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)

. Teammates can provide valuable feedback tostudents via peer evaluation systems like CATME, but the feedback is only useful if studentsreceive it, understand what the comments are saying about their performance, and decide to takeaction to improve [3]. Receiving constructive feedback and translating it into action is difficultfor undergraduate students, especially if they have little experience or training [3], [4]. Feedbackliteracy is defined as a professional skill precisely because it can–and should–be developedthrough practice and training. However, little attention has been placed on how to supportstudents’ feedback literacy in engineering. To effectively engage in the classroom and theirfuture careers, a greater understanding and emphasis on

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney S. Green, P.E., University of North Carolina at Charlotte; Sandra Loree Dika, University of North Carolina at Charlotte

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Diversity

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Educational Research and Methods Division (ERM)

workforce (Hoffman et al., 2010; NAE & NRC, 2012) and serve as a means inbroadening the participation in engineering careers that have been historically overrepresentedby White men. Moreover, strengthening the vertical transfer pathway to engineering disciplinescan improve equity by increasing the social and economic mobility of this diverse subpopulationof students (Dowd, 2012; Terenzini et al., 2014). However, the literature on engineering transferstudent success, specifically for ET students, and baccalaureate degree attainment remainssparse. Smith and Van Aken's (2020) systematic review of the persistence of engineering transferstudents found that the research predominantly focused on pre-transfer academic outcomes or,more broadly, on STEM

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Amy G Buhler, University of Florida; Sindia M Rivera-Jimenez, University of Florida

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Educational Research and Methods Division (ERM)

practices to incorporate social responsibility skills and collaborative and inclusive teams into the curriculum. Dr. Rivera-Jim´enez graduated from the University of Puerto Rico at Mayag¨uez with a B.S. and Ph.D. in Chemical Engineering. She earned an NSF RIEF award recognizing her effort in transitioning from a meaningful ten-year teaching faculty career into engineering education research. Before her current role, she taught STEM courses at diverse institutions such as HSI, community college, and R1 public university. ©American Society for Engineering Education, 2023 Work In Progress: A Scoping Literature Review on Institutional Culture and Transformational Change in Engineering

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

career goals [2], self-assessment can be a useful tool in helping students to improve or promote their task values andprovide the opportunity for them to improve their self-regulatory skills during progressevaluation. Self-assessment involves giving students the opportunity to evaluate their ownacademic performances [3] by assessing their own works and awarding scores [4]. Also, self-assessment could be used as an avenue for conveying feedback on students’ work [5], with thegoal of deepening learning and enhancing performance [6]. Self-assessment, as a self-regulatoryactivity, can also help students focus on their academic goals and performances. By imbibing areflective attitude to learning, students can self-regulate and work towards improving

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Educational Research and Methods Division (ERM)

anxiety (an intrapersonal competency), having a senseof belonging and engineering identity (an interpersonal competency), and having good studystrategies (a behavioral competency). Many such competencies – which impact both negative(e.g., stress and anxiety) and positive (e.g., gratitude, motivation) functioning – can be learnedand are an integral part of thriving. There is also evidence that thriving competencies presentduring the undergraduate years carry over to one’s post-graduation career [9].Previous FindingsSince 2016 our team has collaborated on a study premised on the importance of NCA factors forthe success of engineering and computing students. The research team developed a surveyinstrument with evidence for reliability and validity to

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oluwafemi Johnson Ajeigbe, Washington State University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Kitana Kaiphanliam, Washington State University; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University

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Diversity

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Educational Research and Methods Division (ERM)

study examined whether the useof LCDLMs promoted similar levels of engagement for male and female students. As brieflydescribed in the introduction, gender differences still exist in educational outcomes, particularlyin STEM classrooms [6]. To reduce the gender gap in STEM, attention should be given toaddressing the contributory cognitive and motivational factors, primarily maximizing the numberof career options women perceive as attainable and compatible with their abilities and goals.Results of this study show no significant differences between the gender groups, which suggeststhat using LCDLMs is beneficial for females as they are for males. This is good because extantliterature shows gender differences in STEM, suggesting that gender gaps

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University

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Educational Research and Methods Division (ERM)

entrepreneurship.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of screening pesticides for specifically

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Behlul Kula, Michigan State University; Andreana Louise Roxas; Kristen Sara Cetin P.E., Michigan State University; Annick Anctil; George Berghorn, Michigan State University; Ryan Patrick Gallagher

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Educational Research and Methods Division (ERM)

medium-sized industrial facilities and commercial buildings. The secondmain goal is to provide college students with education and hands-on training in energy andmanufacturing through participation in all aspects of the energy audit processes. This includesparticipating in and leading energy audits, as well as writing energy, cost, and emissions savingsrecommendations. The IAC goals are similar to that of many other energy workforcedevelopment efforts in the energy space, thus the applications of training-related developmentsextend beyond the IAC program boundaries.One challenge in the training of students for careers in energy and manufacturing is the relativelack of relevant spaces that can be used for students to understand what equipment

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Natalie L. Shaheen; Wade H. Goodridge, Utah State University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

professionals, little has beendone to address spatial development in blind and low vision (BLV) individuals who havehistorically been underrepresented in STEM fields [13]. However, it should be recognized thatspatial thinking is fundamentally a cognitive process that does not just require sightedness. Whileliterature has a tendency to describe spatial ability and spatial thinking in terms that represent itas a visual input and manipulation process, it can also be a tactile input process that forms thefoundation that mental modeling is then conducted upon. While members of the BLVcommunity have led successful careers in STEM fields, there is great potential to attract manymore when tactile spatial interventions can be leveraged to help teach spatial

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Searle, Utah State University; Daniel Kane, Utah State University; Natalie L. Shaheen; Wade H. Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

Engineering Education, 2023 An Analysis of Pre- and Post-COVID-19 Lockdown Spatial Ability Performance in Blind and Low-Vision ParticipantsAbstractHistorically, spatial ability assessments have been used to measure spatial thinking on specificconstructs in students participating in science, technology, engineering, and mathematics(STEM) courses. High spatial ability is linked to greater performance in STEM courses andprofessional STEM career fields. A spatial ability test used commonly for this measurement isthe Mental Cutting Test (MCT) developed in 1939 by the College Entrance Examination Board(CEEB). Unfortunately, the MCT is unable to measure the spatial ability of blind or low-vision(BLV) populations because it is only

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Claussen, San Francisco State University; Fatemeh Khalkhal; Xiaorong Zhang, San Francisco State University; Ana Karen Biviano; Yiyi Wang, San Francisco State University

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Diversity

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Educational Research and Methods Division (ERM)

Engineering Learning,” J. Eng. Educ., vol. 97, no. 3, pp. 355–368, 2008, doi: https://doi.org/10.1002/j.2168-9830.2008.tb00984.x.[13] A. Godwin, “The Development of a Measure of Engineering Identity,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana, Jun. 2016, p. 26122. doi: 10.18260/p.26122.[14] K. L. Tonso, “Engineering Identity,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 267–282. doi: 10.1017/CBO9781139013451.019.[15] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; P.K. Imbrie, University of Cincinnati

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #39604Team dynamics and cultural competency in a first-year engineeringclassroomDr. Jutshi Agarwal, University of Cincinnati Jutshi Agarwal is a Post Doctoral Fellow with the Department of Engineering and Computng Education at the University of Cincinnati. She has a Doctoral degrree in Engineering Education and a Master’s degree in Aerospace Engineering from University of Cincinnati, and a Bachelor’s degree in Aerospace Engineering from SRM University, India. Her research areas of interest are graduate student professional development for a career in academia, preparing future faculty, and using AI tools to solve

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello P.E., Utah State University; Daniel Kane, Utah State University; Oenardi Lawanto, Utah State University; Joshua Marquit, Pennsylvania State University

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Educational Research and Methods Division (ERM)

engineering is 1 2 3 4 5 6 7 supportive I feel that I belong to my college of engineering 1 2 3 4 5 6 7 There are support systems available in my college of engineering 1 2 3 4 5 6 7 to help with my academics There are support systems available in my college of engineering 1 2 3 4 5 6 7 to help me with my mental health and wellbeing The college of engineering provides opportunities to interact 1 2 3 4 5 6 7 with my peers (i.e., events, and clubs) Engineering Practice Opportunities The practical hands-on experiences offered by my college of 1 2 3 4 5 6 7 engineering will help me in my professional career I am grateful for the quality of education offered by my college 1 2 3 4 5 6 7 of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

-level attrition, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2024A longitudinal investigation of international graduate students’ first-year experiences inU.S. engineering programsKeywords: Attrition, longitudinal study, SMS, time series data, International doctoral students,EngineeringAbstractThe purpose of this full research paper is to explore international engineering graduate students’experiences in U.S. graduate programs through one year of short message service (SMS) (i.e., textmessage) survey data. Although international graduate students constitute a high proportion ofengineering students in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alfred C. H. Tan, Singapore Institute of Technology; Christian Della, University of Glasgow; Jamil Jasin, Singapore Institute of Technology; Li Hong Idris Lim, National University of Singapore; Victor Wang; Chee Ming Ong; Yun Mei Elisa Ang; Arturo Molina-Cristobal, University of Glasgow

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Diversity

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Educational Research and Methods Division (ERM)

, doi: 10.1111/j.1744- 6570.1988.tb00632.x[3] D. Jackson, J. Fleming, and A. Rowe, “Enabling the Transfer of Skills and Knowledge across Classroom and Work Contexts,” Vocations and Learning, vol. 12, pp. 459-478, Mar. 2019, doi: 10.1007/s12186-019-09224-1[4] L.A. Perry, and J.S. London, “The Transfer of Learning Between School and Work: A New Stance in the Debate About Engineering Graduates’ Preparedness for Career Success abstract Paper,” in 2021 ASEE Virtual Annual Conference Content Access, Jul. 2021. [Online]. Available: https://peer.asee.org/37899[5] M. Taguma, E. Feron, and M.H. Lim, “A Literature Summary for Research on the Transfer of Learning,” in Future of Education and Skills 2030

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

, and what you would have liked to change to improve it).APPENDIX F: Warm-Up QuestionsQuestions to help you reflect on your experiences as you begin to develop your stories: 1. What is your name, and what are some key things about yourself (think about: where did you grow up; what are some of your hobbies/interests/key characteristics) 2. What are you studying at FIU (what is your major)? What inspired you to pursue this field of study as a career? 3. Can you share some challenges you have faced at FIU so far? 4. What type of resources do you find most helpful in being successful at FIU?Thinking Specifically About Your Course Experiences: 1. How do you manage your time to stay motivated to excel in your course work? 2

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Mohammad Waqar Mohiuddin; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University

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Educational Research and Methods Division (ERM)

effective communication and teamwork or the need formore time and practice to implement changes. The survey questions will be revisited, andalternative methods to evaluate the students will be explored.Our final goal is to produce teamwork training modules that can be shared with and taught byother instructors. As the modules evolve based on instructor and student feedback, the slides,videos, surveys, notes, and additional resources will be shared through our UNITES projectwebsite (https://unites.engr.tamu.edu/).AcknowledgmentThis work is supported by the National Science Foundation Grant EEC-2022275 to createopportunities for revolutionizing the preparation of students.References[1] T. W. Hissey, "Education and careers 2000. Enhanced skills for

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

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Educational Research and Methods Division (ERM)

beliefs in malleabilityof intelligence than men. Although empirical evidence on gender differences is competing [53],[54], [55], [56], our results are not surprising. Indeed, research has found that it is harder for girlsand women to pursue and persist in a STEM career if they endorse a fixed mindset [57], [58],[59]. These findings suggest that women with lower levels of growth mindset are more likely toselect themselves out of engineering studies before sophomore year.We did not find significant differences among racial/ethnic groups using the Kruskal-Wallis test,χ2(9) = 11.42, p = 0.248. The literature on racial/ethnic differences in growth mindset isrelatively scarce. Some results showed higher levels of growth mindset of Hispanic/Latino,Black

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

self-awareness).Typical Characteristics of Mentoring in STEMM When assessing the current landscape of literature in the context of STEMM andmentorship, there is limited coverage of self-awareness [24], [25], [26]. Characteristics ofmentorship include career development, research development, cultural diversity, andpsychosocial support [25], [26]. Psychosocial support involves the social and psychologicalaspects of a mentoring relationship. Self-awareness is therefore related to providing psychosocialsupport; however, researchers have not yet fully examined the importance of a mentor’s self-awareness in their STEMM research mentoring relationships. Psychosocial functions inmentoring include demonstrating positive behavior, friendliness

Conference Session

Educational Research and Methods Division (ERM) Technical Session 10

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State; Catherine G. P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

Enhancement of Engineering Education at Penn State. His research interests are engineering education, diversity, equity, inclusion, and retention of underrepresented minority groups. Luis will research how diverse human talents contribute to our profession’s social and global relevance.Catherine G. P. Berdanier, Pennsylvania State University Catherine G.P. Berdanier is an Associate Professor of Mechanical Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty Leadership in 2020. Dr. Matusovich has been a PI/Co-PI on 19 funded research projects including the NSF CAREER Award, with her share of funding being nearly $3 million. She has co-authored 2 book chapters, 34 journal publications, and more than 80 conference papers. She is recognized for her research and teaching, including

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cara J Poor P.E., University of Portland

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Educational Research and Methods Division (ERM)

305 EE 332 4.8 (5) 4.6 (5) 4.6 (5) 1.4 (1) 4.6 (5) 4.2 (4) 4.4 (4) 3.2 (3) 3.8 (4) CE 367 4.5 (5) 4.0 (4) 4.4 (5) 1.4 (1) 4.5 (5) 4 (4) 4.6 (5) 4.3 (5) 4.2 (4) Overall 4.1 (4) 3.6 (4) 4.3 (4) 1.7 (1) 4.0 (4) 3.6 (4) 4.5 (5) 3.8 (4) 3.8 (4)Student responses from the open-ended questions 10 and 11 were generally positive. Generalthemes from student comments included that peer tutors were “easier to connect with” thaninstructors, the tutors “can explain confusing stuff in many different ways,” and the “peer tutorsprovided career, study skills, and other advice” for student success. Students appreciated that thepeer tutors could explain concepts in a different way from the instructor, which is helpful whenthe original

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chia-Lin Tsai, University of Northern Colorado; Lisa Y Flores, University of Missouri, Columbia; Rachel L Navarro, University of North Dakota; Pat Garriott; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri, Columbia

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Educational Research and Methods Division (ERM)

Paper ID #42907Board 77: Exploring the Relationship between Item Stability and Item Characteristics:Exploratory Graph AnalysisChia-Lin Tsai, University of Northern Colorado Chia-Lin Tsai is an associate professor in the Department of Applied Statistics and Research Methods at the University of Northern Colorado. Her research interests include psychometrics studies and first-generation college students’ academic experience.Dr. Lisa Y Flores, University of Missouri, Columbia Lisa Y. Flores, Ph.D. is a Professor of Psychological Sciences at the University of Missouri. She has expertise in the career development of Latino/as

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alanis Chew, Youngstown State University; Cory Brozina, Youngstown State University

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Diversity

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Educational Research and Methods Division (ERM)

who do not seem to care about their circumstances, it is very discouragingand demoralizing.In a traditionally male-dominate field (STEM), Prusko [5] noted that “nontraditional femalestudents are an ever-increasing population who have the benefit of experience and perspective.”She also noted that the lack of relevant support, guidance, and words of encouragement led to thedissonance between the students’ career goals and personal values and that early masteryexperiences had a lasting impact on the students’ belief in their ability to be successful studyingSTEM [5].While there are articles on nontraditional students in engineering, there is hardly any literaturethat delve specifically into support systems. This study intends to fill the gap in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Campbell R. Bego, University of Louisville; Tessa Withorn, University of Louisville; Judith Danovitch, University of Louisville; Angela Thompson P.E., University of Louisville; Elisabeth Thomas, University of Louisville; Gabriel Ethan Gatsos, University of Louisville; Alvin Tran, University of Louisville

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Educational Research and Methods Division (ERM)

contribute to cognitive offloading [12], which may create gaps inlearning essential engineering knowledge. Students need to be able to understand how and whento use GenAI tools such as ChatGPT effectively and ethically in different contexts, such as forhomework, assessments, and in their work as professional engineers.Recent studies reveal varying levels of awareness and use of GenAI tools among students [13],[14], but in many cases, an overall positive attitude toward GenAI [15], [16], [17]. Despiteconcerns about accuracy, plagiarism, and its impact on their future careers [16], studentsgenerally welcome opportunities to use GenAI intentionally in their coursework to prepare themfor the profession [18]. This trend is similar among professional

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

.,[26], [27]) or even the fear, stress, or anxiety of upcoming graded events (e.g., [6], [28]). Forthese reasons, we do assert that most engineering students believe to some degree that there is acost to good grades.Next Steps / Future WorkOur research team is in the process of designing a research study that uses the expectancy-value-cost model of motivation to answer our guiding question: What role do grades play inengineering students’ day-to-day decisions related to how and when they engage with coursecontent? We hope to begin our exploration of by looking into the experiences of students whoare in the first two years of their academic careers in engineering, as it is during this stage in thecurriculum where students are required to take

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Carrie Kortegast, Northern Illinois University

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Diversity

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Educational Research and Methods Division (ERM)

’ engineering identity development and critical incidents related to thetransfer process.The participants arrived at community college at various life stages. Approximately three-fourthswere recent high school graduates, while the others had pursued careers that did not require aformal degree such as military service or construction. Those older students were more uncertainabout starting a STEM degree program which would require considerable math.About half of the participants identified as first-generation college students and had limitedexposure to the engineering profession beyond related high school coursework. They may havecompleted technical courses such as CAD or a pre-engineering program such as Project Lead theWay in high school. Other

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

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Educational Research and Methods Division (ERM)

University. She received her M.S. in Mechanical Engineering from Carnegie Mellon in 2009, and her B.S. in Mechanical Engineering from Brown University in 2007. Her work has focused on studying the engineering design process through cognitive studies, and extending those findings to the development of methods and tools to facilitate more effective and inspired design and innovation. Dr. Fu is a recipient of the NSF CAREER Award, the ASME Design Theory and Methodology Young Investigator Award, the ASME Atlanta Section 2015 Early Career Engineer of the Year Award, and was an Achievement Rewards For College Scientists (ARCS) Foundation Scholar.Prof. Mitchell Nathan, University of Wisconsin - Madison Mitchell J. Nathan is a

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katrina Marie Robertson; Hadi Ali, Embry-Riddle Aeronautical University; Jonathan M. Adams, Embry-Riddle Aeronautical University - Prescott; Elizabeth Ashley Rea, Embry-Riddle Aeronautical University - Prescott

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Diversity

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Educational Research and Methods Division (ERM)

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University; Mi Song Kim, University of Western Ontario; Jingyi Liu, Nanyang Technological University

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Diversity

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Educational Research and Methods Division (ERM)

education framework [39]. In this project-based learning, the student's competencies and skills were significantly enhanced, which wasthought to benefit them in their future careers. Furthermore, a study about biomimicry, aninterdisciplinary design thinking approach that answers engineering issues by takinginspiration from nature, explored the understanding and perceptions of biomimicry amongundergraduate and high school students from different countries [40]. The findings revealedthat students had limited knowledge of its applications in engineering and required moreassistance in developing their ideas into prototypes using a top-down approach, also referredto as problem-driven method or indirect biomimicry that involves using biological systems