Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

instructors might want toemphasize the importance of breaking down concepts as students learn them, asking questions,and/or make sure to acknowledge the hard work and time their students are putting into learningnew concepts. This might provide students with positive feelings or attitude when learning aconcept. On the other hand, when it comes to participants P1 and P2’s intrinsic feelings aboutbeing excited to learn, it is unclear how to make other students feel the same way. However, P1’snote about appreciating when instructors engage students more frequently during class may be ashort-term way to keep students engaged. Although this is not an intrinsic desire to learn, it mayhelp keep students more involved in the learning process, and this may

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Sajadi, Virginia Tech; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Educational Research and Methods Division (ERM)

. Johnston, H. Wildy, and J. Shand, “Student voices that resonate – Constructing composite narratives that represent students’ classroom experiences,” Qual. Res., p. 14687941211016158, Jun. 2021, doi: 10.1177/14687941211016158.[4] M. S. Wertz, M. Nosek, S. McNiesh, and E. Marlow, “The composite first person narrative: Texture, structure, and meaning in writing phenomenological descriptions,” Int. J. Qual. Stud. Health Well-Being, vol. 6, no. 2, p. 5882, Jan. 2011, doi: 10.3402/qhw.v6i2.5882.[5] C. J. Porter and J. A. Byrd, “Juxtaposing #BlackGirlMagic as ‘Empowering and Problematic:’ Composite Narratives of Black Women in College,” J. Divers. High. Educ., 2021, doi: 10.1037/dhe0000338.[6] L. Roche and J. Sadowsky, “The

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska Lincoln; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

. Botella, “Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses,” Educ. Res. Rev., vol. 22, pp. 74–98, 2017.[2] R. Hernández, “Does continuous assessment in higher education support student learning?,” High. Educ., vol. 64, pp. 489–502, 2012.[3] M. M. C. Mok, C. L. Lung, D. P. W. Cheng, R. H. P. Cheung, and M. L. Ng, “Self‐ assessment in higher education: Experience in using a metacognitive approach in five case studies,” Assess. Eval. High. Educ., vol. 31, no. 4, pp. 415–433, 2006.[4] B. Lustgarten, “Impact Of Traditional Versus Alternative Assessment On Student Achievement,” 2022.[5] S. Dikli, “Assessment at a distance: Traditional vs. alternative assessments.,” Turk. Online J. Educ

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amari N. Lewis, University of California San Diego ; Mia Minnes, University of California, San Diego; Kristen Vaccaro, University of California San Diego; Joe Gibbs Politz, University of California San Diego

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Diversity

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Educational Research and Methods Division (ERM)

am able to be on campus and focus on my studies” [modality], “The pressure external of what would happen if I failed” [external] TABLE I FACILITATORS - C ATEGORIES AND O RIGINAL C ODES . # S TUDENTS IS THE NUMBER OF SURVEY RESPONDENTS AT LEAST ONE OF WHOSE RESPONSES WAS CODED WITH AT LEAST ONE CODE FROM THAT CATEGORY. C ODES IN EACH CATEGORY ARE LISTED INDECREASING FREQUENCY, ACCOMPANIED BY AN EXAMPLE STUDENT RESPONSE CODED BY THE TOP THREE MOST FREQUENT CODES IN EACH CATEGORY. C ATEGORIES GROUP CODES EXPRESSING SIMILAR SENTIMENT. Category # Students Codes Example Response No-answer 289

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dave Mawer, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York; Lisa Retzlaff, North Carolina State University; Laine Schrewe, Otterbein University; Scott Ferguson, North Carolina State University

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Educational Research and Methods Division (ERM)

been used in education to assessstudent understanding of specific concepts and as a tool for curricular planning [10], [11], [12].We focus on the latter purpose.Jonassen and Marra [13] advanced a theoretical perspective on concept mapping grounded in aconstructivist framework. We offer three salient items from this perspective that aim to supporteducators’ creation of concept maps as tools for curriculum design and reflection. Conceptmapping functions from a constructivist perspective in that engaging in this activity presents itscreator(s) with the task of internally negotiating their own knowledge and understanding about aparticular topic or domain [13]. As a result of this negotiating process, they argue that creating anexternal

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Luthy, Wake Forest University; Jessica Koehler, Wake Forest University; William N. Crowe, Wake Forest University

Tagged Divisions

Educational Research and Methods Division (ERM)

environment in which to properly self-assess? Understanding these questions can provide valuable information to instructors to guidefocus in future course iterations.To answer these questions, a broad knowledge survey was issued in conjunction with a validatedintellectual humility scale. Does the outcome of the IH assessment indicate how students willself report on a knowledge survey? The knowledge survey implemented here considered the self-report levels of students with respect to course topics in a broad context compared to theinstructor(s) estimate of where they should rate themselves. Initial results do not indicatesignificance in correlation between KS deviations from instructor(s) targets and intellectualhumility scores, but there are trends

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

rigorous standards for the students’ future studies. With these high expectations, studentsoften struggle due to the fact they are not only learning engineering concepts for the first time, butthey are also learning how to learn.As educators, it is our imperative duty to find instructional methods that best deliver not onlyrequisite information to students, but in a manner that is also conducive to critical thinking. Anincreasing number of studies suggest that the use of traditional textbooks may not be the mostefficient or cost-effective means of education. To the latter point, multiple studies have beenconducted on textbook prices for over five decades. Textbook prices have increased 1,000% fromthe late 1970’s to the mid-2010’s. Throughout the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

students’ experiences of support mechanisms to enhance wellbeing on an engineering programme in the UK,” Eur. J. Eng. Educ., vol. 0, no. 0, pp. 1–16, 2020, doi: 10.1080/03043797.2020.1835828.[2] B. J. Sottile, L. E. Cruz, Y.-A. Lo Burleson, and K. Mclain, “It’s About Time: An Analysis of Student Activities Under Remote Learning,” 2021, [Online]. Available: https://peer.asee.org/37412.[3] J. Armstrong, “Workload in Engineering Courses and How To Reduce It,” 1996, [Online]. Available: https://aaee.net.au/wp- content/uploads/2020/07/AAEE2019_Annual_Conference_paper_72.pdf.[4] S. Mansouri, M. Wai, J. Li, and J. Lamborn, “A quantitative method to evaluate student workload,” in Proceedings of the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen L. Chen, Stanford University; Ade Mabogunje, Stanford University

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Educational Research and Methods Division (ERM)

in engineeringentrepreneurship education,” Entrepreneurship Education and Pedagogy, 3(1), 4-13, 2020.Available: https://doi.org/10.1177/2515127419890828[2] P. Weilerstein and A. Shartrand, A, “A decade of technological innovation: A retrospectiveview of the first decade of the NCIIA,” ASEE Annual Conference and Exposition, ConferenceProceedings, Pittsburgh, PA, 2008. Available: http://www.scopus.com/inward/record.url?eid=2-s2.0-56749132141&partnerID=tZOtx3y1[3] J. Blessing, K. Mekemson, and D. Pistrui, “Building an entrepreneurial engineeringecosystem for future generations: The Kern Entrepreneurship Education Network,” ASEEAnnual Conference & Exposition, Pittsburgh, PA, 2008. Available: https://peer.asee.org/3488.[4] S. Sheppard, S

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catherine G. P. Berdanier, Pennsylvania State University; Julio Urbina, Pennsylvania State University; Reginald F. Hamilton, Pennsylvania State University; Catherine L. Cohan, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University; Cynthia Howard Reed, Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

may not be meeting those challenges.MethodsContext: This research was conducted at a single large research intensive (RH-VH) public universitylocated in the mid-Atlantic region of the United States, as part of an NSF Funded S-STEM program. S-STEM programs are intended to support low-income students in their trajectories to and through school.While most funded SSTEM programs in the United States are aimed at undergraduate student support, thisSSTEM is unique in that it supports low income Master’s students to obtain thesis-based MS degrees.Students in the program are supported financially, have substantial professional development programming,regular mentorship meetings with faculty affiliated with the program, and peer/near-peer mentoring. At

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Michelle Soledad, Virginia Tech

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Diversity

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Educational Research and Methods Division (ERM)

interactions among team members vs. task-related activities [13]. Theserelationships are shown in Table II below: TABLE II Interpersonal Factors Related to Task Factors in Tuckman’s Model Interpersonal Interactions Task-Related Activities Testing and Dependence of/on Team Members Recognition of Task(s) Conflict within the Team Emotional Responses to Task Demands Team Cohesion Develops Open Exchange of Interpretations Interdependence of Roles on the Team Emergence of Solutions to the Problem(s)Adapted from [13]Although the original model contained the four stages shown above, Tuckman added a fifthstage, “termination

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca A. Bates, Minnesota State University, Mankato; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Michigan; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods Division (ERM)

peer-review process for grant applications: Reliability, validity, bias, and generalizability,” Am. Psychol., vol. 63, pp. 160–168, 2008, doi: 10.1037/0003-066X.63.3.160.[17] K. Beddoes, S. Cutler, and R. Croninger, “WIP: The Field of Engineering Education Research as Seen Through the Peer Review Process,” 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida, Jun. 2019. doi: 10.18260/1-2--32349.[18] K. K. Janke, A. S. Bzowyckyj, and A. P. Traynor, “Editors’ Perspectives on Enhancing Manuscript Quality and Editorial Decisions Through Peer Review and Reviewer Development,” Am. J. Pharm. Educ., vol. 81, no. 4, May 2017, doi: 10.5688/ajpe81473.[19] M. Petrescu and A. Krishen, “The evolving crisis of the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brainerd Prince, Plaksha University; SIDDHARTH SIDDHARTH, Plaksha University; Rukmani Keshav, Plaksha University

Tagged Divisions

Educational Research and Methods Division (ERM)

). Some suggested using case studies for deeperunderstanding (“I think you could delve more into case studies and study them in a moredetailed way so as to get a broader scope of human ideologies, history and perspectives” -Student Q).Many students reported that they overcame their initial negative views of humanities whichthey used to previously find “monotonous” (Student R) or irrelevant to engineering. “Ithought humanities wasn’t very related to science and engineering, but I realise now that asan engineer it is very important to be aware about all these topics” (Student S).Quantitative Data Analysis Figure 1: Box plot for Survey QuestionsStudent Evaluations: The course was piloted for the first time with engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sowmya Panuganti, Purdue University; Justin Charles Major, Rowan University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

members.ReferencesAllen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: A review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102. https://doi.org/10.1080/00049530.2021.1883409Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497– 529. https://doi.org/10.1037/0033-2909.117.3.497Buckley, J. B., Robinson, B. S., Tretter, T. R., Biesecker, C., Hammond, A. N., & Thompson, A. K. (2023). Belonging as a gateway for learning: First‐year engineering students’ characterizations of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Koolman, University of Texas at Austin; Audrey Boklage, University of Texas at Austin

Tagged Divisions

Educational Research and Methods Division (ERM)

] V. Wilczynski and R. Adrezin, “Higher education makerspaces and engineering education,” in ASME International Mechanical Engineering Congress and Exposition, American Society of Mechanical Engineers, 2016, p. V005T06A013.[11] M. Tomko, M. W. Alemán, W. Newstetter, R. L. Nagel, and J. Linsey, “Participation pathways for women into university makerspaces,” J. Eng. Educ., vol. 110, no. 3, pp. 700– 717, Jul. 2021, doi: 10.1002/jee.20402.[12] A. C. Barton and E. Tan, STEM-rich maker learning: Designing for equity with youth of color. Teachers College Press, 2018.[13] S. Vossoughi, P. K. Hooper, and M. Escudé, “Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity,” Harv. Educ

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Aaron W. Johnson, University of Michigan

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Educational Research and Methods Division (ERM)

Aeronautical Sciences, ICAS 2014, 2014. [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0-84910611467&partnerID=40&md5 =dfb1accc4f70983f9f4bfc12f40d9a06[2] M. K. Orr, N. M. Ramirez, S. M. Lord, R. A. Layton, and M. W. Ohland, “Student Choice and Persistence in Aerospace Engineering,” J. Aerosp. Inf. Syst., vol. 12, no. 4, pp. 365–373, Apr. 2015, doi: 10.2514/1.I010343.[3] A. R. Bielefeldt, M. Polmear, C. Swan, D. Knight, and N. Canney, “An overview of the microethics and macroethics education of computing students in the United States,” in 2017 IEEE Frontiers in Education Conference (FIE), Indianapolis, IN: IEEE, Oct. 2017, pp. 1–9. doi: 10.1109/FIE.2017.8190445.[4] L. L. Bucciarelli, “Ethics

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ziliang Zhou, California Baptist University; Keith Hekman, California Baptist University

Tagged Divisions

Educational Research and Methods Division (ERM)

-44, 2013.[2] K. Archer, "Do multiple homework attempts increase student learning? A quantitative study," The American Economist, vol. 63, no. 2, pp. 260-269, 2018.[3] P. Magalhães, D. Ferreira, J. Cunha and P. Ros, "Online vs traditional homework: A systematic review on the benefits to students’ performance," Computers & Education, vol. 152, 2020.[4] B. A. Smith and L. P. McCroy, "Using homework to improve students' abilities to self- regulate," Studies in teaching 2011 research digest, pp. 121-126, 2011.[5] S. Bonham, R. Beichner and D. Deardorff, "Online homework: Does it make a difference?," The Physics Teacher, vol. 39, p. 293–296., 2001.[6] S. W. Bonham, D. L. Deardorff and R. J. Beichner

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ibukun Samuel Osunbunmi, Utah State University - Engineering Education; Kurt Henry Becker, Utah State University - Engineering Education; Young Min Kim, The Ohio State University; Mohammad Al Mestiraihi, The University of Texas Rio Grande Valley; R Ryan Dupont, Utah State University; David K. Stevens, Utah State University

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Educational Research and Methods Division (ERM)

New Engineering Education in the Middle East,” Eng. Educ. Lett., vol. 2015, no. 1, p. 8, Feb. 2014, pp1-7.[8] E. Ramadi, S. Ramadi, and K. Nasr, “Engineering graduates’ skill sets in the MENA region: a gap analysis of industry expectations and satisfaction,” Eur. J. Eng. Educ., vol. 41, no. 1, pp. 34–52, 2016.[9] M. A. Mestiraihi, K. Becker, R. Dupont, and D. K. Stevens, “Examining the Preparedness of Water Program Graduates in Egypt: Industries Perspective,” Middle East J. Appl. Sci. Technol., vol. 04, no. 04, pp. 60–74, 2021, doi: 10.46431/MEJAST.2021.4406.[10] M. Al Mestiraihi, K. H. Becker, R. R. Dupont, and D. K. Stevens, “Developing Undergraduate Water Program Courses: Meeting the Needs of the Egyptian Workforce

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Euan Lindsay, Aalborg University; Mohammad Naser Sabet Jahromi, Visual Analysis of People Laboratory (VAP), Aalborg University

Tagged Divisions

Educational Research and Methods Division (ERM)

:e208.[2] Rogers A, Gardner M, Augenstein I. Qa dataset explosion: A taxonomy of nlp resourcesfor question answering and reading comprehension. ACM Computing Surveys (CSUR).2022.[3] Salloum S, Gaber T, Vadera S, Sharan K. A systematic literature review on phishingemail detection using natural language processing techniques. IEEE Access. 2022 Jun 14.[4] Bird S. NLTK: the natural language toolkit. InProceedings of the COLING/ACL 2006Interactive Presentation Sessions 2006 Jul (pp. 69-72).[5] Chollet, F. & others, 2015. Keras. Available at: https://github.com/fchollet/keras[6] Krizhevsky A, Sutskever I, Hinton GE. Imagenet classification with deep convolutionalneural networks. Communications of the ACM. 2017 May 24;60(6):84-90.[7] Elor, Yotam

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Educational Research and Methods Division (ERM)

. L., Zhu, X., & Hwang, T. (2015). Understanding the Construct of Maximizing Tendency: A Theoretical and Empirical Evaluation. Journal of Behavioral Decision Making, 28(5), 437-450.Ehlert, K. M., Rucks, M. L., B, A. M., Desselles, M., Grigg, S. J., & Orr, M. K. (2019). Expanding and Refining a Decision-Making Competency Inventory for Undergraduate Engineering Students. IEEE Frontiers in Education Conference (FIE).Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice. Journal of Engineering Education, 105(2), 312-340.Holland, J. L. (1985). The present status of a theory of vocational

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

Engineering Education, Minneapolis, MS, Jun. 2022.[2] M. D. Koretsky, J. L. Falconer, B. J. Brooks, and Silverstein, “The AIChE Concept Warehouse: A web-based tool to promote concept-based instruction,” Advances in Engineering Education, vol. 4, no. 1, p. 27, 2014.[3] M. D. Koretsky, B. J. Brooks, R. M. White, and A. S. Bowen, “Querying the questions: Student responses and reasoning in an active learning class,” Journal of Engineering Education, vol. 105, no. 2, pp. 219–244, 2016, doi: 10.1002/jee.20116.[4] M. D. Koretsky, B. J. Brooks, and A. Z. Higgins, “Written justifications to multiple- choice concept questions during active learning in class,” International Journal of Science Education, vol. 38, no. 11

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raenita A. Fenner, Loyola University, Maryland; Peggy O'Neill, Loyola University, Maryland; Kerrie A. Douglas, Purdue University, West Lafayette ; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods Division (ERM)

, and S. Thomas, “Developing Quantitative Reasoning: Will Taking Traditional Math Courses Suffice? An Empirical Study,” J. Gen. Educ., vol. 61, no. 4, pp. 305–313, 2012, doi: 10.5325/jgeneeduc.61.4.0305.[2] L. A. Steen, Achieving Quantitative Literacy: An Urgent Challenge for Higher Education. Washington, D.C.: Mathematical Association of America, 2004. Accessed: Oct. 09, 2021. [Online]. Available: https://www.maa.org/press/maa-reviews/achieving-quantitative- literacy-an-urgent-challenge-for-higher-education[3] ETS, “HEIghten® Quantitative Literacy Assessment,” HEIghten® Quantitative Literacy Assessment, 2021. https://www.ets.org/heighten/about/quantitative_literacy/ (accessed Oct. 07, 2021).[4] D. Zahner, D. Van Damme, R

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo

Tagged Divisions

Educational Research and Methods Division (ERM)

their first-, second-,and third-year experiences during these four years. Each year students report on their experiencesfrom the previous year. Students may have participated in different types of co-curricular(s) onceor many times. We drew a random sample of five students from each group and took a closerlook at the individual profiles of co-curricular participation over time between the low, medium,and high GPA groups. We ensured the student was either a first year, sophomore, or junior (weexcluded those reporting to be in grade 12 to focus on the undergraduates’ experiences) during2015-2018 and had consistently scored a cumulative GPA within the above ranges. A summaryof student data used in this WIP can be found in the Appendix.Table 1

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Milo David Koretsky, Tufts University; Amanda Clara Emberley, California Polytechnic State University, San Luis Obispo; John Galisky, University of California, Santa Barbara; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods Division (ERM)

expressedare those of the authors and do not necessarily reflect the views of the NSF.References[1] M. D. Koretsky et al., "For Systematic Development of Conceptests for Active Learning," in EDULEARN19 Proceedings, 2019: IATED, pp. 8882-8892.[2] B. P. Self et al., "Understanding Context: Propagation and Effectiveness of the Concept Warehouse in Mechanical Engineering at Five Diverse Institutions and Beyond–Results from Year 1," in 2020 ASEE Virtual Annual Conference, 2020.[3] M. D. Koretsky, S. B. Nolen, J. Galisky, H. Auby, and L. G. Grundy, "Progression from the Mean: Cultivating Instructors’ Unique Trajectories of Practice using Educational Technology," Journal of Engineering Education, no. 113, 2024, doi

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trini Balart, Pontificia Universidad Católica de Chile; Jorge Baier, Pontificia Universidad Católica de Chile; Martín Eduardo Castillo, Pontificia Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

withoutcompromising integrity or equity.References[1] J. Qadir, "Engineering Education in the Era of ChatGPT: Promise and Pitfalls of Generative AI for Education," 2023 IEEE Global Engineering Education Conference (EDUCON), Kuwait, Kuwait, 2023, pp. 1-9, doi: 10.1109/EDUCON54358.2023.10125121[2] P. P. Ray, “ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope,” Internet of Things and Cyber-Physical Systems, vol. 3, pp. 121–154, Jan. 2023, doi: 10.1016/j.iotcps.2023.04.003.[3] S. Nikolic et al., “ChatGPT versus engineering education assessment: a multidisciplinary and multi-institutional benchmarking and analysis of this generative artificial

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

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Diversity

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Educational Research and Methods Division (ERM)

. Lee, and D. Pino, “First-Year Community College Students’ Perceptions of and Attitudes Toward Intrusive Academic Advising,” NACADA Journal, vol. 36, no. 1, pp. 30–42, Jun. 2016, doi: 10.12930/NACADA-15-012.[2] S. Kraft-Terry and C. Kau, “Direct Measure Assessment of Learning Outcome–Driven Proactive Advising for Academically At-Risk Students,” NACADA Journal, vol. 39, no. 1, pp. 60–76, Jul. 2019, doi: 10.12930/NACADA-18-005.[3] J. A. Kitchen, D. Cole, G. Rivera, and R. Hallett, “The Impact of a College Transition Program Proactive Advising Intervention on Self-Efficacy,” J. Stud. Aff. Res. Pract., vol. 58, no. 1, pp. 29–43, Jan. 2021, doi: 10.1080/19496591.2020.1717963.[4] R. D. Robnett, M. M

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Marin Jayne Fisher Hale, 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)

General description (description of lacking either content description of No tasks of content of task;behaviors or tasks to of ratee's work or both content and described value to team notthe ratee upon which value contributed to value of the includedfeedback was given) the group ratee's work Gap Gap(s) alluded to but

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kevin E Wandke, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Jonathon Kenneth Schuh, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

-)learning on control systems engineering,” Jun. 2017,doi: https://doi.org/10.1109/expat.2017.7984380.4. G. Kestin, K. Miller, L. S. McCarty, K. Callaghan, and L. Deslauriers, “Comparing theeffectiveness of online versus live lecture demonstrations,” Physical Review Physics EducationResearch, vol. 16, no. 1, Jan. 2020, doi: https://doi.org/10.1103/physrevphyseducres.16.013101.5. W.-M. Roth, C. J. McRobbie, K. B. Lucas, and S. Boutonn, “Why may students fail tolearn from demonstrations? A social practice perspective on learning in physics,” Journal ofResearch in Science Teaching, vol. 34, no. 5, pp. 509–533, May 1997, doi:https://doi.org/10.1002/(sici)1098-2736(199705)34:5%3C509::aid-tea6%3E3.0.co;2-u.6. J. P. Canal, “Maximizing student learning

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)