Conference Session

ERM Technical Session: Improving Assessment in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sama Ghoreyshi, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

sharing among educators, it aimsto make PBL a more accessible and appealing pedagogical approach for engineering education.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.2117224. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] D. Jonassen, “Supporting Problem Solving in PBL,” Interdisciplinary Journal of Problem- Based Learning, vol. 5, no. 2, Sep. 2011, doi: 10.7771/1541-5015.1256.[2] W. Hung, D. H. Jonassen, and R. Liu, “Problem-Based Learning,” 2008, pp. 485–506.[3] D. Boud and G. Feletti, The Challenge of Problem-Based Learning

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Kelly Tatone, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

that is brief, well-structured, and that takestheir psychosocial needs into account.Acknowledgements: This work was supported through funding by the National ScienceFoundation IUSE Grant No. 2111114/2111513. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarilyreflect the views of the National Science Foundation.Note: The first and last author share first authorship equally.References[1] Nat. Center for Science and Engineering Statistics (NCSES), “Diversity and STEM: Women, minorities, and persons with disabilities 2023,” Nat. Science Foundation, Special Report NSF 23-315, 2023. [Online]. Available: https://ncses.nsf.gov/wmpd[2] Nat.Center for Education

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini PhD, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York

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Diversity

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Educational Research and Methods Division (ERM)

, 2000, doi: 10.1037/0003-066X.55.1.68.[7] M. Gopalan and S. T. Brady, “College Students’ Sense of Belonging: A National Perspective,” Educ. Res., vol. 49, no. 2, pp. 134–137, 2020, doi: 10.3102/0013189X19897622.[8] A. Master and A. N. Meltzoff, “Cultural Stereotypes and Sense of Belonging Contribute to Gender Gaps in STEM,” Int. J. Gender, Sci. Technol., vol. 12, no. 1, pp. 152–198, 2020.[9] K. Rainey, M. Dancy, R. Mickelson, E. Stearns, and S. Moller, “Race and gender differences in how sense of belonging influences decisions to major in STEM,” Int. J. STEM Educ., vol. 5, no. 1, pp. 1–14, 2018, doi: 10.1186/s40594-018-0115-6.[10] C. U. Lawrence and E. Lee, “WIP: Sense of Belonging Research in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, Queen's University ; Paul Cameron Hungler P.Eng.

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Educational Research and Methods Division (ERM)

Paper ID #41514Use of Theories in Extended Reality Educational Studies: A Systematic LiteratureReviewDr. Kimia Moozeh, Queen’s University Kimia Moozeh is a research associate at Queen’s university in Engineering Education. Her PhD dissertation at University of Toronto explored improving the learning outcomes of undergraduate laboratories. Her research interests are lab-based learning, online learning and metacognition.Dr. Paul Cameron Hungler P.Eng., Dr. Paul Hungler is an assistant professor in the Department of Chemical Engineering and Ingenuity Labs at Queenˆa C™s University. Prior to starting his current position, Major

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)

from each identified document according to the following criteria:author/s, publication date, document type, purpose, study design/methods/sample, and outcomesor conclusions.Stage 5. Collating, summarizing, reporting results There were 90 papers identified from the first two databases that included “graduateprogram director” and “engineering” as search terms in the title/abstract/subject and 70 identifiedresults in the last database that searched specifically for “graduate program director” in all fields.In the screening phase, a total of 147 were screened and 134 excluded followinginclusion/exclusion criteria which included the title and abstract review and a skim of the fulltext when needed, thus leaving 13 records for analysis

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Erin Johnson, Pennsylvania State University; Catherine G. P. Berdanier, The Pennsylvania State University; Jessica Deters, University of Nebraska - Lincoln

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Diversity

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Educational Research and Methods Division (ERM)

] witheach differing in focus and scope. Some tools emphasize broad abilities, while others targetspecific subskills. Some prioritize language over culture or focus on international differenceswhile overlooking intracultural variation. Others remain ambiguous, with unclear objectives[58], [59]. A summary of some of these tools is provided in [58], including those designed forindividuals, teams, leaders, and organizations [59].In the process of identifying a suitable theoretical framing for this study, we reviewed severalinstruments, each offering unique perspectives on cultural awareness and interaction. TheMiville-Guzman Universality-Diversity Scale - Short Form (MGUDS-S), for instance, measuresindividuals' awareness and acceptance of similarities

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

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

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

Education at the University of Nevada, Reno. There she completed her Bachelorˆa C™s and is working on her Master of Science in mechanical engi- neering. Her research focuses are on undergraduate engineMs. Rachael Ciara Young Rachael has experience working in kindergarten through college engineering education and is passionate about fostering access and excitement for STEM studies. She graduated with dual bachelor’s degrees in electrical engineering and environmental science in 2022. Rachael currently works in aerospace with an emphasis on avionics and electrical power systems.Ms. Indira Chatterjee, University of Nevada, Reno Indira Chatterjee received her M.S. in Physics from Case Western Reserve University, Cleveland

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Connie Mosher Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

lack oftransparency about university process; workload; role conflict [34]; the political landscape; andimpostor syndrome [35]. Satterfield et. al [30]. noted that the pool of research on the graduatestudent experience in STEM was limited and compiled a comprehensive literature review in2018 to set the stage for future work. The summary focused on the experiences of graduatestudents during their studies, and how individual factors (the influence of the student’s advisor),programmatic factors (isolation and teaching assistantships), and external factors (work-lifebalance and family influence) influence their persistence in the field [30]. Berdanier et al.’s [36]study of social media forums found that among the factors influencing attrition in

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Karin Jensen, University of Michigan; Jennifer Cromley, University of Illinois Urbana-Champaign; Sara Rose Vohra, University Of Illinois at Urbana-Champaign

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Educational Research and Methods Division (ERM)

. Participants were then recruited, given consentinformation, and scheduled to participate.During the scheduled interview times, in an initial briefing, the participants were asked torecord verbal consent, given information about the study including instructions on how tothink aloud and respond, and given an opportunity to ask clarifying questions about the CImethod. Then participants were shown the survey and responded aloud to how they wouldanswer survey items. The interviewer(s) asked concurrent probing questions as participantsanswered these questions aloud, and at the end of each section of related items, theinterviewers asked broader retrospective questions. These questions included assessing theoverall clarity and design of the study, the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Syeda Fizza Ali, Texas A&M University; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

Multidisciplinary Engineering. Her work focuses on instructional strategies in engineering, and educational technology. She is also passionate about student mental health and broadening participation in engineering.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 Research in Engineering to Catalyze the Advancement of Respect and Equity (DAREtoCARE) Lab. Her research focuses on developing cultures of care and well-being in engineering education spaces, assessing gains in institutional efforts to advance equity and inclusion, and using data science

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayt Frisch, George Fox University; Chris Sharp, George Fox University; Jeffrey Walters, University of Washington

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Educational Research and Methods Division (ERM)

toward plant sciences,” CBE Life Sci. Educ., vol. 13, no. 3, pp. 387–396, 2014, doi: 10.1187/cbe.13-12-0231.[2] A.-B. Hunter, S. L. Laursen, and E. Seymour, “Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development,” Sci. Educ., vol. 91, no. 1, pp. 36–74, 2007, doi: 10.1002/sce.20173.[3] S. E. Brownell et al., “A High-Enrollment Course-Based Undergraduate Research Experience Improves Student Conceptions of Scientific Thinking and Ability to Interpret Data,” CBE—Life Sci. Educ., vol. 14, no. 2, p. ar21, Jun. 2015, doi: 10.1187/cbe.14-05-0092.[4] M. T. Jones, A. E. L. Barlow, and M. Villarejo, “Importance of Undergraduate Research for Minority Persistence and

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sean Maw, University of Saskatchewan; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Brian M Frank P.Eng., Queen's University; Lawrence R Chen, McGill University; Paul Neufeld P.Eng., MBA, PMP, University of Saskatchewan; Jason Grove P.E., University of Waterloo; Carolyn G. MacGregor P.Eng., University of Waterloo; Kimia Moozeh, University of Toronto; Grant McSorley, University of Prince Edward Island; Rubaina Khan, Queens University

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Educational Research and Methods Division (ERM)

the support of the Jerry G. Huff Chair in Innovative Teaching in the Ron and JaneGraham School of Professional Development in the College of Engineering at the University ofSaskatchewan, the DuPont Canada Chair in Engineering Education Research and Developmentin Smith Engineering at Queen’s University, and the Enhancing Learning and Teaching inEngineering Faculty Scholar Award at McGill University.References[1] S. Maw, P. Neufeld, L. Chen, C. Jaeger, K. Moozeh, P. Ostafichuk, B. Frank, C. MacGregor,G. McSorley, and J. Grove. “Preliminary employment trajectory findings from a pan-Canadiansurvey on career motivations and aspirations of undergraduate engineering students,” CanadianEngineering Education Association (CEEA) Conference, June 15-19

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joseph Leon Henry, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Eva Fuentes-Lopez, University of California, San Diego; Stanley M. Lo, University of California, San Diego; Alegra Eroy-Reveles, University of California, Santa Cruz

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Educational Research and Methods Division (ERM)

challenging forSpanish speakers. As such, we use “Latine” to be both linguistically and gender inclusive. Whenreporting interview data, we use our participants’ chosen terminology to honor their views andperspectives.Garcia’s Servingness Our project looks at the work of teaching-focused faculty in STEM departments throughthe lens of Garcia et al.’s [3] Multidimensional Conceptual Framework of Servingness in HSI’s1to ascertain and analyze where and how this subset of faculty’s work contributes to servingness.The framework of servingness derives from Garcia et al.’s [3] systematic review of 148 researcharticles and book chapters that had previously conceptualized servingness at HSIs. While not allof our sample of faculty were teaching at HSIs

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

VINCENT OLUWASETO FAKIYESI, University of Georgia; ISAAC DAMILARE DUNMOYE, University of Georgia; VARUN KATHPALIA, University of Georgia; Deborah Moyaki, University of Georgia; Animesh Paul, University of Georgia; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

engineeringstudents while highlighting the nuanced contributions of motivational profiles. By integratingrobust statistical analyses with theoretical frameworks, the research offers valuable insights intothe interplay between achievement goals, self-belief, and adaptability. These findings havepractical implications for designing targeted interventions to optimize student motivation,resilience, and academic success in engineering education. Future work should build on theseinsights to refine strategies for fostering resilience and adaptability, ultimately enhancingoutcomes in STEM education.Reference[1] U. P. Supervía, S. C. Bordás, and Q. A. Robres, "The mediating role of self-efficacy in the relationship between resilience and academic performance

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Daniel Kane, Utah State University; Angela Minichiello P.E., Utah State University; Wade H Goodridge, Utah State University

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Educational Research and Methods Division (ERM)

happiness and wellbeing course discussed in this paper focuses onbuilding student capacity in many important areas. The goals and objectives which we aim toachieve with this course are widely supported by empirical research. We argue that this course willprovide a solid foundation to undergraduate students when they need it the most, during their firstyear to thrive in the rest of their academic years. 12REFERENCES 1. Z. Abrams, “Student mental health is in crisis. Campuses are rethinking their approach,” Apa.org, Oct. 01, 2022. https://www.apa.org/monitor/2022/10/mental-health-campus- care 2. S. K. Lipson et al., “Trends in college student

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)

students’ misconceptions. As anext phase, we are embarking on a systematic review of CIs in engineering. This endeavor seeksto uncover more patterns regarding their usage and assess the overall reliability and validity ofCIs in engineering field. Appendix A: List of Concept Inventories developed and used in Engineering education within the included studiesS/N Author(s) Name of CIs Measurement Focus Description1 Y. Ngothai, M.C. Chemical Chemical Engineering Assess understanding of Davis. (2012) Engineering Concept chemical engineering Inventory (CECI) concepts.2

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

Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto

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Educational Research and Methods Division (ERM)

-building outcomes.Together, prior findings that suggest support programs enhance students’ social capital and socialcapital’s relevance for persistence in CS motivate our study into whether students acquired socialcapital from CSSI, how CSSI’s design and environment influenced students’ access to socialcapital, and whether participants’ outgoing social capital impacted their persistence in CS. ● RQ1: What form(s) of social capital in CS did students acquire from CSSI? ● RQ2: What were features of CSSI that influenced students’ access to social capital in CS? ● RQ3: How did access to social capital from CSSI impact students’ persistence in CS?MethodsHosted by Google and first launched in 2008 [51], CSSI’s name recognition and maturityenabled

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)

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sakshi Solanki, Utah State University; kiana kheiri; Marissa A Tsugawa, Utah State University ; Hamid Karimi, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

me because I am too… Blond? [S Contractions o you are breaking up with me because I am too…✨Neurodive rgent✨] Remove So you are breaking up with me because I am too Blond So y Punctuation and ou are breaking up with me because I am too Neurodivergent Symbols Convert to Lower so you are breaking up with me because i am too blond so y Case ou are breaking up with me because i am too neurodivergent Remove breaking blond breaking neurodivergent Stopwords Lemmatize break blond break neurodivergent Tokenize WordList(['break', 'blond', 'break', 'neurodivergent'])5.4.3. Describing the CorpusPrior to training the LDA model, we first explored the contents of

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taiwo Raphael Feyijimi, University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; ISAAC DAMILARE DUNMOYE, Engineering Education and Transformation Institute, College of Engineering, University of Georgia, Athens, GA, USA; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

increasing student performance but also help the students tobecome self-directed learners which is essential for them to become lifelong learners.6References[1] G. Fellner-Röhling, K. Hromek, J. Kleinknecht, and S. Ludwig, "How to counteract biased self-assessments? An experimental investigation of reactions to social information," Journal of Economic Behavior & Organization, vol. 206, pp. 1-25, 2023/02/01/ 2023, doi: https://doi.org/10.1016/j.jebo.2022.12.002.[2] R. Sharma, A. Jain, N. Gupta, S. Garg, M. Batta, and S. Dhir, "Impact of self-assessment by students on their learning," International Journal of Applied and Basic Medical Research, vol. 6, p. 226, 07/01 2016, doi: 10.4103/2229-516X.186961.[3] G

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Jennifer M. Bekki, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus

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Diversity

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Educational Research and Methods Division (ERM)

InformationPseudonym Racial Gender Disability(s) Engineering Major Year-in-School International Identity Identity Student (Y/N)Susan White Woman Multiple physical disabilities Mechanical Third-year NLucy Black Woman Cognitive, learning Civil Third-year YAria White Woman Cognitive Industrial Ph.D. NClaire White Woman Cognitive, learning, physical Computer Science Fourth-year N Co-researcher Recruitment and Data Collection This

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods Division (ERM)

identified by the other model. The GPT-4 model tended to identifymore basic relationships, while manual analysis identified more nuanced relationships.Our results do not currently support using GPT-4 to automatically generate graphicalrepresentations of faculty’s mental models of assessments. However, using a human-in-the-loopprocess could help offset GPT-4’s limitations. In this paper, we will discuss plans for our futurework to improve upon GPT-4’s current performance.IntroductionAssessments are found in every engineering classroom and are an important part of our educationsystem [1]-[3]. Assessments play many different roles, including understanding studentimprovements in learning [4], acting as a tool to assist students with learning [5], [6

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lara Perez-Felkner, Florida State University; Ciera Fluker; Tarik J. Dickens; Chelsea Armbrister, Florida A&M University - Florida State University

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Educational Research and Methods Division (ERM)

(DE-NA0004115) , MSIPP-I AM EMPOWERED funded by the Department of Energy (DE-NA0004004), NSF-RISEfunded by the National Science Foundation (1646897), CREST Center funded by the National Science Foundation (1735968),RETREAT: Retaining Engineers through Research Entrepreneurship and Advanced Materials Training funded by the NationalScience Foundation (1950500), DREAM: Diversity in Research and Engineering of Advanced Materials Training. Funded by AirForce Research Laboratory (FA8651-18-1-0003) and Catalyst Project: A Two-Semester Driven Conceptualization Training ofManufacturing Intelligence in Materials Engineering (MIME) - A Froshmore FUTURES Program (2011853).References[1] M. L. Espino, S. L. Rodriguez, and B. D. Le, "A Systematic

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ethan Peter Lum Cisneros, Northwestern University; David P O'Neill, Northwestern University

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Educational Research and Methods Division (ERM)

Identity measures and the Research-Science/tist Identity measures here.Recognition measurements between all three identities were particularly strongly correlated(r>0.999), suggesting these constructs largely measure the same (or very similar) underlyingidentity component(s) in engineering doctoral students.The relative contribution of identity subconstructs to overall identity strength was examinedthrough ridge regression against implicit association scores. This approach differs from previouswork with this instrument [24] where recognition, performance, and interest were weightedequally in identity calculations. The regression revealed recognition as the dominant predictor,with performance contributing moderately and interest showing a

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oluwafemi Johnson Sunday, Washington State University; Oluwafemi Johnson Ajeigbe, Texas A&M University; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University

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Educational Research and Methods Division (ERM)

. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist, 49(4), 219-243. https://doi.org/10.1080/00461520.2014.965823[3] Crawley, E., Malmqvist, J., Ostlund, S., Brodeur, D., & Edstrom, K. (2007). Rethinking engineering education. The CDIO approach, 302(2), 60-62.[4] Curtis, H., Gartner, J., Dutta, P., Adesope, O., Van Wie, B., & Watson, C. (2022, August). Teacher Impact on Student Learning Using LC-DLM Implementations in the Classroom. In 2022 ASEE Annual Conference & Exposition[5] Durak, Z. E., Thiessen, D. B., Ajeigbe, O. J., Adesope, O. O., & Van Wie, B. J. (2025). Hands-on fluidized bed classroom implementation and assessment

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

pedagogical strategies that harness the strengths of agile frameworks to enrich the educational experience of students. References[1] D. Lopatto, “Undergraduate research as a high-impact student experience,” Peer Rev., vol. 12, no. 2, pp. 27–31, Mar. 2010.[2] J. O. Shanahan, E. Ackley-Holbrook, E. Hall, K. Stewart, and H. Walkington, “Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature,” Mentor. Tutoring Partnersh. Learn., vol. 23, no. 5, pp. 359–376, Oct. 2015, doi: 10.1080/13611267.2015.1126162.[3] G. D. Kuh, “High-Impact educational practices.,” Peer Rev., vol. 10, no. 4, pp. 30–31, Sep. 2008.[4] S. Aggrawal and A. J. Magana, “Undergraduate Student Experience with Research Facilitated by Project

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

the group encountered in the virtual laboratory was to decide whatparameters to use for their first experiment. In this encounter, the group is confronted with and addressesthis gap. 1 Blue: So, now we have to pick the range. 2 Red: So, the first six, do you want to do a higher range? 3 Green: 5, 10... 15, 20, 25- 4 Red: Well, it would be up to 25 because one's a control. Right? So, we only have five. 5 Green: Well, we want to go up to a maximum of 100, right? That's the goal? 6 Red: We can do that. So, do you want to do obviously 10, but... 20's? That would give us the wide range for zero to 100 for the first run. 7 Green: We could

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, Rose-Hulman Institute of Technology; Heather Chenette, Rose-Hulman Institute of Technology

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Educational Research and Methods Division (ERM)

selectingmaterial(s), students’ descriptions of their experience, and how the experience will shape futureaction simultaneously. For example, Kampe’s paper focused on describing a method forcalculating the environmental load of a specific material [20]. Ruzycki’s study explored howmuch students learned of various course topics and what key aspects of the course the studentswere still using in their current coursework a year later, based on a survey [22]. Findings weresummarized in bar chart and word cloud form, respectively. Surveyed and reported topicsincluded life cycle assessment, material selection, and material databases (e.g., CES EduPack).Ruzycki did share one student quote for the final survey question that focused on why studentsthink they should