol. 107, no. 4, pp. 611–635, Oct. 2018, doi: 10.1002/jee.20235.[3] R. S. Adams, S. R. Daly, L. M. Mann, and G. Dall’Alba

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

Tagged Topics

Diversity

Tagged Divisions

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 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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

to figure out which elements on project teams are prompting the development and practiceof professional skills on project teams to understand if those elements can be replicated in other settings.Not all students or institutions have the resources or availability to expand or participate in project teams.However, by understanding which structures or elements have been useful for developing professionalskills, instructors can introduce similar tactics into classroom settings so more students have opportunitiesto develop their professional skills.References[1] L. Bland, S. Kusano, and A. Johri, “Engineering Competitions as Pathways to Development of Professional Engineering Skills,” in 2016 ASEE Annual Conference & Exposition

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Md Abu Shohag, University of North Alabama

Tagged Divisions

Educational Research and Methods Division (ERM)

, et al. (2021, Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education. Sustainability 13(4).[5] L. Sardi, A. Idri, and J. L. Fernández-Alemán, "A systematic review of gamification in e-Health," Journal of Biomedical Informatics, vol. 71, pp. 31-48, 2017/07/01/ 2017.[6] K. Robson, K. Plangger, J. H. Kietzmann, I. McCarthy, and L. Pitt, "Game on: Engaging customers and employees through gamification," Business Horizons, vol. 59, pp. 29-36, 2016/01/01/ 2016.[7] A. Behl, P. Sheorey, A. Pal, A. K. V. Veetil, and S. R. Singh, "Gamification in E- Commerce: A Comprehensive Review of Literature," Journal of Electronic Commerce in Organizations (JECO), vol. 18, pp. 1-16, 2020

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alberto Cureg Cruz, California State University, Bakersfield; Amin Malek, California State University, Bakersfield; Andrea Medina, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

NationalCenter for Education Statistics (NCES), many university students in the United States are non-traditional. Despite these challenges, non-traditional students excel because they understand thevalue of a college degree in today's job market, particularly for certain engineering disciplineswhere a degree is required. Hispanic/Latino(a) students are often non-traditional and face unique challenges andobstacles in their pursuit of their degree. Hispanics/Latino(a)s are more likely than otherdemographic groups to work while attending college [2]. The high rate of labor forceparticipation among Hispanic/Latino(a) students can be seen as an example of intersectionality[3], as it is influenced by multiple factors, including their race, ethnicity

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hayaam Osman, Purdue University ; Matthew W. Ohland, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

shows three contexts that influence engineering instructors offundamental engineering courses (FECs) in using tests in their courses: 1) autonomy, 2) coursecontext, and 3) inertia. These contexts are largely consistent with the literature, but also revealsome research gaps that the engineering education community should think about addressing toimprove our education processes. In addition, the community can use our findings to raisequestions about test usage, introducing intentionality with test usage in engineering classrooms.ReferencesAbadi, M. G., Hurwitz, D. S., & Brown, S. (2017). Influence of context on item-specific self- efficacy and competence of engineering students. International Journal of Engineering Education, 33(4

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

work is consideredrigorous engineering research? What work is considered to have the most value? What is valuedby the dominant cultural and political voices? This work-in-progress paper provides currentfindings as a brief narrative exploration of literature on engineering research culture, and theparadigm(s) that lead engineering research work that was guided by the following question: whatare the research and cultural paradigms that guide engineering research?As this question is ambiguous and broad, I would like to explicitly note that this paper does notreport on preliminary findings from the first stages of a scoping literature review, but it is anarrative literature review to lay a foundation for further exploration. This paper serves as

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, contributing to the larger body of research in the field.Mr. Syed Ali Kamal, University at Buffalo, The State University of New York Syed Ali Kamal is a doctoral candidate in the Department of Engineering Education at University at Buffalo. His research interests lie in the area of diversity, equity and Inclusion, mental health and wellbeing.Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York Dr. Matilde S´anchez-Pe˜na is an assistant professor of Engineering Education at the University at Buffalo – SUNY where she leads the Diversity Assessment

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Talha Naqash, Utah State University, Logan ; Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University; Angela Minichiello, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

the importance of recognizing issues and variationsin emotional responses, particularly in students facing math difficulties. They highlight the dynamicnature of these emotional states, which can significantly shift across diverse learning activities andinfluence the engagement level [37]. For example, negative emotions raise frustration levels whichcan be helpful during focused learning and problem–solving s but when the time constraint isinvolved, the same emotion can be the reason for a lower engagement level [1].The second research question focused on the specific emotions have researchers proposed aspotential indicators of deeper cognitive engagement in educational settings. When we are talkingabout specific emotional indicators

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Greses Perez, Tufts University; Lise Clara Mabour, Tufts University; G. R. Marvez, Tufts University; Ymbar Isaias Polanco Pino, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

]. • Honoring the language(s) and cultural practices of minoritized communities, recognizing how racialized ideologies shape engineering education [21]. Curriculum and students • Fostering cultural competencies and social justice through culturally responsive engineering curriculum [22], [23]. • Link between social and technical aspects [24] - [26]. Learning • Learning centered in students’ funds of knowledge Profession and education • Expanding pathways into engineering Broader issues, the • Contextualizing the work in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

inattentive responders. The finalanalytical sample included 834 students. Participant gender identity, race/ethnicity, nationality,sexual identity, and disability status are reported in Table 1. Participants self-identified theirdemographics by selecting from categorical response options including write-in text options. Thesample is predominantly men (65%), and white (66%), which reflects the general populationcharacteristics among contemporary U. S. engineering undergraduates. Most participantsidentified as heterosexual/straight (88%) with 9% identifying as asexual, bisexual, gay, lesbian,pansexual, queer, or another sexual identity. Students reported a range of disabilities, withpsychological conditions predominating at 13% of the sample.Table 1

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hudson James Harris, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yinqi (Anna) Zhang, Penn State University; Brian Belland, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Council for Research on Women, 11 Hanover Square,20th Floor, New York, NY 10005.[3] Hill, C., Corbett, C., & St Rose, A. (2010). Why so few? Women in science, technology,engineering, and mathematics. American Association of University Women. 1111 SixteenthStreet NW, Washington, DC 20036.[4] Fouad, N. A., Hackett, G., Smith, P. L., Kantamneni, N., Fitzpatrick, M., Haag, S., &Spencer, D. (2010). Barriers and supports for continuing in mathematics and science: Gender andeducational level differences. Journal of Vocational Behavior, 77(3), 361-373.[5] Sullivan, A., & Bers, M. U. (2013). Gender differences in kindergarteners’ robotics andprogramming achievement. International journal of technology and design education, 23,691-702.[6

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

Tagged Divisions

Educational Research and Methods Division (ERM)

conceptualresearch, Strobel et al. [30] analyzed 1058 engineering education literature related to authenticity througha systematic literature review and proposed a four dimensions concept framework based on Brab et al.’s 3research work [31], which includes context authenticity, task authenticity, impact authenticity, as well aspersonal and value authenticity.Authentic learning has a long history in engineering fields like apprenticeship [28], in which the learnerscould finish some real-world tasks and solve ill-defined problems. The features of work-place engineeringproblems, such as ill-structured, complex, conflicting goals, multiple solution methods, beyond engineeringsuccess standards or constraints

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Larkin Martini, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Karin Jensen, University of Michigan

Tagged Divisions

Educational Research and Methods Division (ERM)

participants to expand upon previousanswers and provide additional insights into their relationships with their advisor(s). Thequestions are included in Table 3 in Appendix A.The survey was reviewed by a group of graduate students outside of the participant pool acrossmultiple institutions and by our grant’s external advisory board. The survey was revised based onfeedback to improve clarity and ensure the appropriateness of selected subscales. Once responsesto the recommendations from the external feedback sources were implemented, the final surveywas administered via Qualtrics and was made available to participants for four weeks. Theresearchers’ Institutional Review Boards approved this study (HUM00230743, #23-901).ParticipantsThe survey was

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)

- Revised (SLQ- R) Sherman, D. K., 2021 Frontiers in Doctoral USA Perceived Adapted Zimet et al. (1988) Ortosky, L., Psychology students Social support Leong, S., Kello, C., & Hegarty, M. (2021) Smith, A. B., 2021 Nurse education Doctoral USA Collaboration DevelopedUmberfield, E., today students of LeadershipGranner, J. R., and Innovation Harris, M., in MentoringLiestenfeltz, B

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew David Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L. Matz, University of Michigan; Spencer JaQuay, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, alsohave the highest level of tentativeness in the LIWC analysis, suggesting that their leadership isexpressed in a way that invites others’ input. The GCA analysis (Fig. 4) is somewhat at variancewith the others, suggesting that S1 and S4 are the greater participators. The overallresponsiveness scores are very similar for all team members, but the social impact scorescorroborate the observation that S3 seems disempowered.Figure 3 - Scores for each member (S1-S4) of each team for each of the three LIWC constructs. Theresults for team F22 are skewed by S4’s very small number of utterances.Figure 4 - Scores for each member (S1-S4) of each team for each of the three GCA constructs. The resultsfor team F22 are skewed by S4’s very small number of

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander V. Struck Jannini, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods Division (ERM)

' cultural backgrounds and departmental culture might influencestudents’ motivational orientations.References[1] A. Wigfield and J. S. Eccles, “Expectancy-value theory of achievement motivation,” Contemp. Educ. Psychol., vol. 25, no. 1, pp. 68–81, 2000, doi: 10.1006/ceps.1999.1015.[2] J. Guo, P. D. Parker, H. W. Marsh, and A. J. S. Morin, “Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective,” Dev. Psychol., vol. 51, no. 8, pp. 1163–1176, 2015, doi: 10.1037/a0039440.[3] J. Allen and S. Robbins, “Effects of Interest-Major Congruence, Motivation, and Academic Performance on Timely Degree Attainment,” J. Couns. Psychol., vol. 57, no. 1

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

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

experiences.Future research should consider exploring teamwork dynamics in diverse URPs across differentgeographical and disciplinary contexts to generalize the findings as well as compare teamworkexperiences across various URPs to understand the impact of different institutional cultures andprogram structures. Additionally, longitudinal studies could offer a deeper understanding ofhow teamwork skills developed in URPs impact students’ professional careers. References[1] K. W. Bauer and J. S. Bennett, “Alumni Perceptions Used to Assess Undergraduate Research Experience,” J. High. Educ., vol. 74, no. 2, pp. 210–230, 2003.[2] D. Lopatto, “Undergraduate Research Experiences Support Science Career Decisions and Active Learning,” CBE—Life Sci. Educ., vol

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D. Torres, and S. M. Eddington, “Understanding the Professional Formation of Engineers through the Lens of Design Thinking: Unpacking theWicked Problem of Diversity and Inclusion,” ASEE Annu. Conf. Expo. Proc., Jun. 2017, Accessed: Dec. 06, 2022. [Online]. Available: https://par.nsf.gov/biblio/10036285-understanding-professional-formation-engineers- through-lens-design-thinking-unpacking-thewicked-problem-diversity-inclusion[2] B. Frank, D. Strong, R. Sellens, and L. Clapham

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Miguel Alfonso Feijoo-Garcia, Purdue University ; Brittany Newell; Alejandra J. Magana, Purdue University ; Mark Holstrom, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

factors overscientific or theoretical knowledge, implementing targeted interventions, thus adjusting theinstructional approach and refining the use of the tool. These efforts aim to strengthen theanalysis of the lesson design’s impact on learning outcomes and explore the potential integrationof emerging technologies for enhanced effectiveness in specific educational contexts.References [1] C. Vieira, R. Aguas, M. H. Goldstein, S. Purzer, and A. J. Magana, “Assessing the impact of an engineering design workshop on colombian engineering undergraduate students,” International Journal of Engineering Education, vol. 32, no. 5, pp. 1972–1983, 2016. [2] M. A. Feij´oo-Garc´ıa., H. H. Ram´ırez-Ar´evalo., and P. G. Feij´oo-Garc´ıa., “Collaborative

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, University of Cincinnati; Sheryl A. Sorby, University of Cincinnati; Clodagh Reid, Technological University of the Shannon; Gibin Raju, University of Cincinnati

Tagged Divisions

Educational Research and Methods Division (ERM)

understanding of how the design problem-solving behaviors ofundergraduate engineering participants differ based on their levels of spatial ability while, whysuch differences exist and how they might affect their learning outcomes is yet to be known. Futureresearch provide us some insight into it.ACKNOWLEDGMENTSThis work was made possible by a grant from the National Science Foundation (NSF #2020785).Any opinions, findings, and conclusions, or recommendations expressed in this material arethose of the authors and do not necessarily reflect the views of the National Science Foundation. 11REFERENCES 1. R. Gorska and S. Sorby, "Testing instruments for the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeffrey Stransky, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

sampling(KMO = 0.91) and sufficient factor correlations (χ2171 = 2562.3, p < 0.001). Phase 2 also showedsuitable results (KMO = 0.92) and (χ2171 = 2690.6, p < 0.05). Table 3. Cronbach Alpha’s Value for Both Study Phases. Phase 1 Phase 2 Cronbach’s alpha Cronbach’s alpha Searching (S) 0.78 0.80 Planning (P) 0.73 0.77 Managing (M) 0.77 0.82 4 Implementing People (IP

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago; Renata A. Revelo, The University of Illinois, Chicago; Musab Kazi; Betul Bilgin, The University of Illinois, Chicago; Justin Merchan; Houshang Darabi, The University of Illinois, Chicago

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #38459Work in Progress: Engineering Identity Development after Two Years ofUndergraduate EducationJanet Aderemi Omitoyin, Janet Omitoyin is a PHD student in the Department of Curriculum and Instructions, University of Illinois at Chicago (UIC). An astute scholar, Janetˆa C™s quest for a solution to the problems of mathematics learning based on her experience as a student andDr. Renata A. Revelo, The University of Illinois, Chicago Renata Revelo is a first-generation college student, migrated from Ecuador to the United States as a teenager with her parents and sister. She is the first in her family to obtain a

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

found a noticeable but insignificant difference in scores. All calculations wereperformed using Microsoft Excel. Table 2. Summary of results. Mean Standard Shapiro-Wilk Mann-Whitney Result Duration (s) Deviation (s) Normality U test Normal Pre-COVID 149 84 Statistically (p>0.05) U=329 significant

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Revolution to Industry 4.0: A Literature Review,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual On line, Jun. 2020, p. 35318. doi: 10.18260/1-2--35318.[4] S. R. Brunhaver, R. Korte, S. Barley, and S. Sheppard, “Bridging the Gaps between Engineering Education and Practice,” in U.S. Engineering in a Global Economy, University of Chicago Press, 2018, pp. 129–163. doi: 10.7208/chicago/9780226468471.001.0001.[5] K. Tonso, “Teams that work: Campus culture, engineer identity, and social interactions,” J. Eng. Educ., vol. 95, no. 1, pp. 25–37, 2006.[6] A. C. Loignon, D. J. Woehr, M. L. Loughry, and M. W. Ohland, “Elaborating on Team- Member Disagreement: Examining Patterned Dispersion in Team-Level Constructs

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] Council of Graduate Schools, “Ph.D. completion and attrition: Analysis of baseline data from the Ph.D. completion project,” Council of Graduate Schools, Washington, DC, USA, 2008.[2] C. Wendler et al., “The path forward: The future of graduate education in the United States,” Educational Testing Service, Princeton, NJ, USA, 2010.[3] J. M. Jones, “The dual pandemics of COVID-19 and systemic racism: Navigating our path forward,” School Psychol., vol. 36, no. 5, pp. 427-431, Sep. 2021, doi: 10.1037/spq0000472.[4] C. Davies, C. A. Arbeit, and M. Yamaner

Conference Session

Work-in-Progress Session: Exploring Learning and Development in Engineering Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gregory Wickham, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

objectives and cognitive load. Literature is also silent on howmany learning objectives are pursued in a typical laboratory activity.Consequently, relating laboratory activities to cognitive load requires more work. Theoreticaland qualitative work can define better categorizing features of a laboratory, and ensure thosefeatures predict learning and perceptions of difficulty. Quantitative work can probe theunsupported relationships in the logic model. Finally, specialization is probably a widespreadbehavior, and more work qualitative and quantitative should document stories of specialization,the conditions that create specialization, and how specialization affects learning.REFERENCES[1] E. Byrnes, Y. A. Mahsud, S. Rosen, and M. Spencer, “A Survey

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hye Yeon Lee, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods Division (ERM)

. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oaBrunhaver, S. R., Bekki, J. M., Carberry, A. R., London, J. S., & McKenna, A. F. (2018). Development of the Engineering Student Entrepreneurial Mindset Assessment (ESEMA). Advances in Engineering Education, 7(1), 1-12. Retrieved from https://files.eric.ed.gov/fulltext/EJ1199672.pdfCampbell, J. D., Trapnell, P. D., Heine, S. J., Katz, I. M., Lavallee, L. F., & Lehman, D. R. (1996). Self-concept clarity: measurement, personality correlates, and cultural boundaries. Journal of Personality and Social Psychology, 70(1), 141-156. https://doi.org/10.1037/0022-3514.70.1.141Carter, N., Bryant-Lukosius, D., DiCenso