Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Fernandez, Utah Valley University; Walker Eads, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University

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Educational Research and Methods Division (ERM)

researchW Eads 12D Fernandez 12I have reviewed and approve this memo:Walker Eads______________________________________________David Fernandez_________________________________________SupervisorRecommendations/Notes:Supervisor's Signature:ReferencesAdebisi, Y. A. (2022). Undergraduate students' involvement in research: Values, benefits, barriers and recommendations. Annals of Medicin and Surgery.Altman, J. D., Chiang, T.-M., Hamann, C. S., Makhluf, H., Peterson, V., & Orel, S. E. (2019). Undergraduate Research: A Road Map for Meeting Future Needs and Competing in a World of Change. Washington D.C.: Council on Undergraduate Research.Bamber, J., & Tett, L. (2010). Transforming the Learning

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Paul J. Thomas, Purdue University; Owura Kuffuor, Purdue University

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Educational Research and Methods Division (ERM)

the communication divide and respond accordingly. Upon completionof the module, students completed a case study and were required to analyze the intent andimpact of the conversation between the two characters in the case and propose strategies toovercome the situation. The goal of this module was to help students develop knowledge ofverbal and non-verbal communication styles, worldview, openness, and curiosity. Moreover, thePIM on tricky communication [19] was prefaced with a TedTalk presented by Julien S. Bourrelleabout learning new cultures and what that could entail. An additional reading on the differencesbetween the intent and impact of communication was also supplied. The goal of the TedTalk andreading was to foster worldview, openness

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abasiafak Ndifreke Udosen, Purdue University ; Alejandra J. Magana, Purdue University ; Elsje Pienaar, Purdue University

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Educational Research and Methods Division (ERM)

session lasted for more than an hour. Session 1’s duration was 86minutes, Session 2 lasted for 78 minutes, and Session 3 lasted for 74 minutes. A total of 238minutes (3 hours 180 minutes) worth of qualitative data was obtained. 3.4. Data AnalysisThe qualitative data was prepared, cleaned, and subjected to the MMCS analytical approachstarting with the thematical analysis [33]. The thematic analysis involved open coding,allowing for the initial identification and labeling of significant concepts within the data [34],[35], [36]. Subsequently, the generated codes were organized into meaningful categories,laying the foundation for the development of coherent themes that encapsulate the essence ofthe data. Next was to develop the teamwork or team

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Matthew Bahnson, Purdue University at West Lafayette (COE)

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Educational Research and Methods Division (ERM)

advisor with my own needs, Overall, my relationship with my advisor isgood. Participants indicated their agreement with the items on a scale from Strongly Disagree (1)to Strongly Agree (5) on a series of questions on advisor relationships. The mean of these itemsis used as the advisor relationship variable. The scale demonstrated strong internal reliability(Cronbach’s alpha = .94).The demographic questions included: "How do you describe your gender identity?" with theoptions: Woman, Man, Genderqueer, Agender, Transgender, Cisgender, Non-binary/third gender,Prefer not to say, and a text write-in option. Race/ethnicity was collected with the question,“With which racial and ethnic group(s) do you identify?" The options included American Indianor

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Lowell Romeo, 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)

Undergraduate Engineering Programs Emphasize? A Systematic Review,” J of Engineering Edu, vol. 106, no. 3, pp. 475– 526, Jul. 2017, doi: 10.1002/jee.20171.[4] C. Young and M. L. Pate, “Compact Power Equipment Troubleshooting Training: Formative Assessment using Think-Aloud Pair Problem Solving,” in 2013 Kansas City, Missouri, July 21-July 24, 2013, American Society of Agricultural and Biological Engineers, 2013, p. 1. Accessed: Sep. 18, 2024. [Online]. Available: https://elibrary.asabe.org/abstract.asp?aid=43359[5] S. Ramachandran, R. Jensen, J. Ludwig, E. Domeshek, and T. Haines, “ITADS: A Real-World Intelligent Tutor to Train Troubleshooting Skills,” in Artificial Intelligence in Education, vol. 10948, C. Penstein Rosé

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

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Educational Research and Methods Division (ERM)

., vol. 95, no. 2, pp. 139–151, Apr. 2006, doi: 10.1002/j.2168-9830.2006.tb00885.x.[3] J. Trevelyan, The Making of an Expert Engineer, 0 ed. CRC Press, 2014. doi: 10.1201/b17434.[4] ABET, “Criteria for accrediting engineering programs,” Baltimore, MD, 2024. Accessed: Oct. 27, 2024. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria- for-accrediting-engineering-programs-2024-2025/[5] H. Chaibate, A. Hadek, S. Ajana, S. Bakkali, and K. Faraj, “A Comparative Study of the Engineering Soft Skills Required by Moroccan Job Market,” Int. J. High. Educ., vol. 9, no. 1, p. 142, Dec. 2019, doi: 10.5430/ijhe.v9n1p142.[6] M. S. Rao, “Enhancing employability in engineering and

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington Ph.D., Duke University; Anna Romanova, Winthrop University; Philip Nelson; Siobahn Day Grady, North Carolina Central University; Legand Burge, Howard University

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Educational Research and Methods Division (ERM)

, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.REFERENCES[1] T. L. Cross, B. J. Bazron, K. W. Dennis, and M. R. Isaacs, “Towards a Culturally Competent System of Care: A Monograph on Effective Services for Minority Children Who Are Severely Emotionally Disturbed | Office of Justice Programs.”[2] A. N. Washington, “When Twice as Good Isn’t Enough: The Case for Cultural Competence in Computing,” in Proceedings of the 51st ACM Technical Symposium on Computer Science Education, in SIGCSE ’20. New York, NY, USA: Association for Computing Machinery, Feb. 2020, pp. 213–219. doi: 10.1145/3328778.3366792.[3] “CRA Taulbee

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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Educational Research and Methods Division (ERM)

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

caring that includes both comfortwith faculty and empathetic faculty understanding from the same author.Discrimination (25 items)Discrimination is an active process that influences belonging in engineering (McGee, 2020). Toaccount for this potential, we adapted and included five items across five different identity-axes(race/ethnicity, gender, sexual orientation, (dis)ability, and socioeconomic status) from Bahnsonet al.’s (2022) work on discrimination in engineering graduate student experiences.Comfort and Team Inclusion (19 items)We believe feelings of discrimination and differences in belonging are also seen through students’comfort and inclusion on their team. As such, we included items based on these topics. Like othersabove, these scales

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

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Diversity

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Educational Research and Methods Division (ERM)

focus groups to understand participants’lived experiences around identity-mediated interest changes and enrollment choices. Thelongitudinal element of this work allows us to evaluate when a new interest was identified andthe choice(s) participants made regarding pursuing that interest as these two elements often donot occur in the same semester. A singular data point would not fully capture the story ofchanging interests and choices, rather we utilize focus group data from participants’ first sixsemesters in an undergraduate engineering program. Data were analyzed using directed contentanalysis to support the exploration of the phenomenon while allowing for the integration of atheoretical framework including identity and interest. Matrix

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)

the career development of women. Journal of Vocational Behavior, 18(3), 326–339. https://doi.org/10.1016/0001- 8791(81)90019-1 [4] Hurst, M. A., Polinsky, N., Haden, C. A., Levine, S. C., & Uttal, D. H. (2019). Leveraging research on informal learning to inform policy on promoting early stem. Social Policy Report, 32(3), 1–33. https://doi.org/10.1002/sop2.5 [5] Removed for Double Blind Review [6] Lester, S., & Ruth, K. D. (2022, August). ’ook Who's Talking: Exploring the DEI STEM Librarianship Conversation. In 2022 ASEE Annual Conference & Exposition. [7] Roy, J. (n.d.). Engineering by Numbers - ira | ASEE. ASEE. Retrieved February 8, 2023, from https://ira.asee.org/wp-content/uploads/2019/07/2018

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

. How well this process is conducted is the primary focus of quality in narrative research.Indicators of Quality in Narrative SmoothingRecent work has sought to establish frameworks capable of assessing the quality of qualitativeresearch methods. In line with Walther et al.'s work, we define quality interpretative research asresearch that is "idiographic in nature, in that it emerges from the unique perspective ofindividuals or groups but is transferrable to and meaningful for other contexts" [22]. We findgreat utility in tools such as Walther & Sochacka’s Q3 framework, which provides a versatileguide for implementing quality across various qualitative methods[23] . Tools such as this helpresearchers assess how they produce and manage

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

(Engeström), Daiute [48],[49] recognizes the social, dynamic nature of narratives to inform data collection and analysismethods. According to these theories, it is important to consider the interdependence inherent inthe broader context of experience and narration. This perspective aligns with this research as oursurvey reinforced the complexity of individual experiences of lifelong learning.In narrative research, the researcher needs to make plausible interpretations within the bounds ofthe narrative(s) because they capture complex experiences that are not aligned with hypothesistesting paradigms [50]. To bring forward meaningful evidence in interview approaches involvinghomogenous groups, 12 participants are typically sufficient for thematic

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

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Diversity

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Educational Research and Methods Division (ERM)

individual(s) involved in thematic analysis toengage in a phase of reflexivity [26] after the data have been classified. Reflexivity involvesquestioning the assumptions made during coding of the data to identify potential biases in thecoding and ultimately in the conclusions drawn from the data. Potential reflexivity bias isexplored in the Limitations section of this manuscript.In this study, thematic analysis was initially applied to identify broad themes in the data. Afterinitial patterns in the data were identified, one or more of these broad (primary) themes wereassigned to each student response. Once the dataset was broken down into this primary set ofthemes, responses within each theme were re-examined to determine whether secondary themeswere

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunmeng Han, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati

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Educational Research and Methods Division (ERM)

recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. References[1] J. Meyer and R. Land, “Threshold concepts and troublesome knowledge: Linkages to ways of thinking and practising within the disciplines,” 2003, Accessed: May 05, 2024. [Online]. Available: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b98202852dc631ced19a9 8414cbd9e9461c10417[2] S. Male and D. Bennett, “Threshold concepts in undergraduate engineering: Exploring engineering roles and value of learning,” Australasian Journal of Engineering Education, vol. 20, no. 1, pp. 59–69, Jan. 2015, doi: 10.7158/D14-006.2015.20.1.[3] K. A

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Arianna Gabriella Tobias, University of Oklahoma; Javeed Kittur, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Tahrima Rouf, University of Oklahoma; Arif Mohaimin Sadri, University of Oklahoma

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Educational Research and Methods Division (ERM)

(EDUCON), May 2023, pp. 1–9. doi: 10.1109/EDUCON54358.2023.10125121.[3] S. Z. Salas-Pilco, Y. Yang, and Z. Zhang, “Student engagement in online learning in Latin American higher education during the COVID-19 pandemic: A systematic review,” Br J Educ Technol, vol. 53, no. 3, pp. 593–619, May 2022, doi: 10.1111/bjet.13190.[4] T. K. F. Chiu, “Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic,” Journal of Research on Technology in Education, Accessed: Jan. 14, 2024. [Online]. Available: https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1891998[5] G. Mude and S. Undale, “Social Media Usage: A Comparison Between Generation Y

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harly Ramsey, University of Southern California

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Educational Research and Methods Division (ERM)

] K. Edström and A. Kolmos, “PBL and CDIO: complementary models for engineering education development,” Eur. J. Eng. Educ., vol. 39, no. 5, pp. 539–555, Sep. 2014, doi: 10.1080/03043797.2014.895703.[5] Y. Xia, S. Cutler, and D. McFadden, “Collaborative Project-based Learning Approach to the Enculturation of Senior Engineering Students into the Professional Engineering Practice of Teamwork,” in 2020 ASEE Virtual Annual Conference Content Access Proceedings, Virtual On line: ASEE Conferences, Jun. 2020, p. 34299. doi: 10.18260/1-2--34299.[6] S. Habibi et al., “A Modernized Student- and Equity-Centered Teaching Strategy,” Adv. Eng. Educ., vol. 11, no. 3, 2023, doi: 10.18260/3-1-1153-36049.[7] S. Howe and J. Goldberg

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

the development ofteamwork behaviors in the first-year engineering context. The overarching research question thatmotivated this review of relevant theory is ‘How might faculty leverage generative AI to providepersonalized feedback to intentionally promote students’ teamwork and feedback literacybehaviors?’ With the research question and chosen theoretical framework as guides, theresearchers worked to develop a codebook for the reflection data. The next section will detailhow the framework was used to develop a codebook.From Framework to CodebookTo analyze the reflection data, the researchers chose to deductively code feedback literacybehaviors. With the five constructs from Dawson et al.’s conceptual framework as a basis (seekfeedback

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jasmine A Smith, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Educational Research and Methods Division (ERM)

.2002.30.8.821.[2] M. London, V. I. Sessa, and L. A. Shelley, “Developing Self-Awareness: Learning Processes for Self- and Interpersonal Growth,” Annu. Rev. Organ. Psychol. Organ. Behav., vol. 10, no. 1, pp. 261–288, 2023, doi: 10.1146/annurev-orgpsych-120920-044531.[3] S. P. Rasheed, A. Younas, and A. Sundus, “Self-awareness in nursing: A scoping review,” J. Clin. Nurs., vol. 28, no. 5–6, pp. 762–774, 2019, doi: 10.1111/jocn.14708.[4] E. National Academies of Sciences and Medicine, The Science of Effective Mentorship in STEMM. Washington, DC: The National Academies Press, 2019. doi: 10.17226/25568.[5] D. Chon and S. B. Sitkin, “Disentangling the Process and Content of Self-Awareness: A Review, Critical Assessment, and Synthesis

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ying Wang, Georgia Institute of Technology; Joy Harris; Karthik Ramachandran, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

, 15(3), 279–303.Asimakopoulos, G., Hernández, V., & Peña Miguel, J. (2019). Entrepreneurial intention of engineering students: The role of social norms and entrepreneurial self-efficacy. Sustainability, 11(16), 4314.Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4(3), 359-373.Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.Bandura, A. (1997). Self-efficacy: The exercise of control. FreemanBandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy Beliefs of Adolescents, 5(1), 307-337.Barbosa, S., Gerhardt, M., & Kickul, J. (2007). The role of

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

Stephanie Ashley Damas is currently a graduate student at Clemson University studying to get her Ph.D. in Engineering and Science Education. Her area of interest is Diversity and Inclusion in Engineering. She holds a bachelorˆa C™s degree in electrical engiGabriella TorresDr. Corin L. Bowen, California State University, Los Angeles Corin (Corey) Bowen is an Assistant Professor of Engineering Education, housed in the Department of Civil Engineering at California State University - Los Angeles. Her engineering education research focuses on structural oppression in engineering systems, organizing for equitable change, and developing an agenda of Engineering for the Common Good. She teaches structural mechanics and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yanyao Deng, University of Exeter; Ibrahim H. Yeter, Nanyang Technological University

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Educational Research and Methods Division (ERM)

tangible experiences provided by hands-onlabs, they equally recognize the significance of effective communication and personalgrowth.DiscussionThis research explored diverse engineering students’ perspectives on hands-on,remote, and virtual labs. The findings reveal that students have a significantpreference for hands-on and virtual labs. Because the hands-on lab can bring tangibleproblem-solving learning processes compared to the remote and virtual ones.However, students agreed with the remote and virtual labs’ flexible access andunlimited attempts, especially for those students who need more individual study andlive very far from physical labs, such as during the COVID. Specifically, this presentstudy agrees with Jahnke et al.'s (2023) study

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

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Diversity

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Educational Research and Methods Division (ERM)

reminder from Table 2, student 6mentioned Knowledge, Skills, and Identity in 100% of their paragraphs and Values andEpistemology in 50%. This correlates with the size of the nodes in Figure 3. Figure 3. Epistemic network for Student 6.Each of the paragraphs in Student 6’s excerpt contained four of the framework elements. Student6 showed the connections in their learning between the framework elements throughout bothparagraphs, some in the same sentence and others in adjacent sentences, giving meaning to thelines on the epistemic network on Figure 3. These representative quotes are shown in Table 4.Table 4. Representative quotes that contain two framework elements from Student 6. Framework Elements Representative

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Sheppard, Clemson University; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods Division (ERM)

. Matusovich, L. D. Mcnair, M. C. Paretti, and C. E. Watson, “Voices in the Mountains: A Qualitative Study Exploring Factors Influencing Appalachian High School Students’ Engineering Career Goals,” 2013.[2] C. Carrico, H. M. Matusovich, and M. C. Paretti, “A Qualitative Analysis of Career Choice Pathways of College-Oriented Rural Central Appalachian High School Students,” Journal of Career Development, vol. 46, no. 2, pp. 94–111, Apr. 2019, doi: 10.1177/0894845317725603/ASSET/IMAGES/LARGE/10.1177_0894845317725603- FIG1.JPEG.[3] S. L. R. Bennett, “Contextual Affordances of Rural Appalachian Individuals,” Journal of Career Development, vol. 34, no. 3, pp. 241–262, Mar. 2008, doi: 10.1177/0894845307311252.[4] T. J. Yosso, “Whose

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

literature.AcknowledgementThe authors would like to thank the content experts and potential participants for providingfeedback on the survey instrument. Thank you to all the respondents. This project was supportedby the Provost’s Summer Undergraduate Research and Creative Activities (UReCA) Fellowship.Its contents, including findings, conclusions, opinions, and recommendations, are solely attributedto the author(s) and do not necessarily represent the views of the Provost’s Office.ReferencesAlAfnan, M. A., Dishari, S., Jovic, M., & Lomidze, K. (2023). ChatGPT as an Educational Tool: Opportunities, Challenges, and Recommendations for Communication, Business Writing, and Composition Courses. Journal of Artificial Intelligence and Technology.Aljanabi, M., Ghazi, M

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Morgan Haley McKie, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods Division (ERM)

, and A. E. Abu Elnasr, “Responses to COVID-19 in HigherEducation: Social Media Usage for Sustaining Formal Academic Communication in DevelopingCountries,” Sustainability, vol. 12, no. 16, p. 6520, Aug. 2020, doi: 10.3390/su12166520.[3] R. J. Shaw, “Access to Technology and Digital Literacy as Determinants of Health andHealth Care,” Creat. Nurs., vol. 29, no. 3, pp. 258–263, Aug. 2023, doi:10.1177/10784535231211682.[4] M. A. Khan, “COVID-19’s Impact on Higher Education: A Rapid Review of Early ReactiveLiterature,” Educ. Sci., vol. 11, no. 8, p. 421, Aug. 2021, doi: 10.3390/educsci11080421.[5] S. Lewthwaite and D. Sloan, “Exploring pedagogical culture for accessibility education incomputing science,” in Proceedings of the 13th International Web

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University - Bozeman; Sidrah MGWatson

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Diversity

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Educational Research and Methods Division (ERM)

:000330839100259. [Online]. Available: ://WOS:000330839100259[18] T. D. Forbes, "Queer-free majors?: LGBTQ + college students’ accounts of chilly and warm academic disciplines," Journal of LGBT Youth, pp. 1-20, 2020, doi: 10.1080/19361653.2020.1813673.[19] M. Greathouse, A. BrckaLorenz, M. Hoban, R. Huesman, S. Rankin, and E. B. Stolzenberg, "Queer-spectrum and trans-spectrum student experiences in American higher education: The analyses of national survey findings," Rutgers University, Newark, NJ, 2018.[20] oSTEM, "About oSTEM," oSTEM, n.d. [Online]. Available: http://www.ostem.org/.[21] NOGLSTP. "NOGLSTP is Out to Innovate." National Organization of Gay and Lesbian Science and Technical Professionals. https

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anuli Ndubuisi, University of Toronto, Canada; Glory Ovie, The King's University Edmonton, Canada; Zian (Kelly) Zhang, University of Toronto, Canada

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Diversity

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Educational Research and Methods Division (ERM)

theprofessional identity development of internationally trained minority ECSW in engineering, andeducation, as they represent leaders in their fields, within and beyond academia.References:[1] L. Carlson, T. Portman, and J. Bartlett, “Self-Management of Career Development: Intentionality for Counselor Educators in Training,” Journal of Humanistic Counseling, Education and Development, vol. 45, Sep. 2006, doi: 10.1002/j.2161-1939.2006.tb00012.x.[2] C. Cheng and S. Song, “How Early-Career Researchers Are Navigating the COVID-19 Pandemic,” Mol Plant, vol. 13, no. 9, pp. 1229–1230, Sep. 2020, doi: 10.1016/j.molp.2020.07.018.[3] J. P. Martin and C. Garza, “Centering the Marginalized Student’s Voice Through Autoethnography: Implications

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, The Ohio State University; Victoria Bill, New York University ; Julie P Martin, The Ohio State University; Tiantian Li, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

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Educational Research and Methods Division (ERM)

, 2005, doi: 10.1002/j.2168-9830.2005.tb00832.x.[2] J. P. Martin, S. D. Garrett, S. G. Adams, and J. Hamilton, "A qualitative look at African American students’ perceptions of developing engineer of 2020 traits through non- curricular activities," presented at the 2015 ASEE Annu. Conf. Expo., Seattle, WA, USA, Jun. 14-17, 2015.[3] C. A. Smith, H. Wao, G. Kersaint, and R. Campbell-Montalvo, "Social capital from professional engineering organizations and the persistence of women and underrepresented minority undergraduates," Front. Sociol., vol. 6, p. 671856, 2021.[4] J. P. Martin, R. A. Revelo, S. K. Stefl, S. D. Garrett, and S. G. Adams, "Ethnic student organizations in engineering: Implications

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fabiola G. Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Karen Dinora Martinez Soto, Virginia Tech

Tagged Divisions

Educational Research and Methods Division (ERM)

contributed to the refinement ofthe observation protocol we had created. This protocol will play a key role in the larger NSF studydedicated to exploring the role of language in introductory engineering courses.Literature ReviewIn the social and behavioral sciences, direct observations are considered to be the base or root ofall research methods [1], [2]. Their main benefit of observations as a qualitative data collectionmethod is that they allow “for the researcher to see and record firsthand the activities in whichresearch participants are engaged in the context(s) in which these activities happen” [3, p. 160].Moreover, observations allow researchers to collect data about phenomena that the participantsmight not be aware of themselves and therefore