Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

, there was a lull in 2020 with no articles published, which could be attributedto a variety of external factors affecting academic research output globally. However, a steadyrecovery is observed with one publication each in 2021 and 2022, culminating in a significantsurge to nineteen articles in 2023. This dramatic increase reflects a burgeoning interest and apossible inflection point in research on generative AI applications within the realm of engineeringeducation, possibly propelled by increased digitalization and technological dependence in learningenvironments post-2020. Such a trend not only signifies a growing scholarly focus on integratingAI into engineering pedagogy but also suggests a robust engagement from the academiccommunity in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Asif Mohaisin Sadri, International Islamic University, Malaysia; Arif Mohaimin Sadri, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma

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Diversity

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Educational Research and Methods Division (ERM)

0.495 Positive little, javascript 4 0.361 Positive learning, engineer 3 0.12 Positive science, engineering 3 0.523 Positive engineering, math 3 0.695 Positive machine, learning 3 0.12 Positive engineering, course 2 0.122 PositiveRQ3: How do social media user sentiments vary when they discuss about engineeringprofession?Table 3 reflects positive sentiments in discussions on professional education

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Berenice A. Cabrera, University of Michigan; Shannon M. Clancy, University of Michigan; Vibhavari Vempala, University of Michigan; Jingfeng Wu, University of Michigan; Erika Mosyjowski, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-lynn Mondisa, University of Michigan; Shanna R. Daly, University of Michigan

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Educational Research and Methods Division (ERM)

, andthe environment is also vitally important. There is increasing recognition among engineers,educators, and industry leaders of the importance of preparing engineers to account for thesesociocultural dimensions [1]-[4]. We use the term “sociotechnical dimensions” or “practices” torefer to social or contextual factors such as ethics, engagement with stakeholders, and therecognition of power and identity and their role in engineering broadly. Environmental factorssuch as sustainability and the potential future impacts of engineering work are also categorizedas sociotechnical dimensions as they draw attention to possible consequences to the naturalenvironment. A call for broader engineering skills is reflected in the Accreditation Board

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sánchez-Peña, University at Buffalo, The State University of New York; Anne M. McAlister, University at Buffalo; Nichole Ramirez, Purdue University; Douglas B. Samuel; Syed Ali Kamal, University at Buffalo, The State University of New York; Xinrui Xu, Huazhong University of Science and Technology

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Diversity

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Educational Research and Methods Division (ERM)

consensus existing around certain categories. Negative identities tend to reflect elements that do not comply with societal expectations. Because of the multiple spaces where we develop identities, we have multiple social identities and they differ in their nature and strength [70]. An engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

women and BLIstudents often leverage a deficit-based approach, which frames students as the subjects that needto be fixed rather than systems that perpetuate inequities [39], [40]. Ultimately, a deficit frameworkfails to acknowledge the larger ecological context in engineering that shapes student experiencesand the development of their identities as engineers.Theoretical Framework Our research questions seek to identify a variable structure for predicting first-year studentengineering identity recognition by self and others. Engineering role identity reflects the ways inwhich students describe themselves as the kind of people who can do engineering [41] and consistsof three constructs: interest in the subject, beliefs about the ability

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University, University Park; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

each academic year, including their last yearbecause literature indicates graduate engineering students consider departing their degree programat many different points in their graduate school journey, including their last year [30]. To properly characterize the impacts of our variables, we developed our ranges of modifiervalues to reflect on the weight of each factor shown in literature on student experiences [21]. Theranges were developed to reflect the weight of each variable on the students. A larger range withlarger values indicates a greater weight of that variable and potential for that variable to impactmotivation more than others. One example is that literature indicates that one of the most impactfulvariables that impacts a

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alfa Satya Putra, Purdue University, West Lafayette ; Jason Morphew, Purdue University, West Lafayette ; Li Tan, Arizona State University

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Educational Research and Methods Division (ERM)

which an operational measure reflects the concept being investigated (Netemeyer etal., 2003). Articles using standard quantitative research methods were further coded into 12 broadcategories and 73 subcategories. The list of categories, including types of quantitative research,quantitative study design, data source, data type, and quantitative methods used, are summarizedin Table 1. These standard quantitative research articles were further coded for study design, datasource, data type, and quantitative methods used to analyze the data. Study designs includerandomized control trials (RCT), quasi-experimental, assessment validation, and correlational.RCT is defined as an experiment under controlled conditions to demonstrate a known truth

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yashin Brijmohan, University of Nebraska Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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Diversity

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Educational Research and Methods Division (ERM)

design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners. ©American Society for Engineering Education, 2023 Response Process Validity of the CBE Adaptability Instrument When Used With Engineering InstructorsI. IntroductionThere have been several calls of action to change undergraduate engineering education with onefocus being on the adoption of research-based instructional practices [1]. Adoption of research-based instructional practices have been shown to contribute to attracting and retainingundergraduate STEM students [2]. This is particularly important given that more than

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Isabel A. Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville

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Educational Research and Methods Division (ERM)

as a case study because our N is so small, so there’s no real noise that can happen within a case study. So I’m not as worried about that. My question that I keep coming back to is what is the added value of collecting data on the classroom observations? Are we actually going to analyze them? And if we do, what are we doing that for? I’d rather capture all of that in the interviews than I would in a classroom observation and just kind of take them for granted that it’s reflective of what they actually did.” Lucas: ”Yeah. And again... there’s plenty of time to do other classroom observations, presumably someday go back to bricks and mortar face-to-face delivery. That you know, even though the

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Georgia Institute of Technology; David S. Ancalle, Department of Civil and Environmental Engineering, Kennesaw State University

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Educational Research and Methods Division (ERM)

self-efficacy with engineering students1 IntroductionIn this research paper, we re-evaluate structural aspects of validity for two instruments, the CurrentStatistics Self-Efficacy (CSSE) scale and the Statistical Reasoning Assessment (SRA) [1, 2]. The CSSE isa self-report measure of statistics self-efficacy while the SRA is a scored and criterion-based assessment ofstatistical reasoning skills and misconceptions. Both instruments were developed by statistics educationresearchers and have been consistently used to measure learning and interventions in collegiate statisticseducation. Our re-evaluation is part of a broader study of the effect of using a reflection-based homeworkgrading system in a biomedical engineering statistics course [3, 4

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)

Spring and Fall 2022 data followed asimilar trend to the Fall 2021 data in several ways: there were marked similarities in the most-used emotions, the overall breakdown of pathway directions, and even the patterns in the finaltwo words (with accomplishment to satisfaction being the most common pairing). This reflects asimilar pattern as Goldin’s idealized positive pathway where elation leads to satisfaction,although students completing our survey were hesitant to describe their positive emotions withelation, tending instead towards accomplishment, confidence, etc.The least commonly used words in Spring 2022 were elation, despair, and fear; all three of thesewords were new in the Spring 2022 version of the survey, which suggests that their

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Adetoun Yeaman, Wake Forest University; Diana Bairaktarova, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

). These experiences embedded inthe curriculum and engineering design courses allows engineering students to develop anempathic formation compass required to flourish in co-design processes (Smeenk et al., 2019).In engineering education, especially in programs tending towards engineering science, teachingempathy needs careful pedagogical consideration. As such the need for empathy in engineeringneeds to be more visible to students to make meaningful and purposeful connections with priorassumptions and foster epistemic attitudes toward the construct (Walther et al., 2020). Thisembodiment of empathy in professional education allows students to recognize and reflect on theservice nature of the engineering profession and its potential connections to

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)

theuniversity is to serve the local population of the region in which it is located. 95% of students arecommuters [2], and over a third of the student body are transfer students, predominantly from thelarge network of community colleges serving the East side of Los Angeles. A very highHispanic-enrolling Minority Serving Institution (MSI), 70% of students identify atHispanic/Latinx [1], which is also consistent with the regional population.Student demographic characteristics at Cal State LA are also reflective of the systemicoppression broadly experienced by Communities of Color on the East side of Los Angeles. Themedian family income of students at Cal State LA is $40,300 per year [3], and 60% qualify forfederal Pell Grants [4]. While exact data is not

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Godwyll Aikins, Florida Institute of Technology; Catherine G. P. Berdanier, Pennsylvania State University; Kim-Doang Nguyen, Florida Institute of Technology

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Educational Research and Methods Division (ERM)

teaching approach, weleverage the insights of the HPL framework to explore how undergraduate engineering studentsinteract with data skills in relation to the HPL elements when reflecting on their own data skillslearning experiences. Our interview protocol, guided by the HPL framework, delves into studentperspectives on self-reflection, knowledge acquisition, and assessment related to data skills.4. METHODS4.1 Participant Recruitment and Selection.In this study conducted at a southeastern United States institution, 177 students completed arecruitment survey. All interested mechanical engineering (ME) students were automaticallyselected, as only a small number of participants were ME students. Meanwhile, interestedaerospace engineering (AE) students

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Md Abu Shohag, University of North Alabama

Tagged Divisions

Educational Research and Methods Division (ERM)

students consider that the ‘Fling the Teacher’ quiz is more engaging andhelps them to learn more effectively. Students strongly recommend the ‘Fling the Teacher’ quizmore frequently in course and in future iterations. The gamified tool helps to increase studentengagement and effective learning in course activities as in line with other research [9]. Whilethese surveys are valuable, they only reflect the students' perspectives. Eventually, some form ofassessment of student learning must be performed to determine if there is a significantimprovement when gamification is employed.AcknowledgmentThe author wishes to acknowledge the support of the University of North Alabama.References[1] E. Meşe and Ç. Sevilen, "Factors influencing EFL students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

are reflected in numerous publications and presentations at prestigious IEEE; ASEE conferences, Wiley’s & Springer Journals. His research primarily revolves around understanding Cognitive Engagement Analysis, Assessing Methods in Engineering Education, and Facial Expressions (emotions) in the Learning process. He is a member of various technical committees, serving as a reviewer for esteemed journals and international conferences including ASEE, Springer (JAIHC) , JCEN, and IEEE Transaction on Education. His commitment to advancing education, paired with his extensive academic and professional experiences, positions him as a promising researcher in engineering education.Dr. Angela Minichiello, Utah State

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jordan Nickel, University of Waterloo; Gregory Litster, University of Toronto; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo; Carol Hulls P.Eng., University of Waterloo

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Educational Research and Methods Division (ERM)

interviews, starting in week six of their co-opterm and concluding in the final, 16th week. The first interview asked them to reflect on the firstsix weeks of their term. Interviews two through nine had them reflect on the previous week’sevents, and any ongoing design issues that they worked on over several weeks that were still thefocus of their attention. In the final week, the participants were asked to reflect on their overallexperience of designing that term, and what they learned over their co-op. Altogether, thisresulted in a dataset of 772 minutes of transcribed interview data, with an average of 257 minutesof transcript per participant.The interview transcripts were analyzed using an iterative thematic analysis approach [22]. Thedataset was

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

significant increase from the 17.8% recorded in 2010[1]. However, this growth has not been reflected in the workplace. Between 2001 and 2019, thenumber of women engineers in the workforce only rose from about 10% to 14% [2]. Theunderrepresentation of women is particularly pronounced in mechanical, electrical, and computerengineering, with only 17.5%, 15.6%, and 20.4% of bachelor’s degrees in these fields awarded towomen [1]. Furthermore, women represent only 9%, 10%, and 12% of working engineers inthese respective fields [3].For underrepresented minorities, the statistics are even more dismal. Bachelor’s degrees inengineering awarded to Black or African American individuals have risen only slightly from4.5% in 2010 to 4.7% in 2021 [1]. Hispanics now

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Marietta Castro, Universidad San Sebastián; Ema Huerta Torres, Universidad Católica de Norte; Erick Vaclav Svec, Pontificia Universidad Católica de Chile; Jorge Baier, Pontificia Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

credits enrolled in a specific semester. They also alluded to types of assignments,such as homework and exams, which could amplify learners’ academic stress [4]. This is not onlyreflected in the number of students who listed ‘academic stress’ when thinking about workload,but also in some reflections from faculty members. (Student workload) is the time that all academic work entails in a given period of time. It includes study, classes, workshops, exercises, etc. It includes direct work (classroom or tutored) and indirect work (self-employed). But it is also affected by their personal lives and their conditions, such as: work, people in their care, travel distance, socioeconomic conditions, sports, etc. (Faculty, RS3

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University

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Diversity

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Educational Research and Methods Division (ERM)

, ensuring a personalized match in research interests.The coordination team's efficacy is evident in the program's 100% placement rate last year,successfully pairing students with appropriate mentors and projects, reflecting a keenunderstanding of both student and faculty needs.A key aspect of the program is its dual focus on hands-on research and educational seminars.Students engage directly in real-world research under expert guidance, applying classroomtheories to practical scenarios, fostering innovation and inquiry. Concurrently, weekly seminarscover essential topics like research ethics, intellectual property rights, IRB and IACUCprotocols, and grant writing skills, and technology transfer.The program’s holistic structure develops not just

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #44474Work-in-Progress: Human Capital Formation as a Framework for Entrepreneurshipand Venture Design EducationDr. Helen L. Chen, Stanford University Helen L. Chen is a Research Scientist in the Designing Education Lab in Mechanical Engineering and co-founder of the Integrative Learning Portfolio Lab in Career Education at Stanford University. She earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford. Her scholarship is focused on engineering and entrepreneurship education, portfolio pedagogy, reflective practices, non-degree credentials, and reimagining how

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoc T. Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

Indiacoming in second with 21.05%, Mexico with 10.53%, and all other countries with 5.26%. Theresults of the first authors' affiliation country distribution in the mental health field in engineeringeducation research point to an American source for this kind of work. It is crucial to recognize anypotential biases in these results. The inclusion criterion of articles written only in English is onesignificant factor that may distort the representation of nations and thus artificially increase theamount of research from the United States. Moreover, the apparent dominance of Americanresearch may not fully reflect the amount of funding or involvement that practitioners in othercountries have given to research on mental health in engineering education

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Johnston, Arizona State University; Cody D. Jenkins, Arizona State University; Thien Ngoc Y. Ta, Arizona State University, Polytechnic Campus; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A. Smith, University of Minnesota, Twin Cities

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Educational Research and Methods Division (ERM)

mathematicians. He instituted similar study groups forAfrican-American students, which turned the tide on their high failure rates. Treisman’s modelhas been implemented in universities nationwide since, with consistently powerful effects,including at the University of Texas, Austin, where he currently teaches.Despite the demonstrated success of PLSGs over the past 40 years, we have yet to find empiricalevidence that the model's effectiveness has resulted from peer interactions. The current studysought to capture peer discussion features reflective of discipline-based cognitive processing. Wehypothesized that when group members asked questions and had discussions at higher levels ofthe cognitive processing dimension of Bloom’s revised taxonomy, a tool

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nourhan E. Elatky, Rowan University; Jenny Nguyen Hoang; Mason Elwell; Ronan Connor Harkins; Juan M. Cruz, Rowan University; Jie Li, Rowan University

Tagged Divisions

Educational Research and Methods Division (ERM)

to communicate with others. This objective was addressedin all eight interviews and reflected the importance of the student's understanding of the powersystem process operation.Objective 2: By the end of the B.S. in ECE, students should acquire hands-on capability andexperience to work in teams and design smart grid solutions.Interviewees claimed that the ultimate focus of schools is on theories rather than hands-onexperiences and design projects. Therefore, students lack hands-on capability when joining theworkforce. Students need to know how to integrate the whole system together, besidesexperiencing that in school before joining the workforce. They think most training and basicskills must be covered in undergraduate courses instead of

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)

courses have beenadvised by researchers for student success [28], 2) such interventions are desired by engineering 4undergraduates, and 3) MHW and personal learning reflections have been received positively byboth engineering undergraduates and their faculty [29].3. CONCEPTUAL UNDERPINNINGSOur proposed first-year engineering happiness and wellbeing course finds its foundations in threeliterary works. The backward design model [30] approach provides an overall framework of howthis course is structured and functions. The seven factors analytical framework conceptualized bythe authors in our previous work [31, 33] helps develop goals for the course. The

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Autumn Cuellar, Utah State University; Sarah Principato; Sakshi Solanki; Catherine McGough Spence, Minnesota State University, Mankato; Marissa A Tsugawa, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

et al., “Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community,” J. Eng. Educ., vol. 110, no. 1, pp. 19–43, Jan. 2021.[41] B. Bourke, “Positionality: Reflecting on the research process,” The Qualitative Report, Oct. 2014.[42] T. Armstrong, “The Myth of the Normal Brain: Embracing Neurodiversity,” AMA Journal f Ethics, vol. 17, no. 5, pp. 348–352, 2015.[43] L. Clouder, M. Karakus, A. Cinotti, M. V. Ferreyra, G. A. Fierros, and P. Rojo, “Neurodiversity in higher education: a narrative synthesis,” Higher Education, vol. 80, no. 4, pp. 757–778, Oct. 2020.[44] C. Nicolaidis, “What can physicians learn from the neurodiversity movement?,” Virtual Mentor

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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Diversity

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Educational Research and Methods Division (ERM)

multiple styles or languages.Resistant capital reflects the abilities that are created through opposing behaviors, with the goalof challenging the current inequities. Navigational capital is the ability to maneuver throughsocial systems that were not created for People of Color. Social capital refers to the groups,connections, and networks of people that a person can access for assistance. Finally, aspirationalcapital, the focus of this paper, is the individual’s abilities to keep their goals intact despiteobstacles [5].The EST framework contains five layers: the microsystem, mesosystem, exosystem,macrosystem, and chronosystem. The microsystem is “a pattern of activities, roles, andinterpersonal relations experienced by the developing person” [5

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

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners. ©American Society for Engineering Education, 2023 Detecting Dimensions of Significant Learning in Syllabi using a Course Change TypologyAbstractThis research paper addresses the need for an instrument to detect the changes in the use ofresearch-based approaches over time. Change occurs within three

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Zain ul Abideen, Utah State University Logan Utah, USA ; Talha Naqash, Utah State University; Assad Iqbal, Arizona State University

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Educational Research and Methods Division (ERM)

items on a 5-point Likert scale ranging from 1 (never true of myself) to 5 (always true ofmyself). Instruments will be tailored by restating discipline specific terms (i.e., “Physics” wasrestated as “Engineering Statics or “Ordinary Differential Equations”) to reflect the appropriateEM courses context. Table 1. Revised Physics Metacognition Inventory (PMI) SRC Features Number of Items Interpreting Task 2 Planning 3 Evaluating 5 Monitoring 3 Adjusting

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Utah State University

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Educational Research and Methods Division (ERM)

the joint space and access toverbally and non-verbally communicate in the group [24]. As a result, social and cognitiveregulating factors are also an important determinant for a group of individuals to effectivelyengage in discourse (and thereby co-construct).Self-Regulation and Co-RegulationPrior to co-regulation, one or more individuals co-constructing must engage in at least some self-regulation. Self-regulation, as described by Zimmerman [25], [26] is a cyclical processcomposed of three phases: forethought (including analyzing the task, and acting according togoals/motivation), performance (including deploying strategies and making intermediate stepsobservable), and reflection (including evaluating the processes and results, and