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The Relationship between Mental Health, Professional Identity, and Perceptions of Inclusion in Project-Based Engineering Programs

Conference Session
Educational Research and Methods Division (ERM) Technical Session 6
Collection
2024 ASEE Annual Conference & Exposition
Authors
Lin Chase, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
; levels of inclusion;and social identity Jensen and Cross deployed a validated quantitative instrument to engineeringstudents at three three large U. S. public universities. Their work indicated there wererelationships between the studied constructs – specifically, that reported feelings of stress,anxiety, and depression statistically decreased with increasing reports of inclusion [14].For this research we replicated the work of Jensen and Cross by deploying the same instrumentthey used in our project-based context. Using this instrument, we collected quantitative dataon: • Mental health: self-reported stress, anxiety, and depression • Professional identity: engineering identity and engineering career • Inclusion: department caring
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Students’ Use of Engineering Judgment on Undergraduate Student Project Teams

Conference Session
Educational Research and Methods Division (ERM) Technical Session 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jack Boomer Perry, University of Michigan; Emily Buten, University of Michigan; Aaron W. Johnson, University of Michigan
Tagged Divisions
Educational Research and Methods Division (ERM)
needed to learn‬ ‭it – giving great potential for engineering education and curriculum impact.‬‭References‬‭[1] S. Freeman‬‭et al.‬‭, “Active learning increases student performance in science, engineering,‬ ‭and mathematics,”‬‭Proc. Natl. Acad. Sci. U.S.A.‬‭, vol. 111, no. 23, pp. 8410–8415, Jun. 2014,‬ ‭doi:‬‭10.1073/pnas.1319030111‬‭.‬ ‭[2] N. J. McNeill, E. P. Douglas, M. Koro‐Ljungberg, D. J. Therriault, and I. Krause,‬ ‭“Undergraduate Students’ Beliefs about Engineering Problem Solving,”‬‭J. Eng. Educ.‬‭, vol.‬ ‭105, no. 4, pp. 560–584, Oct. 2016, doi:‬‭10.1002/jee.20150‬‭.‬ ‭[3]‬ ‭Miskioğlu, E. E., Aaron, C., Bolton, C., Martin, K. M., Roth, M
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The Effects of Length of Participation on Student Mental Health, Professional Identity, and Perceptions of Inclusion in Project-Based Engineering Programs

Conference Session
Educational Research and Methods Division (ERM) Technical Session 6
Collection
2024 ASEE Annual Conference & Exposition
Authors
Lin Chase, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato
Tagged Divisions
Educational Research and Methods Division (ERM)
engineeringprograms. To achieve their goals, Jensen and Cross examined stress, anxiety, and depression;engineering identity; and perceptions of inclusion in undergraduate engineering programs. Theycollected data from student populations at three large U. S. public universities. They hypothesizedthat levels of stress, anxiety, and depression would vary by social identities and that levels ofinclusion and engineering identity would vary by social identities and across socialidentities.To gather data Jensen and Cross relied upon a validated, quantitative survey that had oneopen-ended item. Their findings indicated that perceptions of inclusion and engineering identityare directly related to student mental health – measures of inclusion such as ”Department
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Board 77: Exploring the Relationship between Item Stability and Item Characteristics: Exploratory Graph Analysis

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
Tagged Divisions
Educational Research and Methods Division (ERM)
itemquality indices to inform item selection, as these indices can identify unstable items to some extent. To conclude, our findings suggested retaining items that strongly connect to the specifieddimensions and items that are not too easy for individuals to endorse the high rating scale categories (e.g.,like and strongly like”). Future studies may further explore the relationship between item stability andother item characteristics under different data conditions. ReferencesAbdi, H. (2010). Holm’s sequential Bonferroni procedure. Encyclopedia of research design, 1(8), 1-8.Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for
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Identifying response trends across mental health help-seeking beliefs in first-year engineering students using Latent Class Analysis (LCA)

Conference Session
ERM Technical Session: Student Mental Health & Wellbeing I
Collection
2025 ASEE Annual Conference & Exposition
Authors
Ava Kay Huth, Iowa State University of Science and Technology; Sarah A Wilson, University of Kentucky; Matthew Whitwer, University of Kentucky; Joseph H Hammer; Joseph Francis Mirabelli, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
Topological Data Analysis. Studies in Engineering Education, 2(1), 16–34. https://doi.org/10.21061/see.18[2] Laursen, B.P., & Hoff, E. (2006). Person-Centered and Variable-Centered Approaches to Longitudinal Data. Merrill-Palmer Quarterly 52(3), 377-389. https://dx.doi.org/10.1353/mpq.2006.0029.[3] Morin, A. J. S., Bujacz, A., & Gagné, M. (2018). Person-Centered Methodologies in the Organizational Sciences: Introduction to the Feature Topic. Organizational Research Methods, 21(4), 803-813. https://doi.org/10.1177/1094428118773856[4] Aflaki, K., Vigod, S., & Ray, J. G. (2022). Part I: A friendly introduction to latent class analysis. Journal of Clinical Epidemiology, 147, 168–170. https://doi.org/10.1016/j.jclinepi
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WIP: Developing an Interview Protocol to Unveil the Stories of Neurodivergent Engineering Students

Conference Session
ERM WIP II: Equity & Accessibility in Engineering Education
Collection
2025 ASEE Annual Conference & Exposition
Authors
Leslie A Brown, Utah State University; Catherine McGough Spence, Minnesota State University, Mankato; Autumn Cuellar, Utah State University; Kartik Thakkar, Utah State University; Hamid Karimi, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
retaining autistic talent in STEMM,” iScience, vol. 27, no. 3, p. 109080, Mar. 2024.[6]​ A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” in 2022 ASEE Annual Conference & Exposition, peer.asee.org, 2022. [Online]. Available: https://peer.asee.org/41800.pdf[7]​ A. Cuellar, S. Principato, S. Solanki, C. Spence, and M. Tsugawa, “Work in Progress: Transferability of a Neurodivergent Codebook Developed from TikTok to Neurodivergent Engineers,” in 2023 ASEE Annual Conference & Exposition Proceedings, ASEE Conferences, 2024. doi: 10.18260/1-2--44378.[8]​ C. C. Wang and S. K. Geale
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Work in Progress: Exploring Qualifying Exam Experiences in Engineering Doctoral Students using Well-Being Constructs

Conference Session
ERM WIP III: Post-Undergraduate Engineering Education
Collection
2025 ASEE Annual Conference & Exposition
Authors
Johan Tabora, Northwestern University; David P O'Neill, Northwestern University
Tagged Divisions
Educational Research and Methods Division (ERM)
Science Foundation underGrant 2306239. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] S. Basir and E. Burkholder, “Investigating faculty perspectives on written qualifying examsin physics,” Phys. Rev. Phys. Educ. Res., vol. 20, no. 1, pp. 010139-1 - 010139-17, May 2024,doi: 10.1103/PhysRevPhysEducRes.20.010139.[2] R. Liera, A. J. Rodgers, L. N. Irwin, and J. R. Posselt, “Rethinking doctoral qualifying examsand candidacy in the physical sciences: Learning toward scientific legitimacy,” Phys. Rev. Phys.Educ. Res., vol. 19, no. 2, pp. 020110-1 - 020110-15, Aug. 2023, doi:10.1103/PhysRevPhysEducRes
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Presence, Participation, and Pedagogy: Revisiting Face-to-Face Learning in Engineering Programs (Work-in-Progress)

Conference Session
ERM WIP IV: Examining Undergraduate Recruitment & Retention
Collection
2025 ASEE Annual Conference & Exposition
Authors
Cristina Diordieva, Arizona State University; Medha Dalal, Arizona State University; Nadia N. Kellam, Arizona State University; Kurt Paterson P.E., Arizona State University
Tagged Divisions
Educational Research and Methods Division (ERM)
continuingdiscussion regarding the future of higher education and how to best integrate different teachingsettings to optimize student engagement, success, and retention. As a result, the findings of thisstudy will enable institutions to efficiently combine face-to-face and online learning experiences,balancing flexibility with community-building to match the evolving demands of various studentbackgrounds [16].References:[1] Dulfer, N., Gowing, A., & Mitchell, J. (2024). Building belonging in online classrooms:relationships at the core. Teaching in Higher Education, 1-17.[2] Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering
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Understanding First-Year Engineering Students' Perceptions of AI-Generated Performance Feedback Reviews

Conference Session
ERM Technical Session: Developing Engineering Competencies I
Collection
2025 ASEE Annual Conference & Exposition
Authors
Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
Tagged Divisions
Educational Research and Methods Division (ERM)
issues and wanted to see the‬T‭original comments from their teammates instead of the summarized comments.‬‭Implications and Discussion‬‭ s this work demonstrates, generative AI is a valuable tool that can be effectively utilized in‬A‭engineering education. It can help automate instructor processes to provide students with‬ ‭constructive, concise, and summarized feedback, enabling them to improve their teamwork‬ ‭skills. Summarizing feedback is a valuable use case because it helps students develop the‬ ‭teamwork skills essential for engineers in the workplace‬‭[2]‬‭. Generally, students had positive‬ ‭perceptions of generative AI being utilized in this way; however, some students raised concerns‬ ‭about losing nuance in the summary and
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"It allowed me to see a whole different world": Student researchers’ perceptions of the value of interdisciplinary research teams

Conference Session
ERM Technical Session: Broadening Methodological Impacts
Collection
2025 ASEE Annual Conference & Exposition
Authors
Danielle Vegas Lewis, University at Buffalo ; Isabel Anne Boyd, Georgia Institute of Technology; Lorna Treffert, University at Buffalo, The State University of New York; Courtney June Faber, University at Buffalo, The State University of New York
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation. We would like to express gratitude to the research groups whoparticipated in this study and for their willingness to open their meetings to us and providefeedback on the initial drafts of this paper. Finally, we would like to thank the members of theENLITE research team who gave feedback on the drafts of this paper.References[1] Van den Beemt, A., M. MacLeod, J. Van der Veen, A. Van de Ven, S. Van Baalen, R. Klaassen, and M. Boon, “Interdisciplinary engineering education: A review of vision, teaching, and support,” Journal of engineering education, vol. 109, no. 3, pp. 508-555
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Undergraduate Engineering Students’ Experiences of Faculty Recognition

Conference Session
Educational Research and Methods Division (ERM) Technical Session 21
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno
Tagged Divisions
Educational Research and Methods Division (ERM)
, outcome expectations, physics identity, and physics career choice: A gender study,” J. Res. Sci. Teach., p. n/a-n/a, 2010, doi: 10.1002/tea.20363.[8] R. Friedensen, E. Doran, and S. Rodriguez, “Documenting engineering identity: Electrical and computer engineering departmental documents and student identity,” in 2018 ASEE Annual Conference & Exposition Proceedings, Salt Lake City, Utah: ASEE Conferences, Jun. 2018, p. 30343. doi: 10.18260/1-2--30343.[9] A. Godwin and G. Potvin, “Fostering female belongingness in engineering through the lens of critical engineering agency
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A Qualitative Methods Primer: A Resource to Assist Engineering Education Scholars in Mentoring Traditionally Trained Engineering Faculty to Educational Research

Conference Session
Research Methodologies – Session 1
Collection
2023 ASEE Annual Conference & Exposition
Authors
Matthew Bahnson, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University
Tagged Divisions
Educational Research and Methods Division (ERM)
] used content analysis of gender research in the Journal ofEngineering Education to identify categories of gender-related research in engineering education.This example demonstrates the utility of content analysis to identify trends and gaps in the waysin which topics are investigated across a large body of research.Useful methods texts and resources for content analysis methods:[10] H.-F. Hsieh and S. E. Shannon, “Three Approaches to Qualitative Content Analysis,” Qual.Health Res., vol. 15, no. 9, pp. 1277–1288, 2005. Thematic Analysis[13] L. L. Kaid, “Content Analysis,” in Measurement of Communication Behavior, P. Emmert andL. L. Barker, Eds. New York: Longman, 1989, pp. 197–217.Thematic AnalysisBasic Definitions: First, thematic analysis is
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“It is So Exhausting to Constantly Have to Explain to People”: Exploring the Effects of Faculty Interactions on Disabled Students

Conference Session
Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility
Collection
2023 ASEE Annual Conference & Exposition
Authors
Rachel Figard, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Jennifer M. Bekki, Arizona State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
identified as male and four as female. The representation of the sample’s race and ethnicity makeup include: Black (n=1), Hispanic or Latino (n=1), Middle Eastern (n=2), and white (n=6). Table 1 provides additional co-researcher demographic information, as reported in the screening survey. Table 1 Co-researcher Demographic InformationPseudonym Race Gender Disability(s) Engineering Year-in-School International Major Student (Y/N)Joe Middle Male Learning Civil First-year Y EasternSammy Middle Male Cognitive
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Exploring the Viability of Agent-Based Modeling to Extend Qualitative Research: Comparison of Computational Platforms

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
Tagged Divisions
Educational Research and Methods Division (ERM)
phenomena and continue learning about interactions and situations betweenindividuals in a system. The growth of computation and simulations began in the 1950’s and 60’s in technicalsectors of natural science research like physics and chemistry intending to perform large-scalepredictive computations [13]–[15]. Beyond the natural sciences, computational techniques movedinto economics to perform large scale calculations and provide large new data storage options[16].Many of these computational techniques are the precursors to how we use ABM today to approachproblems. ABM has, more recently, found success and been proven reliable in simulations fortransmission and event prediction in medicine [11] and immunology [10]. These studies haveproduced
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Revisiting Tuckman’s Team Development Model in First-year Engineering Multicultural Teams

Conference Session
Student Teams and Teamwork
Collection
2023 ASEE Annual Conference & Exposition
Authors
Siqing Wei, Purdue University at West Lafayette (COE); Amirreza Mehrabi, Purdue University; Li Tan, Arizona State University; Matthew W. Ohland, Purdue University at West Lafayette (COE)
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
South AsiaData CollectionData was collected via semi-structured, one-to-one interviews in the middle of October 2022.The interview protocol was developed to guide participant to reflect on their team experienceschronologically and capture their reactions to the team interaction and dynamics. We focused onsoliciting significant milestones and key events from the participants and attempting tounderstand the roles of everyone in the team and how the person(s) influenced the dynamics.Therefore, we drafted the protocol based on the framework of Tuckman’s team developmentalsequence model [11-12] discussed in the literature review section above. Our research teamcarefully examined and revised the interview protocol to ensure the quality, relevance
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Analyzing Trends in Curricular Complexity and Extracting Common Curricular Design Patterns

Conference Session
Educational Research and Methods Division (ERM) Technical Session 26
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sushant Makarand Padhye, University of Cincinnati; David Reeping, University of Cincinnati; Nahal Rashedi , University of Cincinnati
Tagged Divisions
Educational Research and Methods Division (ERM)
engineeringstudents, this paper focuses on understanding the sequencing and overall arrangement of coursesin a program. We adopt the terminology from Heileman et al. [7] to formally call these constructscurricular design patterns, which they describe as, “collection[s] of curricular and co-curricularlearning activities intentionally structured so as to allow students to attain a set of learningoutcomes within a given educational context” [p. 5]. Although the term co-curricular is used inthis definition, there is much greater emphasis on the structure of prerequisite and corequisiterelationships. Still, by examining these roadmaps for how students are expected to progressthrough their discipline’s plan of study, we can understand how different curricular
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Evaluating ChatGPT's Efficacy in Qualitative Analysis of Engineering Education Research

Conference Session
Educational Research and Methods Division (ERM) Technical Session 22
Collection
2024 ASEE Annual Conference & Exposition
Authors
Xiaorong Zhang, San Francisco State University; Stephanie Claussen, San Francisco State University; Fatemeh Khalkhal, San Francisco State University; Yiyi Wang, San Francisco State University
Tagged Divisions
Educational Research and Methods Division (ERM)
quotes below are in response to the criterion "Connectionbetween Identity and Team Experiences" (T1S1's rating was 1, whereas T1A1's ratingwas 4): This was a clear weakness in the GPT-generated ARM. To me, GPT seemed to fabricate the stated connection between Omar’s experience in [Engineering Course ST] and his engineering identity (I don’t think Omar indicated that this experience made him feel more – or less – like an engineer). … As another example of where I think GPT may be giving an interpretation that the data does not support, it said, “Omar's teamwork experience in [Engineering Course ST] made him feel more like an engineer.” I don’t see Omar actually saying this. In short, GPT’s
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Influence of Interpersonal Interactions on Student Engagement: Online Undergraduate Engineering Students’ Perspectives

Conference Session
Educational Research and Methods Division (ERM) Technical Session 21
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kaden Holt, University of Oklahoma; Javeed Kittur, University of Oklahoma
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
Statistics. Retrieved July 8, 2023, from https://nces.ed.gov/programs/digest/d22/tables/dt22_311.15.asp 5. Heyman, E. (2010). Overcoming student retention issues in higher education online programs: A Delphi study. University of Phoenix. 6. Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. (2013). The MOOC phenomenon: Who takes massive open online courses and why? Available at SSRN 2350964. 7. Bawa, P. (2016). Retention in online courses: Exploring issues and solutions—A literature review. Sage Open, 6(1), 2158244015621777. 8. Brunhaver, S., Bekki, J., Lee, E., & Kittur, J. (2019, March). Understanding the factors contributing to persistence
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Validity Evidence for the Sophomore Engineering Experiences Survey

Conference Session
Educational Research and Methods Division (ERM) Technical Session 27
Collection
2024 ASEE Annual Conference & Exposition
Authors
Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University
Tagged Divisions
Educational Research and Methods Division (ERM)
Relevance Score: 0.012582137

Comparing Computational Thinking Competencies Across Undergraduate Engineering Majors: A Qualitative Analysis

Conference Session
Computer Science Education and AI research
Collection
2023 ASEE Annual Conference & Exposition
Authors
Na Zhao, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Cristina Diordieva, Nanyang Technological University
Tagged Divisions
Educational Research and Methods Division (ERM)
this material are those of the author(s) and do notnecessarily reflect the views of the URECA program. We would like to acknowledge all theresearchers, data collectors, and students who participated in the study.References[1] L. D. Xu, E. L. Xu and L. Li, “Industry 4.0: state of the art and future trends,” InternationalJournal of Production Research 56, no. 8, pp. 2941-2962, 2018.[2] R. Jiao, L. Luo, J. Malmqvist and J. Summers, “New Design: Opportunities for EngineeringDesign in an Era of Digital Transformation,” Journal of Engineering Design 33, no. 10, pp. 685-690, 2022.[3] J. M. Wing, “Computational Thinking,” Communications of the ACM 49, no. 3, pp. 33-35,2006.[4] Y. Li, A. H. Schoenfeld, A.A. diSessa, A. C. Graesser, L. C. Benson, L. D
Relevance Score: 0.012420244

Assessing Design Thinking Mindset: Using Factor Analysis to Reexamine Instrument Validity

Conference Session
Educational Research and Methods Division (ERM) Technical Session 27
Collection
2024 ASEE Annual Conference & Exposition
Authors
Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University
Tagged Divisions
Educational Research and Methods Division (ERM)
design and manufacturing. He is also currently serves as a board member for Indiana TSA as the Competitive Events Coordinator.Ms. Wonki Lee, Purdue University Wonki Lee is pursuing a PhD in Curriculum and Instructionˆa C™s Literacy and Language program at Purdue University. She received her B.A and M.S in Korean Language Education from Seoul National University, South Korea. She served culturally and linguistical ©American Society for Engineering Education, 2024 Assessing design thinking mindset: Using factor analysis to reexamine instrument validityAbstractThis method paper analyzes validity evidence of the Design Thinking Mindset Questionnaire andextends the
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Benefits of the Culture of Inclusion Survey

Conference Session
Educational Research and Methods Division (ERM) Technical Session 11
Collection
2024 ASEE Annual Conference & Exposition
Authors
Denise M. Driscoll, Purdue University ; Kristin M. Everett, Everett Evaluation; Alycia J. Sterenberg Mahon, Everett Evaluation
Tagged Divisions
Educational Research and Methods Division (ERM)
or 2-factor solution. Both solutions were explored using a CFA.Model-data fit, item factor loadings, and interfactor correlations were evaluated to determine thebest factor solution.Results of COI ItemsA 2-factor solution was first explored (see Table 1 below that also includes the data in 2021 whenthe items were in a set order). Six items significantly loaded onto Factor 1 (Inclusion) with fiveitems significantly loading onto Factor 2 (Culture) using the threshold of 0.45. “I feel that I fit inwith ’s workplace culture” had the highest loading on Factor 1 with a loadingof 0.966. The interpretation for this item on Factor 1 is – when all other items are held constant, if“I understand ’s workplace culture” increased by one unit, we expect
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Faculty-Student Interactions as Experienced by Black Engineering and Computer Science Students

Conference Session
Educational Research and Methods Division (ERM) Technical Session 13
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kyle Shanachilubwa, Harding University; James L. Huff, Harding University; Amy L. Brooks, University of Pittsburgh
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
. AcknowledgmentsThis work was supported through funding by the National Science Foundation (NSF CAREER#2045392). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Additionally, the authors gratefully acknowledge the anonymous reviewersfor their constructive feedback, which helped us to sharpen the paper. References[1] S. A. Bjorklund, J. M. Parente, and D. Sathianathan, “Effects of faculty interaction and feedback on gains in student skills,” J of Engineering Edu, vol. 93, no. 2, pp. 153-160, 2004.[2] E. K. Briody, E. Wirtz, A. Goldenstein, and E. J. Berger, “Breaking
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Predictors and Mediators of Conceptual Change: A Systematic Literature Review

Conference Session
Educational Research and Methods Division (ERM) Technical Session 15
Collection
2024 ASEE Annual Conference & Exposition
Authors
Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia
Tagged Divisions
Educational Research and Methods Division (ERM)
Education, vol. 35, no. 4, pp. 601-635, 2013.[7] J. P. Smith III, A. A. DiSessa, and J. Roschelle, "Misconceptions reconceived: A constructivist analysis of knowledge in transition," The journal of the learning sciences, vol. 3, no. 2, pp. 115- 163, 1994.[8] J. H. Wandersee, J. J. Mintzes, and J. D. Novak, "Research on alternative conceptions in science," Handbook of research on science teaching and learning, vol. 177, p. 210, 1994.[9] S. Vosniadou, "Conceptual change research: An introduction," in International Handbook of Research on Conceptual Change: Routlege, Taylor and Francis, 2013, pp. 1-8.[10] C. A. Chinn and W. F. Brewer, "The role of anomalous data in knowledge acquisition: A theoretical
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WIP: Does this Course Need a Well-being Teaching Assistant?

Conference Session
ERM WIP IV: Examining Undergraduate Recruitment & Retention
Collection
2025 ASEE Annual Conference & Exposition
Authors
Jorge Baier, Pontificia Universidad Catolica de Chile; Gabriel Astudillo, Pontificia Universidad Catolica de Chile; Carolina López, Pontificia Universidad Catholica de Chile; Luis Eduardo Vargas-Vidal, Pontificia Universidad Catolica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catolica de Chile
Tagged Divisions
Educational Research and Methods Division (ERM)
the program that can inform decision makers. Among the limitations of thestudy, we observe that the focus group interviews did not capture the full heterogeneity ofWTA experiences in substantially different courses. Similarly, to date, we have not includedin this research the perspectives of faculty or students who have benefited from WTAsupport.References[1] ​ G. L. Flett, S. Chang, M. Liang, and G. Lianrong, “Mattering as a Unique Resilience Factor in Chinese Children: A Comparative Analysis of Predictors of Depression,” Int J Child Adolesc Resil, vol. 4, no. 1, pp. 91–102, 2016, doi: 10.1177/0734282919890786.[2] ​ R. Long, M. Kennedy, K. Malloy Spink, and L. J. Lengua, “Evaluation of the Implementation of a
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Stifling Dissent: Engineering PhD Students’ Response when Considering Departing

Conference Session
ERM Technical Session: Methods in Graduate Education
Collection
2025 ASEE Annual Conference & Exposition
Authors
Luis Delgado Jr., Pennsylvania State University; Catherine G. P. Berdanier, The Pennsylvania State University
Tagged Divisions
Educational Research and Methods Division (ERM)
of graduate students’ feedback, and urges academicleaders to devise and/or reinforce mechanisms that allow graduate students to voice their concernsand treatment without fear of retribution.Acknowledgment. This material is based upon work supported by the National ScienceFoundation under Grant No. #1844878. Any opinions, findings, conclusions, or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views of thesponsors.References[1] E. Benkin, “Where have all the doctoral students gone?: a study of doctoral student attrition at ucla (graduate, abd; california),” University of California, Los Angeles, 1984.[2] C. M. Golde, “The Role of the Department and Discipline in Doctoral Student
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Exploring the Evolution of Engineering Doctoral Students’ Academic and Career Goals in the First Year of Graduate School

Conference Session
Educational Research and Methods Division (ERM) Technical Session 4
Collection
2024 ASEE Annual Conference & Exposition
Authors
Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
Grant #DGE1255832.Any opinions, findings, conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.REFERENCES[1] Council of Graduate Schools, “Ph.D. completion and attrition: Analysis of baseline program data from the Ph.D. completion project,” Washington D.C, 2008.[2] R. Sowell, J. Allum, and H. Okahana, “Doctoral initiative on minority attrition and completion,” Council of Graduate Schools, Washington D. C, 2015.[3] M. Bahnson and C. G. P. Berdanier, “Current trends in attrition considerations of engineering Master’s and Ph.D. students at research-intensive universities in the United States,” Int. J. Eng. Educ., vol. 39, no. 1
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A Systematized Literature Review on Problem-Solving in STEM Education Exploring the Impact of Task Complexity on Cognitive Factors and Student Engagement

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
Tagged Divisions
Educational Research and Methods Division (ERM)
the growing needs ofthe industry.References[1] J. Krajcik, “Three-Dimensional Instruction: Using a New Type of Teaching in the Science Classroom,” Science Scope, vol. 039, no. 03, 2015, doi: https://doi.org/10.2505/4/ss15_039_03_16.[2] İ. Topsakal, S. A. Yalçın, and Z. Çakır, “The Effect of Problem-based STEM Education on the Students’ Critical Thinking Tendencies and Their Perceptions for Problem Solving Skills,” Science Education International, vol. 33, no. 2, pp. 136–145, May 2022, Available: https://icaseonline.net/journal/index.php/sei/article/view/400[3] C. Sen, Z. Ay, A. Seyit, and Kiray, “STEM Skills in the 21 st Century Education.” Available: https://www.isres.org/books/chapters/STEM
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Understanding the Skills and Knowledge Emphasized in Undergraduate Industrial Engineering Courses

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
Tagged Divisions
Educational Research and Methods Division (ERM)
Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University. ©American Society for Engineering Education, 2024 Understanding the Skills and Knowledge Emphasized in Undergraduate Industrial Engineering CoursesAbstractIn an effort to characterize how, if at all, required courses in industrial engineering (IE) facilitatestudents’ development of sociotechnical engineering skills, this research examined the generalcontent of required IE courses at a large, predominantly white institution in the Midwest. Thispaper drew on data generated for a larger research study that leverages Holland et al.'s figuredworlds framework to explore the messaging that
Relevance Score: 0.012089957

Using a scenario-based learning approach with instructional technology to teach conflict management to engineering students

Conference Session
Virtual Training, Online and Open Education; Instructional Technology
Collection
2023 ASEE Annual Conference & Exposition
Authors
Olivia Ryan, Virginia Tech Department of Engineering Education; Marin Jayne Fisher, Department of Engineering Education at Virginia Tech; Lisa Schibelius, Virginia Tech Department of Engineering Education; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Tech
Tagged Divisions
Educational Research and Methods Division (ERM)
conflict management skills from the workshop on their studentteams. References[1] “Criteria for Accrediting Engineering Programs, 2022 – 2023 | ABET.” https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering -programs-2022-2023/ (accessed Jan. 23, 2023).[2] K. J. Behfar, R. S. Peterson, E. A. Mannix, and W. M. K. Trochim, “The critical role of conflict resolution in teams: a close look at the links between conflict type, conflict management strategies, and team outcomes,” J. Appl. Psychol., vol. 93, no. 1, pp. 170–188, Jan. 2008, doi: 10.1037/0021-9010.93.1.170.[3] T. A. O’Neill and M. J. W. McLarnon, “Optimizing team conflict
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