Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Beth (Ann Elizabeth) Wittig, City University of New York, City College of New York, Department of Civil Engineering

Tagged Divisions

Educational Research and Methods Division (ERM)

theacademic breaks, and instructor office hours and peer-peer tutoring in the present semester. If ourcurriculum did not already include an introductory course that addresses the profession andcareer paths and the curriculum, and that connects students with alumni/practicing engineers,these important topics would be included in the intervention as well, to address the “weakinstitution and/or course match” driver. The intervention addresses the “unsatisfactory academicexperience” driver by provoking students to explore the difference between their ownexpectations of college and the demands of the major and profession; we do so by guiding themto develop other key competencies (e.g., critical thinking, design), and by bringing in seniors asguests to

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

advancing quantitative and fully integrated mixed methods.Mr. Sushant Makarand Padhye, University of Cincinnati Sushant Padhye is a freshman majoring in electrical engineering and an Undergraduate Research Assistant at the University of Cincinnati.Nahal Rashedi ©American Society for Engineering Education, 2023 A Process for Systematically Collecting Plan of Study Data for Curricular Analytics AbstractThis theory paper describes challenges and opportunities with analyzing engineeringcurricula using the Curricular Analytics framework. We offer a data collection framework forsystematically transforming engineering plans of study into network data at scale. Introducedby

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)

in curriculum & instruction from the University of Illinois Urbana-Champaign. Her research focuses on promoting teamwork in complex engineering problem solving through collaborative task design. She currently co-leads the integration of human-centered design principles within select courses across the Grainger College of Engineering.Mr. Saadeddine Shehab, University of Illinois at Urbana - Champaign I am currently the Associate Director of Assessment and Research team at the Siebel Center for Design (SCD) at the University of Illinois at Urbana-Champaign. I work with a group of wonderful and talented people at SCD’s Assessment and Research Laboratory to conduct research that informs and evaluates our practice

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Collette Patricia Higgins; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University & Carthage College

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Diversity

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Educational Research and Methods Division (ERM)

-related activities, males prefer outside-of-school activities [46]. Over 65% of studentsacknowledge an interest in STEM before middle school age, yet often formal STEMprogramming is not part of the curriculum until high school [46]. Policies and interventionsbeing focused on this older student population have given rise to informal educational spaces, forexample, museums, camps, and science fairs, being available to a wider age range of people [47].These informal educational spaces provide participants with authentic, hands-on, interactivelearning, prior to more formal introductions, and it is believed that these informal spaces appealto a more diverse group of people [47].2.3 Gender SocializationGendered messaging manifests in many implicit ways

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #38884Learning through PBL with Emphasis on People, Process, and ProductAcross CoursesDr. Micah Lande, South Dakota School of Mines and Technology Micah Lande, PhD is an Assistant Professor and E.R. Stensaas Chair for Engineering Education in the Department of Mechanical Engineering at the South Dakota School of Mines & Technology. Dr. Lande directs the Holistic Engineering Lab & Observatory. He teaches human-centered engineering design, design thinking, and design innovation courses. Dr. Lande researches how technical and non-technical people learn and apply design thinking and making processes to their work

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Ben Zoghi P.E., Texas A&M University

Tagged Divisions

Educational Research and Methods Division (ERM)

Capstone course elements in detail, such as customized design for an activity(e.g. Business Case Presentation), or for other assignments (e.g. Decision Making Report), andexplore its capability of designing a complete course; then, use this AI-designed course as aprototype to develop other courses in the METM program. From trial and error, this research canproduce effective prompt templates to share with various stakeholders involved incourse/curriculum design. Looking ahead, the authors see the formation of a learning communitythat shares reusable prompts library and best practices of use cases and design experience, thus,gradually and gracefully embracing generative AI applications into the educational field for bothlearners and instructors

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edwin Marte Zorrilla, University of Florida; Idalis Villanueva Alarcón, University of Florida; Darcie Christensen, Minnesota State University, Mankato; Jenefer Husman, University of Oregon; Matthew Charles Graham

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Educational Research and Methods Division (ERM)

University of Florida. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented groups.Dr. Darcie Christensen, Minnesota State University, Mankato Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering, which is a on the Minnesota North - Mesabi Range College Campus in Virginia, MN. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alex Phan, University of California, San Diego; Minju Kim, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

,” Anxiety, Stress and Coping, 28.2 (2015): 205-214.4. J. P. Jamieson, et al., “Optimizing stress responses with reappraisal and mindset interventions an integrated model,” Anxiety, Stress and Coping, 31.3 (2018): 245-261.5. Reckinger and Reckinger, “A Study of the Effects of Oral Proficiency Exams in Introductory Programming Courses on Underrepresented Groups,” 2022 ASEE Annual Conference and Exposition. 2022.6. Schoofs, D., R. Hartmann, and O. T. Wolf. "Neuroendocrine stress responses to an oral academic examination: No strong influence of sex, repeated participation and personality traits." Stress 11.1 (2008): 52-61. 137. L

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Zhen Zhao, Massachusetts Institute of Technology; Allison Godwin, Purdue University at West Lafayette (COE); Wilhelmina C. Savenye, Arizona State University; Christopher Barr

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Diversity

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Educational Research and Methods Division (ERM)

Engineering, and many years of experience teaching and developing curriculum in various learning environments. She has taught technology integration and teacher training to undergrad- uate and graduate students at Arizona State University, students at the K-12 level locally and abroad, and various workshops and modules in business and industry. Dr. Larson is experienced in the application of instructional design, delivery, evaluation, and specializes in eLearning technologies for training and devel- opment. Her research focuses on the efficient and effective transfer of knowledge and learning techniques, innovative and interdisciplinary collaboration, and strengthening the bridge between K-12 learning and higher education

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaoye Yang, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Giovanni Bautista, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

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Diversity

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Educational Research and Methods Division (ERM)

mentoring.Giovanni Bautista, University of Massachusetts, LowellDr. Yanfen Li, University of Massachusetts, Lowell Dr. Yanfen Li is an Assistant Professor in Biomedical Engineering at the University of Massachusetts Lowell. She received her Ph.D. in Bioengineering from the University of Illinois at Urbana Champaign in 2018. Dr. Li has extensive experience in engineering education focusing on recruitment and retention of underrepresented and under resourced students and engineering pedagogy. Her work spans the areas of curriculum instruction and design, program design and evaluation, and the first-year college experience. ©American Society for Engineering Education, 2023 A Systematic Review of Instruments

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Pabst; Lee A. Dosse, University of Pittsburgh; Samantha E Wismer, University of Maryland; Matthew M. Barry, University of Pittsburgh

Tagged Divisions

Educational Research and Methods Division (ERM)

thecurriculum-specific Top Hat textbook, while the other group (n = 109) used a traditional textbook,which was an abridged version of “Statics and Mechanics of Materials: An Integrated Approach”by W. Riley, L. Sturges and D. Morris [5], and “Mechanics of Materials” by W. Riley, L. Sturgesand D. Morris [6]. Student performance was quantified through graded assessments, namelymidterms and a final exam, and as well as their overall course grade. The effect of the assignedtextbook on student performance was then compared using t-tests. Student perceptions of theirrespective textbooks were also collected through surveys and analyzed using qualitative methods.There was no statistically significant difference in student performance considering the use of

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California San Diego; Minju Kim, University of California San Diego; Yu Li, University of California San Diego; Carolyn L. Sandoval, University of California, San Diego; Curt Schurgers, University of California San Diego; Marko V. Lubarda, University of California San Diego; Xuan Emily Gedney; Saharnaz Baghdadchi, University of California San Diego; Alex Phan, University of California San Diego

Tagged Divisions

Educational Research and Methods Division (ERM)

conservation.Marko V. Lubarda, University of California San Diego Marko V. Lubarda is an Assistant Teaching Professor in the Department of Mechanical and Aerospace Engineering at the University of California, San Diego. He teaches mechanics, materials science, design, computational analysis, and engineering mathematics courses, and has co-authored the undergraduate textbook Intermediate Solid Mechanics (Cambridge University Press, 2020). He is dedicated to engi- neering pedagogy and enriching students’ learning experiences through teaching innovations, curriculum design, and support of undergraduate student research.Xuan Emily GedneyDr. Saharnaz Baghdadchi, University of California San Diego Saharnaz Baghdadchi is an Assistant

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Youla Ali, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

teaching, and a similar outcome was shown in the design report evaluationtest which evaluates critical thinking. The design report evaluation test reported positive resultsfor MEA online courses [24].Study 2Another study by Chatterjee et al. (2016) [21] investigates the design of an asynchronous onlineengineering classroom, focusing specifically on cognitive radio networks. A prominent feature ofthe course design is the emphasis on various assessment methods, including asynchronous onlinediscussions, virtual labs, open-ended module assignments, and a final project. Central to thisapproach is the integration of feedback mechanisms within these assessment methods [21]. Theeducational strategies in this study stray away from the traditional

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew M. Grondin, University of Wisconsin - Madison; Michael I. Swart, University of Wisconsin - Madison; Arushi Renschler Pandey, University of Wisconsin-Madison; Katherine Fu, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Educational Research and Methods Division (ERM)

appointments in the Department of Curriculum & Instruction,the Department of Psychology, and the Wisconsin Center for Education Research. He is a member ofthe steering committee for the Delta Program (part of the national CIRTL Network), which promotesthe development of a future national STEM faculty committed to implementing and advancing effectiveteaching practices for diverse student audiences. Prof. Nathan currently is Director of the Center on Edu-cation and Work and Director of the Postdoctoral Training Program in Mathematical Thinking, Learning,and Instruction. He is an inductee and executive board member of the University of Wisconsin’s TeachingAcademy, which promotes excellence in teaching in higher education

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #44003Latino/a/x Engineering Students and Nepantla: A Multi-Case Study withinthe US SouthwestDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical Engineering and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities, particularly Mexican Americans

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University at Buffalo, SUNY; Emma Treadway, Trinity University; Shea E. Lape; Alison Casson

Tagged Divisions

Educational Research and Methods Division (ERM)

University Emma Treadway received the B.S. degree in Engineering Science from Trinity University in 2011, and her M.S.E. and Ph.D. degrees in Mechanical Engineering from the University of Michigan, Ann Arbor in 2017 and 2019, respectively. She is an Assistant ProfesShea E. LapeAlison Casson ©American Society for Engineering Education, 2023 Open-ended Modeling Problems and Engineering IdentityAbstractEngineering identity is an integral determinant of academic success in engineering school, as itallows students to have an understanding of themselves in relation to what they study. Studies inengineering and other STEM disciplines have shown a positive correlation between identity andretention. Previous

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Diversity

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Educational Research and Methods Division (ERM)

into smaller parts, andable to explain or determine what the root cause of a problem is.Keywords: affective domain, attitudes, undergraduate engineeringIntroductionLearning is an integral part of our lives. Each one of us learns the same things differently based onour preferred way of learning. We can learn by building mental models; through feelings,emotions, attitudes; and by physical movements. Based on this, the domains of learning are broadlycategorized as cognitive (knowledge), affective (attitudes), and psychomotor (skills) [1]. Eachdomain of learning focuses on one of three ways the brain can be engaged in learning. Thecognitive domain is focused on mental processes or thinking, the affective domain focuses onfeelings, attitudes, and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

institutions, such as applying educational theories in acourse design [13], implementing an intervention [14], [15], [16], and redesigning a streamlineof curriculums [17], [18], [19]. There is a lack of comprehensive, evidence-based researchdepicting the overall experiences of sophomore engineering students and how these experiencesinfluence retention and other academic success indicators.In reviewing the literature, we found Tinto’s Model of Student Departure offers a valuabletheoretical lens for examining the sophomore experiences of engineering students and theirimpact on students’ decision to drop out vs. persist [20], [21] (Appendix A). This model positsthat student retention is influenced by the interplay of academic and social integration

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #38645Death by 1000 cuts: Workshopping from Black engineering narratives frominterview to stageDr. Debalina Maitra, Arizona State University, Polytechnic Campus Debalina Maitra is a Post-doctoral Research Associate at ASU. Prior to her current role, Debalina Maitra was employed by CAFECS (Chicago Alliance for Equity in Computer Science), a NSF-funded Research Practice Partnership, for almost two years. She complDr. Brooke Charae Coley, Massachusetts Institute of Technology Brooke Coley, PhD is an Assistant Professor in Engineering at the Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona

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)

. Before embarking on my doctoral journey, I worked as a science teacher and research assistant for several years. I made the decision to leave my teaching position to pursue a doctoral education, and I am currently serving as a research and teaching assistant for a STEM education course in my department. My research interests primarily lie in the fields of STEM education, quantitative methods, psychometrics, and large-scale data analysis. At present, I am actively engaged in a project focused on mentoring relationships between Ph.D. students and their advisors.Dr. Hsien-Yuan Hsu, University of Massachusetts, Lowell Dr. Hsien-Yuan Hsu is an Assistant Professor in Research and Evaluation in the College of Education at

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

collection, analysis, and drafting of this document, is pursuing a doctoral degree in Engineering Education. The author also shares many of the same or similar disabilities with those who were interviewed. Although this alignment was unintentional, it ended up being an integral aspect of the interview process that allowed for greater comfortability and vulnerability in interviews. We believe that this aspect of shared identity amongst the researcher and students helped foster richness in the data and a deepened understanding of student experiences during analysis. The second author holds identities as a disabled white cisgender woman, tenure-track engineering professor, and engineering education researcher

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

way of determining aconcept’s importance.Keywords: cognitive domain, mental models, undergraduate engineeringIntroductionLearning is an integral part of our lives. Each one of us learns the same things differently based onour preferred way of learning. We can learn by building mental models; through feelings,emotions, attitudes; and by physical movements. Based on this, the domains of learning are broadlycategorized as cognitive (knowledge), affective (attitudes), and psychomotor (skills) [1]. Eachdomain of learning focuses on one of three ways the brain can be engaged in learning. Thecognitive domain is focused on mental processes or thinking, the affective domain focuses onfeelings, attitudes, and behaviors, and the psychomotor domain

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 consumer driven businesses over a 25-year career with The Procter &