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

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)

. 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

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Diversity

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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 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

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

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

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: 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 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

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

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Diversity

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Educational Research and Methods Division (ERM)

provides thestudents with the necessary knowledge needed to complete the course. In an online course setting,the interactions with the instructor are limited to online lectures, emails, and discussions.According to Martin & Bolliger (2018), student-to-instructor interactions were most important forstudents to feel engaged in the course work. The students wanted instructors who listened andengaged with them. It made the students feel supported in their coursework which allowed thestudents to have better learning experiences [24]. Additionally, student-to-instructor interactionswere helpful in building a sense of community for students. Instructors can build theserelationships for students through support, encouragement, discussions, and

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew S. Sheppard, Clemson University; Alyssa Patrick; Lisa Benson, Clemson University

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Diversity

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Educational Research and Methods Division (ERM)

capital, and researchers’ schema development through the peer review process. Dr. Benson is an American Society for Engineering Education (ASEE) Fellow, and a member of the European Society for Engineering Education (SEFI), American Educational Research Association (AERA) and Tau Beta Pi. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University. ©American Society for Engineering Education, 2023 Understanding Needs of Undergraduate Engineering Students Who View Degree Attainment as “Transactional”AbstractThis research paper explores the story of an undergraduate engineering student who

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Jace Russell Harris, Utah State University; Rosemary Yahne, Utah State University; Wade H. Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #41540Assessing the Reliability of a Tactile Spatial Ability Instrument for Non-VisualUse in Blind and Low Vision PopulationsDaniel Kane, Utah State University Daniel Kane is a graduate student at Utah State University pursuing a PhD in Engineering Education with a concurrent master’s degree in Civil Engineering. His research interests focus around the study of spatial ability with an emphasis on identifying patterns of spatial strategies and measuring spatial ability in blind and low vision populations.Jace Russell Harris, Utah State UniversityRosemary Yahne, Utah State University Rosemary Yahne is an

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Mao; Sharon Ferguson, University of Toronto; James N. Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto

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Diversity

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Educational Research and Methods Division (ERM)

continueto develop ML/AI educational programming in response to the growing demand: promotingmeaningful social connection, defining and sharing numerous pathways within ML/AI, and thinkingcarefully about building programming confidence and avoiding the weed-out effect.Prior work has shown that social belonging intervention through worksheet-style materials improvedperformance, confidence, health, and social engagement, particularly for women and Black studentsin engineering and CS [48], [49]. Our study proposes a potential alternative form of social belongingintervention through diverse opportunities for social connection. Extroverted individuals may enjoyweekly socials, but introverted individuals may prefer 1-on-1 mentorship. Institutions should

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

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Diversity

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Educational Research and Methods Division (ERM)

students' engineering self-efficacy during their first two years ofstudy? (3) What approaches are used by the faculty when implementing the model that leads todeveloping students' research skills (laboratory research skills followed by publication) – acommunity of practice, engagement with students outside the classroom, etc.? It will also developa community of practice for faculty to apply the model to other underrepresented STEMundergraduates.The project adapted the Affinity Research Group (ARG) Model, developed at the University ofTexas, El Paso, a Hispanic Serving Institution, which adapted the model to benefit thosetraditionally underrepresented students in higher education with differing abilities inundergraduate computing programs. The

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University at West Lafayette (COE); Eric Trevor McChesney, University of Pittsburgh; Allison Godwin, Cornell University; Christian D Schunn, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

McCormick Teaching Excellence Institute Research Fellow. Her research focuses on how identity, among other affective factors, influences diverse groups of students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging, motivation, and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity