Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica E. S. Swenson, University at Buffalo, SUNY; Emma Treadway, Trinity University; Shea E. Lape; Alison Casson

Tagged Divisions

Educational Research and Methods Division (ERM)

on students’ identity, asking:RQ1: How does an open-ended, real-world problem influence the development of studentengineering identity?RQ2: How do open-ended, real-world problems generate a sense of engineering identity?BackgroundThe engineering education community has recently shown high interest in the study ofengineering identity development in undergraduate students, which has been found to haveimportant links to student retention and education, perhaps particularly for students frompopulations underrepresented in engineering [6], [7], [10]. Godwin’s work on the developmentof a survey instrument to measure engineering identity [1] has been widely cited and used withinthe field in recent work. Godwin’s instrument employs a three-factor

Conference Session

Instrument Design and Development

Collection

2023 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)

, persistence, and career trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2023Capturing attrition decisions in engineering graduate students using longitudinal SMS dataKeywords: Attrition, longitudinal study, SMS (Short Message Service), time series dataAbstractThis research paper reports results from a longitudinal Short Message Service (SMS) text messagesurvey study that captured attrition decisions from engineering graduate students who decided toleave their Ph.D. program or change degree objectives from Ph.D. to M.S. (Master’s-leveldeparture). While past research has investigated doctoral attrition across disciplines to

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods Division (ERM)

Paper ID #45658The Role of Practicing Engineers in Recognizing Students’ IdentitiesDr. Kelsey Scalaro, Cornell University Kelsey is a postdoctoral scholar with the STRIDE group at Cornell University. She recently graduated with PhD in Engineering Education from the University of Nevada, Reno. She has a BS and MS in mechanical engineering and worked in the aerospace industry for four years before returning to academia to complete her doctoral degree. Her research focuses on undergraduate engineering identity and is interested in exploring how it can be equitably supported through pedagogical practices.Dr. Indira Chatterjee

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Connie Mosher Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

Department of Mechanical Engineering at Penn- sylvania 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 trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2023 Burnout: The Cost of Masking Neurodiversity in Graduate STEM ProgramsAbstractA growing body of literature suggests that neurodivergent individuals, such as those with autism

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Penn State; Catherine G. P. Berdanier, The Pennsylvania State University

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Educational Research and Methods Division (ERM)

classroom, and graduate education.Catherine G. P. Berdanier, The 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 trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2025 Characterizing Interactions Between Master's Engineering Students and Their

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

agreed. Similarly,engineering coursework does not frequently require students to work on interdisciplinary or largeteams. Students on project teams routinely work with students who are not in their courses ormajors. On multiple diagrams, students wrote about learning how to work and communicate witheveryone on the team. In addition, during the focus groups, students discussed how they oftenhave to work with students they did not agree with or even got along with. In courses, studentsoften have the luxury of choosing who they work with. However, students on project teams haveto learn how to navigate and work on teams where they do not pick their colleagues. Studentsmust get experiences where they can develop their professional skills during their

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kiara Lynn Steinhorst, University of Nevada, Reno ; Kelsey Scalaro, University of Nevada, Reno; Rachael Ciara Young; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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Educational Research and Methods Division (ERM)

Paper ID #37326Creating Social Capital: Developing Resources in a Cohort ProgramMiss Kiara Lynn Steinhorst, University of Nevada, Reno Kiara is a graduate student at the University of Nevada, Reno in the Department of Engineering Education. She received a Bachelor of Science degree in Chemical Engineering from the same institution in 2022. Her research interests include facets of undergraduate engineering student experiences relating to social capital, hidden curriculum, barriers to entry and engagement on campus.Miss Kelsey Scalaro, University of Nevada, Reno Kelsey is a doctoral student in the School of Engineering

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

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

. Kajfez and L. McNair, “Graduate student identity: A balancing act between roles,” in ASEE Annual Conference and Exposition, 2014.[4] D. L. Liddell, M. E. Wilson, K. Pasquesi, A. S. Hirschy, and K. M. Boyle, “Development of professional identity through socialization in graduate school,” J Stud Aff Res Pract, vol. 51, no. 1, pp. 69–84, Feb. 2014, doi: 10.1515/JSARP-2014-0006/MACHINEREADABLECITATION/RIS.[5] T. Luft and R. Roughly, “Engaging the Reflexive Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students,” Supporting the Success of Adult and Online Students Proven Practices in Higher Education, pp. 53–62, 2016.[6] H. L. Perkins, M. Bahnson, M. A

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

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Diversity

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Educational Research and Methods Division (ERM)

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 trajectories; engineering writing and communication; and methodological development. ©American Society for Engineering Education, 2024Exploring the evolution of engineering doctoral students’ academic and career goals in the first year of graduate schoolABSTRACT The purpose of this

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon M. Clancy, University of Michigan; Berenice A. Cabrera, University of Michigan; Sarah Jane (SJ) Bork, University of Michigan; Kayleigh Merz, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

practices, sociotechnical knowledge and skills, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an en- gineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world. Shannon is also a Senior Graduate Facilitator and Lab Manager with the Center for Socially Engaged Design.Berenice Alejandra Cabrera, University of Michigan Berenice Alex Cabrera (she/her) is a Ph.D. student in Higher Education at the Marsal School of Education at the University of Michigan. She

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

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Educational Research and Methods Division (ERM)

identity is still in development, as he feels the need for more hands-on experience to fully embrace the title of 'engineer'. This perspective highlights the importance of real-world experience in defining one's professional identity in engineering. Omar's views align with a common understanding in the field that engineering is not just about theoretical knowledge but also about applying that knowledge in practical, often team- based, contexts. Initially, he had a vague understanding of engineering, which evolved through coursework, especially in [Engineering Course XY], to a clearer view of engineering as design and problem-solving. Omar's teamwork experience in [Engineering Course ST] was positive, characterized by camaraderie

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

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 trajectories; engineering writing and communication; and methodological development.Dr. Kim-Doang Nguyen, Florida Institute of Technology Dr. Kim-Doang Nguyen is an assistant professor of mechanical engineering at the Florida Institute of Technology. His research interests include engineering education research, data science, machine learning, robotics, and dynamical systems. ©American Society for Engineering Education, 2024How Aerospace and Mechanical Engineering Undergraduate

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #42394Initial Validity Evidence for a Survey of Skill and Attitude Development onEngineering TeamsDr. Justin Charles Major, Rowan University Dr. Justin C. Major (he/him) is an Assistant Professor of Experiential Engineering Education at Rowan University where he leads ASPIRE Lab (Advancing Student Pathways through Inequality Research in Engineering). Justin’s research focuses on engineering belonging and marginalization mechanisms, adverse childhood experiences, and feminist approaches to EER, and connects these topics to broader understandings of student success in engineering. Justin completed his Ph.D. in

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Narjes Khorsandi Koujel, Rowan University; Sowmya Panuganti, Purdue Engineering Education; Justin Charles Major, Rowan University

Tagged Divisions

Educational Research and Methods Division (ERM)

Panuganti, Purdue Engineering Education Sowmya Panuganti is a graduate student at Purdue University in the Engineering Education department. She is passionate about understanding engineering culture and the effects it has on engineers’ mental health and well-being.Dr. Justin Charles Major, Rowan University Dr. Justin C. Major (they/them) is an Assistant Professor of Experiential Engineering Education at Rowan University where they leads ASPIRE Lab (Advancing Student Pathways through Inequality Research in Engineering). Justin’s research focuses on low-income students, engineering belonging and marginalization mechanisms, adverse childhood experiences, and feminist approaches to EER, and connects these topics to

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

. He is interested in the in- tersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S. in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Me- chanical Engineering (Design Education) from Stanford University. ©American Society for Engineering Education, 2023 Learning through PBL with Emphasis of People, Process, and Product Across CoursesIntroductionThis Theory-based and Evidence-based Practice paper extends the frameworks of PBL asproject-based learning to define a concept of “product”-based learning – learning experiencesthat focus on the deliberate design and making of

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

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)

?) b. Can you tell me about your well-being over this time period? Physical, emotional, psychological? c. Tell me about the highs and lows for stress and well-being? Fluctuations vs a consistent build as quals approached? d. Looking more broadly, do you have any throughs on how your well-being and stress compared to your peers? 6. Are there other things you would like to add to what’s been said? a. How did the QEs go? b. We’re planning a study that explores changes in well-being and engineering identity over the quals period. We were thinking of conducting interviews ~3months before, 2–3 weeks before, and then shortly after. Do you think these

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)

Michigan. Her current research focuses on idea development and ideation tools, divergent thinking, and engineering curricular practices and culture. Her research interests include front-end design practices, sociotechnical knowledge and skills in engineering, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an engineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world. Shannon is also a Senior Graduate Facilitator and Lab Manager with the Center for

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryann R. Hebda, Baylor University; Morgan R Castillo, Baylor University; Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; Tracey Sulak, Baylor University; Anne Marie Spence, Baylor University

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Educational Research and Methods Division (ERM)

Information System Security Professional (CISSP®) certification with security architecture focus (ISSAP®) from ISC2®.Tracey Sulak, Baylor UniversityDr. Anne Marie Spence, Baylor University Clinical Professor Mechanical Engineering ©American Society for Engineering Education, 2025 Investigating Perceptions of Engineering in First- and Third-Year StudentsThis empirical research brief investigates undergraduate students’ perceptions of engineering asa career. Guided by theory on developing engineering perceptions [1], [2] and the 2024 InclusiveMindset Report’s challenge to create pathways “toward professional practice, graduate school,and challenges not yet known” [3, p. 39

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caitlin D. Wylie, University of Virginia; Kent A. Wayland, University of Virginia; Andy Wang, University of Virginia

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Diversity

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Educational Research and Methods Division (ERM)

undergraduate student at the University of Virginia. ©American Society for Engineering Education, 2024 REU program evaluation: A valuable tool for studying undergraduate socialization in engineering “This [REU experience] is exactly what I envisioned when I was younger and I thought, you know, I want to be a professional scientist.”--REU Intern This Work in Progress paper introduces research into whether and how a summerresearch experience affects undergraduate students’ sense of identity and belonging inengineering, their understanding of research as a process, and their development ofresearch-related academic and professional skills. We draw from

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

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Diversity

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Educational Research and Methods Division (ERM)

of fostering inclusive, cooperativeenvironments that reduce anxiety and improve skills [21]. Together, these studies support acomprehensive strategy that goes beyond conventional boundaries to address mental health inengineering education and develops students who are resilient, well-rounded, and successful intheir careers. These studies' findings are consistent with the customized interventions, research-based teaching techniques, and community-building initiatives put forth [13][16][19-21].Exemplar Studies: Together, these studies explore the nuanced terrain of mental health amongundergraduate engineering students and social identities. The study conducted in 2021 by Jensenand Cross focuses on self-reported stress, anxiety, depression

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Duc Anh Vu Trinh, University of South Florida; Dhinesh Balaji Radhakrishnan, Purdue University ; Chris S. Ferekides, University of South Florida

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Educational Research and Methods Division (ERM)

. Industry-centered studies over the lasttwo decades show fresh graduates have limited workplace and interpersonal skills [3]. Thisscenario is associated in the literature with the shortage of dedicated engineering courses toincorporate these relevant blends of competencies into students’ coursework.In this study, we explore the efficacy of a sequence of coursework and activities designed by theUniversity of South Florida's Department of Electrical Engineering to support students’professional proficiency and technical skills development. Undergraduate students participatedin a series of Professional Formation of Engineers (PFE) courses and technical courses withinspecialized tracks designed by the department. A sample of students who had taken the

Conference Session

ERM WIP IV: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlie Cooper M.Ed., University of Georgia; Herman Ronald Clements III, Purdue Polytechnic Institute, Purdue University – West Lafayette; Danielle V. Lewis, University at Buffalo; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

center around national identity, engineering culture, acculturation, and inclusion of colonial migrants from the U.S. territories who are looking to pursue engineering careers in the contiguous United States.Mr. Matthew Bahnson, Purdue University at West Lafayette (COE) Matthew Bahnson completed his Ph.D. in the Applied Social and Community Psychology program in at North Carolina State University. His previous training includes a B.A. in Psychology from the University of Northern Iowa and an M.A. in Social Sciences from the University of Chicago. Matthew’s research focuses on sociocultural inequality in engineering graduate education with the intention of increasing diversity, equity, inclusion, and justice in STEM

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Patrick Mountain, University of Kentucky; Gabriella Pitcher, University of Kentucky; Kelsey Elizabeth Everman; Joseph H Hammer; Sarah A Wilson, University of Kentucky

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Educational Research and Methods Division (ERM)

Chemical and Materials Engineering at the University of Kentucky. She completed her bachelor’s degree at Rowan University in New Jersey before attending graduate school for her PhD at the University of Massachusetts. ©American Society for Engineering Education, 2025Analysis of Student Survey Responses for use in Focus Groups Addressing Engineering Student Mental HealthIntroductionEngineering Student Mental HealthCollege students across all fields experience common stressors such as changes in sleep or eatinghabits, demanding course loads, fear of poor grades, and adjusting to new environments [1], [2],[3]. However, engineering students face additional challenges that

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Currey, Rowan University; Juan M Cruz, Rowan University; Kaitlin Mallouk, Rowan University; Stephanie Farrell, Rowan University; Justin Charles Major, Rowan University

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #47092Engineering Persistence: Assessing Initiatives for First-Year Engineering StudentsMr. Matthew Currey, Rowan University Matthew Currey is a graduate student pursing his Ph.D. degree in Engineering Education. Matthew graduated with his bachelor’s degree in electrical engineering technology in the May of 2024 and is now on his first year of graduate school. Matthew is also currently an adjunct professor at his community college teaching First-Year students. He has a passion in helping First-Year students and working on new initiative programs to help support undergraduate students.Dr. Juan M Cruz, Rowan

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

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Educational Research and Methods Division (ERM)

Paper ID #41440Undergraduate Engineering Students’ Experiences of Faculty RecognitionDr. Kelsey Scalaro, University of Nevada, Reno Kelsey is a recent PhD graduate from the Engineering Education program at the University of Nevada, Reno. She has a BS and MS in mechanical engineering and worked in the aerospace industry for four years before returning to academia to complete her doctoral degree. Her research focusses are in undergraduate engineering identity and is interested in exploring how it can be equitably supported through pedagogical practices.Dr. Indira Chatterjee, University of Nevada, Reno Dr. Chatterjee has

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

State University, and a PhD student in the Woodruff School of Mechanical Engineering at Georgia Insti- tute of Technology. Ancalle earned a B.S. from the University of Puerto Rico at Mayaguez and a M.S. from the University of Illinois at Urbana-Champaign, both in civil engineering. He has a passion for teaching undergraduate engineering courses, which has driven his teaching career for the past six years. He recently began working in the area of Engineering Education and plans to continue this path after completing his graduate studies. ©American Society for Engineering Education, 2023 Validity evidence for measures of statistical reasoning and statistical

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nisha Raghunath M.S., Oregon State University; Karl R. Haapala, Oregon State University; Christopher A. Sanchez, Oregon State University

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Educational Research and Methods Division (ERM)

were identified using internetsearch engines and professionally-oriented development websites (e.g., Burning GlassTechnologies). To be included in the subsequent analysis, degree programs were required tomeet all of the following criteria: (1) contain “mechatronics” in the name, (2) culminate in acertificate/credential, or more formal degree (i.e., Bachelor’s degree), (3) offered through acollege, university, or accredited online education institution, and (4) consisted of multiplecourses (i.e., not just one mechatronics course offered within a degree in another field). Graduateprograms were excluded to ensure results would be comparable to the Phase 1 survey of industryprofessionals. This search identified 29 mechatronics-related

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)

—most notably is: Where do we, asmembers of the engineering education community, start? Is an entirely new approach needed orcan we find ways to complement current pedagogical approaches to engineering curricula? Aswith most debates, the solution most likely is somewhere in between; this means recognizing theexisting conventions effectively employed amongst experts while developing new conventionsthat make the foundations of engineering education easier and more accessible for novicesinterested in entering this profession that brings form and function to the world we live in.Theoretical Background:In the early 1970’s, Jerome Bruner, a prominent American psychologist, disparaged theprevailing educational practice of rote memorization as a

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Georgia Institute of Technology; Sai Paresh Karyekar, Georgia Institute of Technology; Liangliang Chen, Georgia Institute of Technology; Yiming Guo, Georgia Institute of Technology; Ying Zhang, Georgia Institute of Technology

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Diversity

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Educational Research and Methods Division (ERM)

’ educational careers [5], it behooves programs to take advantage of the data available tothem in order to better understand the unique backgrounds and needs of students as they navigatethrough the curricula.Accordingly, engineering education researchers have identified many factors that predictengineering students’ academic success [6]–[8]. To build power and generalizability, someanalyses have aggregated data across multiple engineering programs and institutions, such asresearch using the MIDFIELD database [9]. While these generalized insights have valuablecontributions for the engineering community and its subdisciplines, there is also value incontextualizing analyses within specific programs, since departmental culture, studentcomposition, and many