Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott A. Pattison, TERC, Inc.; Smirla Ramos-Montañez; Viviana López Burgos; Gina Navoa Svarovsky, University of Notre Dame; Catherine Wagner, University of Notre Dame; Annie Douglass; Julie Allen

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Diversity

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Educational Research and Methods Division (ERM)

earned her Master of Education degree from Notre Dame in 2019 while teaching middle school science. She has collaborated with faculty in the Center for STEM on engineering research for several years, most recently leading an undergraduate research lab on early childhood engineering research. In the Center, she also supports other research projects and undergraduate labs on topics of high school science pedagogy and student engagement in science.Annie DouglassJulie Allen ©American Society for Engineering Education, 2023 Family Voices: Learning from Families with Preschool-Age Children from Historically Marginalized Communities to Expand our Vision of Engineering (Work in Progress) Over the

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Candice Hamilton, Stephen F. Austin State University; Emily Stratman; Daniel Kane, Utah State University; Jenny Lee Blonquist; Natalie L. Shaheen, Illinois State University; Wade H. Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

performance in STEM fields [10]–[13]. Wai et al. discussed the consistency ofheightened spatial skills in those who excelled in STEM domains but recognized that spatialability is often overshadowed by mathematical or verbal skills when predicting success in STEMfields [3]. A 2019 study by Veurink & Sorby found that students identified as “low visualizers”who took a course specifically designed to improve spatial skills ultimately performed at thesame or higher levels on a spatial ability assessment when compared to students who hadinitially higher spatial skills but did not take the course. Also, students who took the spatialability course were more successful in their first attempt at introductory engineering courses thanthose who did not take

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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Educational Research and Methods Division (ERM)

Complexity Typology as Tools for Faculty Development,” American Society for Engineering Education (ASEE) Annual Conference, Minneapolis, MN, June 2022.[11] G. Panther and H.A. Diefes-Dux, “Instructor Adaptability and the Course Complexity Typology as Tools for Faculty Development,” Australasian Engineering Education (AAEE) Annual Conference, Sydney, Australia, December 2022.[12] L.R. Lattuca, P. T. Terenzini, and J. F. Volkwein, “Engineering change: A study of the impact of EC2000.” ABET, 2006, https://www.abet.org/wp- content/uploads/2015/04/EngineeringChange-executive-summary.pdf[13] B. Pejcinovic, “Design of Rubrics for Student Outcomes in 2019-2020 ABET Criteria,” presented at the 43rd Int. Conv

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Rachel McClam, Johns Hopkins University

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Diversity

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Educational Research and Methods Division (ERM)

, O. Adio, and W. N. Waggenspack Jr., “Large-scale student programs increase persistence in STEM fields in a public university setting,” J. Eng. Educ., vol. 108, no. 1, pp. 57-81, Jan. 2019, doi: 10.1002/jee.20244.[13] M. C. Mitchell, and P. Bandini, “Development of a one-on-one mentoring model for undergraduate students at a Minority Serving Institution,” presented at the 2020 ASEE Gulf-Southwest Annual Conference, Albuquerque, NM, USA, July 2020. Available: https://peer.asee.org/35997.[14] K. D. Kendricks, K. V. Nedunuri, and A. R. Arment, “Minority student perceptions of the impact of mentoring to enhance academic performance in STEM disciplines,” J. STEM educ., vol. 14, no. 2, pp. 38- 46, Apr. 2013

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vincent Oluwaseto Fakiyesi , University of Georgia; Deborah Gbemisola Fabiyi, Washington State University; Isaac Damilare Dunmoye , University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

education 3 Education for chemical engineers 3 ASEE 3 Journal of Engineering education 4 IEEE Frontiers in Education 8Study Characteristics: The distribution of studies reveals a predominant emphasis on the UnitedStates, comprising 16 studies, which corresponds to 66.67% of the total. Figure 3 shows theGeographic distribution of the included studies. This distribution aligns with existing researchthat highlights the predominant influence of the

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela M. Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

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Educational Research and Methods Division (ERM)

American Society for Engineering Education (ASEE) has also proposed a set of coreprinciples stipulating that engineering learning may be considered three dimensional with a focuson engineering habits of mind (e.g., creativity, iteration, collaboration), engineering practices(design, optimization, constraint assessment), and engineering knowledge (principles, problemsolving, and technological outputs) [5]. This approach diverges from the way STEM hastypically been taught in U.S. middle schools, where science and engineering principles are rarelyanchored in relevant phenomena [6]. Since teachers often assume the main responsibility forimplementing engineering tasks in their classrooms to comply with the widespread focus onSTEM integration, they may

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

in engineeringentrepreneurship education,” Entrepreneurship Education and Pedagogy, 3(1), 4-13, 2020.Available: https://doi.org/10.1177/2515127419890828[2] P. Weilerstein and A. Shartrand, A, “A decade of technological innovation: A retrospectiveview of the first decade of the NCIIA,” ASEE Annual Conference and Exposition, ConferenceProceedings, Pittsburgh, PA, 2008. Available: http://www.scopus.com/inward/record.url?eid=2-s2.0-56749132141&partnerID=tZOtx3y1[3] J. Blessing, K. Mekemson, and D. Pistrui, “Building an entrepreneurial engineeringecosystem for future generations: The Kern Entrepreneurship Education Network,” ASEEAnnual Conference & Exposition, Pittsburgh, PA, 2008. Available: https://peer.asee.org/3488.[4] S. Sheppard, S

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Kostolansky, Tufts University; Kristen B Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University

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Educational Research and Methods Division (ERM)

," 2010 IEEE Frontiers in Education Conference (FIE), 2010, pp. S3G-1-S3G-6, doi: 10.1109/FIE.2010.5673256. 2. Rahman, F., & Andrews, C., & Wendell, K. B., & Batrouny, N. A., & Dalvi, T. S. (2019, June), Elementary Students Navigating the Demands of Giving Engineering Design Peer Feedback (Fundamental) Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2--32699 3. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33 4. Pintrich, P. R., Marx, R., & Boyle, R. (1993). Beyond

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiafu Niu, University of Cincinnati; David Reeping, University of Cincinnati

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Diversity

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Educational Research and Methods Division (ERM)

technique that is not often applied in a person-centered manner (Godwin et al.,2021). PCA is one of the most frequently used dimension reduction methods, which aims toidentify a subset of variables to represent a dataset in a lower dimension without losingsignificant information (Kherif & Latypova, 2020). In this example, Martin & Sorhaindo (2019)compared intrinsic and extrinsic motivational factors as predictors of academic achievement forcivil engineering students. They employed PCA to consolidate motivational factors into intrinsicand extrinsic groups. The original twenty-two motivation variables were ultimately grouped intofive principal components, which accounted for 66% percent of the variance. Thisimplementation of PCA to aggregate

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jorge A. Baier, Pontificia Universidad Catholica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Ximena Hidalgo; Matías Alonso Piña, Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontifica Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

to 27high-enrolment courses. In a previous work-in-progress ASEE paper we described the PAC andan evaluation of the WTA carried out for a single course (Piña et al. 2021). In this paper, we givean overview of the TW, the PAC, and the PM; furthermore we provide statistics and a generaldescription of the interactions between WTAs and students.We identify three advantages of our approach. First, the proactiveness of the WTAs is veryappreciated by students even in cases where no actions are triggered as a result ofcommunication. Second, WTAs document cases, which helps professors of the same course tomake consistent flexibilizations through time. Third, since WTAs are coordinated at a schoollevel, lessons learned in specific courses are shared

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

: Perceptions of teachers and students,” Diagnostique, vol. 9, no. 4, pp. 218–225, 1984.[13] C. Wallwey, Geary, Carol, and Soledad, Michelle, “What do grades mean? A Scoping Literature Review on Students’ Perceptions of Grades and Grading Practices,” in ASEE Annual Conference & Exposition 2024, Portland, OR: ASEE, Under Review.[14] C. S. Hulleman, K. E. Barron, J. J. Kosovich, and R. A. Lazowski, “Student motivation: Current theories, constructs, and interventions within an expectancy-value framework,” Psychosoc. Ski. Sch. Syst. 21st Century Theory Res. Pract., pp. 241–278, 2016.[15] N. Arduini-Van Hoose, “Expectency-Value Theory,” in Educational Psychology, Online: Pressbooks, 2020. Accessed: Jan. 27, 2024

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Renee M. Desing, Oregon State University; Susan Sajadi, Virginia Tech ; Christina Anlynette Alston, Rice University; Stephanie A Damas, Clemson University; Gabriella Torres; Corin L. Bowen, California State University, Los Angeles

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Diversity

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Educational Research and Methods Division (ERM)

we have will drive us and each other outside our comfort zones, and then our actions will do the same thing. I think that’s the power that we have to make change.”- Author Corey Bowen from Graduate Student and Postdoctoral Fellows’ Perspectives on Advancing Women and Gender Equity in Engineering panel during the 2022 ASEE Annual ConferenceThe value of panel discussions is derived from an understanding that there is value in capturingand presenting a wide range of viewpoints that could benefit a diverse audience. Paneldiscussions at conferences, in particular, are used to exchange viewpoints among expertsworking as a team, whether or not panelists agree on all issues, to create an interesting discussionfor the audience [1

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

), Muscat, Oman, March 15-16, 2016, pp. 1–5, doi: 10.1109/ICBDSC.2016.7460390.[19] A. Satyanarayana, K. Goodlad, J. Sears, P. Kreniske, M. Diaz, and S. Cheng, “Using Natural Language Processing Tools on Individual Stories from First-year Students to Summarize Emotions, Sentiments, and Concerns of Transition from High School to College,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida, June15-October 19, 2019, doi: 10.18260/1-2--31917.[20] A. Katz, M. Norris, A. M. Alsharif, M. D. Klopfer, D. B. Knight, and J. R. Grohs, “Using Natural Language Processing to Facilitate Student Feedback Analysis,” in 2021 ASEE Virtual Annual Conference Content Access, July 26-29, 2021. [online

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

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Educational Research and Methods Division (ERM)

. Malmi et al., “How authors did it – a methodological analysis of recent engineering education research papers in the European Journal of Engineering Education,” Eur. J. Eng. Educ., vol. 43, no. 2, pp. 171–189, Mar. 2018, doi: 10.1080/03043797.2016.1202905.[8] A. Goncher, A. Hingle, A. Johri, and J. Case, “The Role and Use of Theory in Engineering Education Research,” in International Handbook of Engineering Education Research, A. Johri, Ed., Taylor & Francis, 2023, pp. 137–155. doi: 10.4324/9781003287483.[9] Q. Liu, “A SNAPSHOT METHODOLOGICAL REVIEW OF JOURNAL ARTICLES IN ENGINEERING EDUCATION RESEARCH,” Proc. Can. Eng. Educ. Assoc. CEEA, Nov. 2019, doi: 10.24908/pceea.vi0.13795.[10] Y. Chetioui, H. Benlafqih, and H

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Mario Bonilla; Miguel Santiago Valarezo; Miguel Andres Guerra, Universidad San Francisco de Quito

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Educational Research and Methods Division (ERM)

: Detection of Cheating at Online Examinations Using Deep Learning Approach -- A Case Study.”[8] Bonilla, J. M., Valarezo, M. S., Villacrés, B. D., and Guerra, M. A., 2023, “Board 44A: Work in Progress: Unannounced Frequent Examinations to Contribute Student Learning and Building Academic Integrity,” 2023 ASEE Annual Conference & Exposition.[9] Paucarina, S. E., Batallas, J. D., Guerra, M. A., and Guerra, V., 2023, “Board 44B: Work in Progress: TikTok Format Videos to Improve Communicating Science in Engineering Students,” 2023 ASEE Annual Conference & Exposition.[10] Knight, M., and Cooper, R., 2019, “Taking on a New Grading System: The Interconnected Effects of Standards-Based Grading on Teaching

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

by methodological integrity check-ins[63] with the second author. This process provided a second interpretation of excerpts of thenarrative expressions and also motivated the inclusion of program-level documents as sources ofnarrative expression. The second and third authors audited the work by providing feedback on thedocumentation; this encouraged further interrogation of the journey maps, values statements, andfindings elicited from the data. ASEE Educational Research and Methods Division reviewers alsoaudited the draft paper and prompted a better distinction between major and minor values, amongother reconsiderations. The results follow.4.0 ResultsThe narrative approach to interviewing allowed participants to share and elaborate on

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

D'Arcy Randall, Dept. of Mechanical Engineering, The University of Texas at Austin; Hyesun You, The University of Iowa; Daniel S. Puperi, The University of Texas at Austin; Thomas E. Lindsay, The University of Texas at Austin; Rhya Moffitt Brooke, The University of Texas at Austin

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Educational Research and Methods Division (ERM)

Report [Data file],2019.[21] J. Mackiewicz, “The effects of tutor expertise in engineering writing: A linguistic analysisof writing tutors’ comments,” IEEE Transactions on Professional Communication, vol. 47, no. 4,pp. 316-328, 2004.https://ieeexplore.ieee.org/abstract/document/1364079 (Accessed Feb. 23, 2023)[22] S. Dinitz and S. Harrington, “The role of disciplinary expertise in shaping writing tutorials,”The Writing Center Journal, vol. 33, no. 2, pp. 73-98, 2014.https://doi.org/10.7771/2832-9414.1769 (Accessed Feb. 23, 2023)[23] A. J. Hanson, P. Lindahl, S. D. Strasser, A. Takemura, D. R. Englund, and J. Goldstein,“Technical communication instruction for graduate students: The communication lab vs. acourse,” 2017 ASEE Annual Conference and

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

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Diversity

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Educational Research and Methods Division (ERM)

Structure of Engineering Education,” In: Christensen, S., Didier, C., Jamison, A., Meganck, M., Mitcham, C., Newberry, B. (eds) International Perspectives on Engineering Education. Philosophy of Engineering and Technology, vol 20, Springer, Cham, 2015.[25] E.A. Cech, & H.M Sherick, “Depoliticization as a mechanism of gender inequality among engineering faculty,” In the Proceedings of the 2019 ASEE Annual Conference & Exposition, 2019.[26] E.O. McGee, Black, brown, bruised: How racialized STEM education stifles innovation, Harvard Education Press, 2021.[27] M. Hernández-de-Menéndez, A. Vallejo Guevara, J.C. Tudón Martínez, D. Hernández Alcántara, & R. Morales-Menendez, “Active learning in engineering education

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University; Milo Koretsky, Tufts University

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Educational Research and Methods Division (ERM)

M. D. Koretsky, “Toward professional practice: student learning opportunities through participation in engineering clubs,” European Journal of Engineering Education, vol. 44, no. 6, pp. 906–922, Nov. 2019, doi: 10.1080/03043797.2018.1477119.[19] E. Michor and M. Koretsky, “Students’ Approaches to Studying through a Situative Lens,” Studies in Engineering Education, vol. 1, no. 1, p. 38, Nov. 2020, doi: 10.21061/see.3.[20] S. B. Nolen and M. D. Koretsky, “WIP: An Ecosystems Metaphor for Propagation,” in ASEE Annual Conference Proceedings, Montreal, 2020.[21] L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.[22] A. N. Leontiev, Problems of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

emerging social networks explains academic failure and success,” Proceedings of the National Academy of Sciences, vol. 116, no. 3, p. 792, 2019, doi: 10.1073/pnas.1811388115.[19] Lin, “Evolution of civil engineering students’ friendship and learning networks,” Journal of Professional Issues in Engineering Education and Practice, vol. 144, no. 4, 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000390.[20] J. Elliott, A. Minichiello, and J. Ellsworth, “Examining relationships between student interactions with peers and resources and performance in a large engineering course using social network analysis,” ASEE Annual Conference and Exposition. Virtual, 2020.[21] C. Bidart and J. Charbonneau, “How to generate personal

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corin L. Bowen, California State University, Los Angeles; Michael W. Ibrahim; Gustavo B. Menezes, California State University, Los Angeles

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Diversity

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Educational Research and Methods Division (ERM)

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

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Educational Research and Methods Division (ERM)

Paper ID #42944Unmasking Cognitive Engagement: A Systematized Literature Review of theRelationships Between Students’ Facial Expressions and Learning OutcomesMr. Talha Naqash, Utah State University, Logan Mr.Talha Naqash is currently pursuing his doctoral studies in Engineering Education at Utah State University. With a profound educational background spanning multiple disciplines, he holds an MS in Telecommunication and networking. His extensive research contributions are reflected in numerous publications and presentations at prestigious IEEE; ASEE conferences, Wiley’s & Springer Journals. His research primarily

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

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Educational Research and Methods Division (ERM)

, “Criteria for Accrediting Engineering Programs.” ABET, pp. 5–6, 2019.[3] J. E. Froyd, P. C. Wankat, and K. A. Smith, “Five major shifts in 100 years of engineering education,” Proc. IEEE, vol. 100, no. SPL CONTENT, pp. 1344–1360, 2012.[4] J. W. Dally and G. M. Zhang, “A Freshman Engineering Design Course,” J. Eng. Educ., vol. 82, no. 2, pp. 83–91, Apr. 1993.[5] R. H. Todd, C. D. Sorensen, and S. P. Magleby, “Designing a Senior Capstone Course to Satisfy Industrial Customers,” J. Eng. Educ., vol. 82, no. 2, pp. 92–100, 1993.[6] S. Howe and J. Wilbarger, “2005 National Survey of Engineering Capstone Design Courses,” ASEE Annu. Conf. Expo. Conf. Proc., 2006.[7] S. Howe, S. L. Poulos, and L. M. Rosenbauer, “The 2015

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, Harding University; James L. Huff, Harding University; Amy L. Brooks, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

the tyranny of office hours: Overcoming professor avoidance,” European J. of Engineering Edu., vol. 44, no. 5, pp. 666-687, 2019.[3] M. S. Ross, J. L. Huff, and A. Godwin, “Resilient engineering identity development critical to prolonged engagement of Black women in engineering,” J. of Engineering Edu., vol. 110, no. 1, pp. 92-113, 2021.[4] N. L. Chance, “A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership,” Educational Management Administration & Leadership vol. 49, no. 4, pp. 601-623, 2021.[5] J. A. Henderson, L. S. S. Benjamin, and J. L. Davis, “An interpretive phenomenological analysis of the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorothy Decontee Gocol, Florida International University; Helen Urpi Wagner-Coello, Florida International University; Monica E. Cardella, Florida International University

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Educational Research and Methods Division (ERM)

the American Society for Engineering Education Annual Conference and Exposition, ASEE 2015, 2015, Seattle, WA.[8] S. Denning “Effective storytelling: strategic business narrative techniques.” Strategy & Leadership, Vol 34, No. 1, pp. 42–48, 2006.[9] Y. Engeström, “From design experiments to formative interventions,” Theory & Psychology, Vol. 21, No. 5, pp. 598–628, 2011.[10] C. Tzou, Meixi, E. Suárez, P. Bell, D. LaBonte, E. Starks, and M. Bang, “Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence.” Cognition and Instruction, Vol. 37, No. 3, pp. 306-326, 2019.[11] Serrat, O. (2017). Storytelling. Knowledge Solutions, 839–842

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)

Computing Diversity (CoNECD) Conference, Crystal City, VA, April 29, 2018.[21] C. McGough and L. Benson, “Distribution of Characteristic Ways That Students Think about the Future in Large Enrollment Engineering Classes,” Proceedings of the 124th ASEE Annual Conference & Exposition, Columbus, OH, June 24-28, 2017, doi: 10.18260/1-2--28187.[22] L. Benson., C.J. Bolding, J. Ogle, C. McGough, J. Murphy, and R. Lanning, “Engineering Students’ Perceptions of Belongingness in Civil Engineering,” Proceedings of the 126th ASEE Annual Conference & Exposition, Tampa, FL, June 16-19, 2019.[23] R. Yin, Case Study Research Design and Methods (5th ed.). Thousand Oaks, CA: Sage, 2014, doi:10.3138/cjpe

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods Division (ERM)

motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their development of problem-solving skills, self- regulated learning practices, and epistemic beliefs. Other projects in the Benson group involve students’ navigational capital, and researchers’ schema development through the peer review process. Dr. Benson is an American Society for Engineering Education (ASEE) Fellow, and a member of the European Society for Engineering Education (SEFI), American Educational Research Association (AERA) and Tau Beta Pi. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chinedu Alexander Emeka; Craig Zilles, University of Illinois at Urbana-Champaign; Matthew West, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign; Timothy Bretl, University of Illinois at Urbana-Champaign

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Educational Research and Methods Division (ERM)

necessarily reflectthe views of the National Science Foundation.References [1] G. Herman, K. Varghese, and C. Zilles, “Second-chance testing course policies and student behavior,” in 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019, pp. 1–7. [2] C.-L. C. Kulik and J. A. Kulik, “Mastery testing and student learning: A meta-analysis,” Journal of Educational Technology Systems, vol. 15, no. 3, pp. 325–345, 1987. [3] C. D. Schmitz, G. L. Herman, and T. Bretl, “The effects of second-chance testing on learning outcomes in a first-year stem course in engineering,” in 2020 ASEE Virtual Annual Conference Content Access, 2020. [4] G. L. Herman, Z. Cai, T. Bretl, C. Zilles, and M. West, “Comparison of grade replacement and weighted

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emma Treadway, Trinity University; Kailey Tubbs, Trinity University; Melissa Joan Caserto, University at Buffalo, The State University of New York; Michelle Lee, Trinity University; Jessica E. S. Swenson, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

-Level Aerospace Mechanics of Materials Courses,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 33146. doi: 10.18260/1-2--33146.[8] S. D’Mello and A. Graesser, “Dynamics of affective states during complex learning,” Learn. Instr., vol. 22, no. 2, pp. 145–157, Apr. 2012, doi: 10.1016/j.learninstruc.2011.10.001.[9] K. R. Muis, M. Chevrier, and C. A. Singh, “The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning,” Educ. Psychol., vol. 53, no. 3, pp. 165–184, Jul. 2018, doi: 10.1080/00461520.2017.1421465.[10] I. M. Gómez-Chacón, “Meta-emotion and Mathematical Modeling Processes in Computerized Environments,” in From beliefs to dynamic

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

and graduate-level courses in the electrical, computer, and biomedical engineering departments. She also taught online electronics and information engineering courses at Wuhan University of Science and Technology, China, between 2019 and 2023. She is a recipient of federal funds from the National Science Foundation to improve engineering and STEM education for underrepresented and underserved students. She is an Associate Editor of Computational Intelligence, an International Journal-Wiley, and The Ohio Journal of Science and has served on many national/international conferences’ technical committees. She is a member of IEEE, IEEE Women in Engineering, and ASEE.Dr. Deana A. DiLuggo, University of Bridgeport