Displaying results 1 - 30 of 35 in total
- 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)
atmosphere is essential for graduate studentsto adjust and feel belonging in their programs –especially for minority groups and women inengineering [13]. Discrimination has been reported from these groups due to white and male-dominated environments [16]–[18]. Some papers demonstrated how rapid changes of requirementsfor doctoral students in preparing for their future career is a reason for the misalignment ofstudents’ expectations in the program [19]–[21].These personal and institutional environments have an impact on engineering graduate students’mental health [17]. Indeed, doctoral students' mental health is a growing concern [17], [22], [23],especially in how the Covid-19 pandemic affected students’ in-person attendance and participationin
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida
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- Educational Research and Methods Division (ERM)
groups. This observation is consistent with national trends showing underrepresentation ofLatina/o populations in STEM disciplines.[1], [2] With this motivating background, a study hasbeen undertaken to explore the social, cultural, educational, and institutional factors affectingmatriculation of undergraduate Latina engineering students into graduate engineering programsand/or industry careers. A research team was formed with four members (co-authors of thispaper) from diverse backgrounds but a common commitment toward an asset-based approachthat avoids marginalizing individuals in the research design process and by selecting respectivemethods.[3] Results of these team discussions and decisions sought balance between variousphilosophical
- Conference Session
- Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Anuli Ndubuisi, University of Toronto, Canada; Glory Ovie, The King's University Edmonton, Canada; Zian (Kelly) Zhang, University of Toronto, Canada
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- Diversity
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- Educational Research and Methods Division (ERM)
Full-time PhD student in curriculum and pedagogy program at OISE and first OISE student as classical voice musician at the Faculty of Music. Her research focuses on governance, curriculum policy and leadership. Currently, she is the Graduate Research Assistant of SSHRC Creating equitable structures in early secondary school mathematics project and researcher at Encore Lab. She is Co-President at the Canadian Committee of Graduate Students in Education of the Canadian Society for the Study of Education. She serves as President at CTL Students’ Association and Graduate Student Member at OISE Council & Research Committee. ©American Society for Engineering Education, 2023A Trio-Ethnography
- 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
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #38358”It is So Exhausting to Constantly Have to Explain to People”: Exploringthe Effects of Faculty Interactions on Disabled StudentsMs. Rachel Figard, Arizona State University Rachel Figard is a graduate student in Engineering Education and Systems Design and Universal Experi- ence (UX) Design at Arizona State University.Dr. Samantha Ruth Brunhaver, Arizona State University Samantha Brunhaver, Ph.D., is an Assistant Professor within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. Her primary areas of research include engineering ca- reer pathways and decision-making
- Conference Session
- Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Mais Kayyali, Florida International University; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Alexandra Coso Strong, Florida International University
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- Diversity
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- Educational Research and Methods Division (ERM)
. Derrick James Satterfield, University of Nevada, Reno Derrick Satterfield is a doctoral candidate in Engineering Education at the University of Nevada, Reno. His research focuses on engineering graduate students’ experiences and motivation centered on career planning and preparation.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Associate Professor of Engineering Education at University of Nevada, Reno. His research focuses on the interactions between engineering cultures, student motivation, and their learning experiences. His projects involve the study of studenDr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University
- Conference Session
- Student Experiences and Development – Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Tejas Gupta, Nanyang Technological University ; Ibrahim H. Yeter, Nanyang Technological University; Michael Jin Khoo, Singapore University of Technology and Design
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #38710Linking Undergraduate Engineering Students’ Outcome Expectations,Interests, Career Goals, Self-Efficacy, Social Support, and Barriers inSingapore: A Social Cognitive Career Theory StudyMr. Tejas Gupta, Nanyang Technological University Tejas Gupta is an undergraduate student in his second year at Nanyang Technological University, majoring in mathematics. As a member of Dr. Yeter’s Research Team, Tejas is currently engaged in a study on social cognitive career theory. With a strong background in STEM education and data analysis, Tejas has gained a distinct insight into the influence of social and cognitive factors
- Conference Session
- Educational Research and Methods Division (ERM) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Tyler Milburn, Virginia Polytechnic Institute and State University
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- Diversity
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- Educational Research and Methods Division (ERM)
scoping literature review and our own preliminary explorations of thedata collected from Reddit prior to formal analysis have left us with questions - specifically, ifstudents aren’t primarily using grades to inform and develop their learning, how are they usinggrades they’ve received as well as the anticipation of upcoming grades as they navigate theireducation? In what ways do grades motivate students’ decision-making?Expectancy Value TheoryExpectancy Value Theory (EVT) is a well-known framework that can be used to explain aperson’s motivation. The theory was an outcome of an exploration made by psychologists onachievement motivation; it emerged as researchers found that various theories of motivation areinterconnected, such that a
- 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
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- Diversity
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- Educational Research and Methods Division (ERM)
’ personal, livedexperiences of their interactions with their faculty. In these interviews, we initially askedparticipants to narrate their life stories to give us further context and understanding of theirexperiences [14], consistent with the norms of unstructured interviews beginning with a singleplanned question [15]. We then focused more specifically on the interactions that participants hadwith faculty both inside and outside traditional class hours. In keeping with an unstructuredinterview style, we asked probing questions to uncover and further explore salient experiences ofstudent-faculty interaction. For example, after a participant offered their life story, we wouldmaybe focus on their chapters concerning their decision to major in
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 4
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University
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- Diversity
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- Educational Research and Methods Division (ERM)
influence of cultural differences hasemerged as a prominent factor shaping their acculturation style. Curtin [12] and Glass [13] havereported that international students may have encountered more adverse experiences whencompared to their domestic students. Trice [14] explored the viewpoints of faculty members acrossfour academic departments—architecture, public health, mechanical engineering, and materialsscience and engineering—pertaining to international graduate students. A recurring observationamong faculty members was the challenge of English language proficiency. The temporaryresidence status of international students (i.e., F-1 visas), in contrast to that of domestic peers andother immigrant groups, may contribute to the different contexts
- Conference Session
- Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Herman Ronald Clements III, Purdue University, West Lafayette
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- Educational Research and Methods Division (ERM)
paradigms that undergird engineering education, practice, and industry [12],[14]–[17]. Typically, these explorations are concerned with the paradigms, or beliefs aboutknowledge (epistemology), the nature of being (ontology), and methodological threads inengineering education. Many scholars also study the sociocultural norms and assumptions thatexist within formative engineering spaces [18]–[22]. However, one underexplored area isengineering research more broadly. Most work examining engineering culture concerns itselfwith connections to the education and training of new engineers. Explicitly exploring the spaceof engineering research, which is often occupied by graduate students, engineering faculty, andresearch scientists, would provide critical
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 28
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University
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- Diversity
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- Educational Research and Methods Division (ERM)
from the TRA,limiting their applicability to the RAA. Had the RAA been used, the investigation might havebeen able to better deconstruct the precise beliefs that comprise students’ attitudes andperceptions. For example, rather than survey items aimed at subjective norms and attitudes – themain constructs in the TRA [52], [53] – an RAA-based questionnaire would attempt to delineatebetween the many beliefs and factors pertinent to the doctoral process, like career goals,encouragement from family, friends, and faculty, and STEM identification [54].The scarcity of inquiries in engineering education research adopting the RAA may be attributedto its relative novelty or the frequent reuse of established behavioral theories within the
- 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)
students overcome the common thematic challenges in graduate school,broadly categorized into subject matter learning, scholarly development, conflicting norms of challengeand support, conflicting academic and personal values, impostorism and belonging, and identity threats. Inthis study, we employ this conceptual framework as an a priori coding schema to help us understand howthese elements may manifest, or manifest differently, for very early-career graduate students, as a way tointerpret students’ perceptions on their transitions into and through graduate school. In this study, we areparticularly interested in how the challenges emerge in these first semesters, and how faculty (and byextension, departmental programming/support structures) may or
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 28
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Nikita Dawe, University of Toronto; Amy Bilton, University of Toronto; Lisa Romkey, University of Toronto
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- Diversity
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- Educational Research and Methods Division (ERM)
program design andthe engineering profession more broadly (section 5).2.0 Background and MotivationIn Canada and many other countries, future engineers must complete an accreditedundergraduate program on their journey towards professional licensure [8]. Engineeringprograms must develop twelve graduate attributes in students, and lifelong learning is amongthem. The Canadian Engineering Accreditation Board graduate attribute definition for lifelonglearning is one’s “ability to identify and to address their own educational needs in a changingworld in ways sufficient to maintain their competence and to allow them to contribute to theadvancement of knowledge” [9]. In the United States, the ABET outcome for lifelong learning is“an ability to acquire
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 29
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sakhi Aggrawal, Purdue University ; Lisa Bosman, Purdue University; Alejandra J. Magana, Purdue University
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- Educational Research and Methods Division (ERM)
Engineering Education at Purdue University. ©American Society for Engineering Education, 2024Exploring Teamwork Experiences in Collaborative Undergraduate Research (REU) Programs through Tuckman's Group Development TheoryAbstractBackground: Undergraduate Research Programs (URPs) provide students with opportunities toengage in authentic research experiences under the mentorship of faculty members. URPs areincreasingly recognized as an important component of undergraduate education, as they can helpstudents develop critical thinking skills, research skills, and teamwork skills. A notable initiativein this regard is the Research Experiences for Undergraduates (REU) funded by the NationalScience Foundation (NSF) which
- Conference Session
- Design Thinking and Student Design Teams
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University; Mi Song Kim, University of Western Ontario; Jingyi Liu, Nanyang Technological University
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- Educational Research and Methods Division (ERM)
curriculum expert and a learning sciences researcher investigating learning, cognition and knowing in authentic practices. She is currently an Associate Professor in the area of Curriculum Studies at the Faculty of Education in Western University in Canada.Jingyi Liu, Nanyang Technological University Jingyi Liu is a master’s student at the National Institute of Education (NIE) at Nanyang Technological University (NTU). She is presently working on STEM+C educational-focused projects in Dr. Yeter’s Research Team at Nanyang Technological University in Singapore. With a background in educational studies, Jingyi Liu brings a unique perspective to the role of technology in education, leveraging her expertise to explore
- Conference Session
- Supporting Underrepresented and LGBTQ Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Alberto Cureg Cruz, California State University, Bakersfield; Amin Malek, California State University, Bakersfield; Andrea Medina, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield
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- Educational Research and Methods Division (ERM)
Paper ID #37742Addressing the Needs of Hispanic/Latino(a) Students with the FlippedClassroom ModelDr. Alberto Cureg Cruz, California State University, Bakersfield Dr. Cruz is an Associate Professor of Computer Science, Principal Investigator of the Computer Per- ception Laboratory (COMPLAB), and board member of the Center for Environmental Studies (CES) at the California State University, Bakersfield (CSUB). He received a few grants from the National Science foundation and local agencies to support work in applied machine learning and engineering education.Dr. Amin Malek, California State University, Bakersfield Professor
- Conference Session
- Student Experiences and Development – Session 1
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Shannon M. Clancy, University of Michigan; Berenice Alejandra 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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- Educational Research and Methods Division (ERM)
necessary to develop impactful, innovative, and successfulengineering solutions [9]–[11].In addition to preparing engineering students to successfully address modern engineeringproblems, the inclusion of comprehensive engineering skills in the curriculum has implicationsfor students’ engagement and persistence in the field. Students’ engagement in their field as wellas their plans to pursue an engineering career or engineering graduate education is determined inpart by an alignment between their personal and professional interests and values in engineeringand curricular messages about what engineering practice includes. For some students, thepotential to leverage engineering for social good is a key motivation for pursuing work in thefield [12
- Conference Session
- Entrepreneurship and Inventive Thinking & Student Beliefs
- Collection
- 2023 ASEE Annual Conference & Exposition
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- 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
- Student Experiences and Development – Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Natalie Evans, University of Virginia; Jessica Scoville, University of Virginia; Jamie J. Jirout, University of Virginia; Caitlin Donahue Wylie, University of Virginia; Elizabeth Opila
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- Diversity
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- Educational Research and Methods Division (ERM)
, as well as chemistry, and physics. All students wereundergraduates in their 2nd to 4th year. Two faculty members from the MSE department participated in an interview. Bothprofessors regularly teach classes and work with undergraduate students in research labs. Theseprofessors taught the two classes where we recruited students.Survey The survey consisted of a set of demographic questions, a self-report measure of curiosity[15], a self-report measure of intellectual humility [16], and a set of questions asking students torate how curious various elements of class made them feel. Besides the demographics, studentsresponded to these questions using a 7-point Likert scale. The survey was designed to take lessthan 20 minutes to
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 13
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto
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- Diversity
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- Educational Research and Methods Division (ERM)
studentsperceive to be most responsible for their build-up of social capital, as well as how the resultingsocial capital influenced school and/or career decisions in CS. With an understanding of CSSI’simpact on students’ persistence in CS, our findings will inform the design of future CS supportprograms such that they encourage and build social capital and persistence amongunderrepresented students in the field, ultimately working towards greater diversity in CS.Background A. Persistence in CSPersistence refers to an individual’s commitment (whether intended or realized) to stay in a field.Its study is motivated by the substantial opportunity cost that results when undergraduatestudents leave the field [26] and CS’ highest attrition rates among Science
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- Educational Research and Methods Division (ERM) Technical Session 11
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- 2024 ASEE Annual Conference & Exposition
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- Matthew Sheppard, Clemson University; Lisa Benson, Clemson University
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- Diversity
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- Educational Research and Methods Division (ERM)
on a qualitative study that explores the uniqueundergraduate engineering experiences of engineers who identify as Central Appalachian. Thisstudy employed interviews to collect data on how engineering students of Central Appalachiadevelop interests, make choices, and achieve success in their academic and career experiences. Interms of engineering education access and job opportunities, the inhabitants of CentralAppalachia have historically faced a unique set of challenges. However, this study took an asset-based approach to understand the unique cultural capital these students hold. The primary goal of this study was to understand the experiences of engineers who grewup in the Central Appalachia region, navigated undergraduate
- Conference Session
- Supporting Underrepresented and LGBTQ Students
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Stephanie A Damas, Clemson University; Lisa Benson, Clemson University
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- Diversity
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- Educational Research and Methods Division (ERM)
motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their development of problem-solving skills, self- regulated learning practices, and epistemic beliefs. Other projects in the Benson group involve students’ navigational 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
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 21
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University
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- Diversity
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- Educational Research and Methods Division (ERM)
choice, involvement, retention,graduation, and even post-graduation outcomes [3-4]. These studies have explored sense ofbelonging both as an antecedent to important socio-academic outcomes, as well as an outcome ofstudents’ socio-academic experiences within the college community [5-7].Existing research often examines college students’ sense of belonging as a global construct,positioning students to respond about their sense of belonging to institutions, disciplines, ordepartments [8-9]. However, recent research suggests that students’ development of sense ofbelonging may differ across contexts in the university community [7, 10]. Thus, how one’s senseof belonging in one space on campus (e.g. a classroom) may not be indicative of their sense
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 30
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University
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- Diversity
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- Educational Research and Methods Division (ERM)
spaces, having analter in the field who shares the same gender identity is an uncommon and welcomeexperience for nonbinary students. Zayn developed a close relationship with the nonbinaryprofessor based on their shared nonbinary identity. When asked to describe their relationship,Zayn recalled that they, “love talking with [the nonbinary professor]” and that they “havebonded and would consider [themselves] friends.”Zayn also emphasized the advantages of having a nonbinary faculty member, a person in a placeof authority and respect, and the mirroring support they provided to each other: Also, it’s nice because it is hard for me to correct people about my pronouns, but it’s easy for me to correct people about other people’s pronouns. So
Unpacking Critical Socializers Impacting STEM Students’ Motivation at a Minority Serving Institution
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 11
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Jeffrey Stransky, Rowan University; Prateek Shekhar, New Jersey Institute of Technology
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- Diversity
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- Educational Research and Methods Division (ERM)
interventions that measurably enhance students’ skills and competencies. https://orcid.org/0000-0002-4247-4322Dr. Prateek Shekhar, New Jersey Institute of Technology Prateek Shekhar is an Assistant Professor – Engineering Education in the School of Applied Engineering and Technology at the New Jersey Institute of Technology. He holds a PhD in Mechanical Engineering from the University of Texas - Austin, an MS in Electrical Engineering from the University of Southern California, and a BS in Electronics and Communication Engineering from India. Dr. Shekhar also holds a Graduate Certificate in Engineering Education from Virginia Tech. Prior to his current appointment, he worked as a Postdoctoral Researcher and Assistant
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- Educational Research and Methods Division (ERM) Technical Session 6
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- 2024 ASEE Annual Conference & Exposition
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- Joel Alejandro Mejia, The University of Texas at San Antonio
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- Diversity
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- Educational Research and Methods Division (ERM)
/as/xs,researchers have drawn upon studies conducted by and for Latinos/as/xs to challenge theprevailing White narrative of American exceptionalism in engineering education [11, 12].Borderlands scholarship, exemplified by the works of Gloria Anzaldúa [13-16], encouragesresearchers to explore how sociopolitical forces serve as the backdrop to current issues whereoppression is still present. Employing a Borderlands theoretical lens, engineering educationresearch has the potential to expose the origins of sociopolitical forces and analyze theirimpact on students' lived realities, revealing the interconnectedness of the political, personal,and educational spheres they inhabit.In this paper, the concept of Nepantla, a stage within Anzaldúa's
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- Educational Research and Methods Division (ERM) Technical Session 14
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Denise Wilson, University of Washington; Neha Kardam, University of Washington
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- Educational Research and Methods Division (ERM)
, an estimated 40% of women who earn engineering degrees either quit early in theircareers or never enter the engineering profession altogether [5]. Among underrepresentedminorities (URMs), leaks in the pipeline are equally dismal. In STEM, an estimated 37% ofLatinx and 40% of Black students switch majors as undergraduates, compared with 29% of whitestudents. Latinx and Black STEM students also drop out of college altogether far more often thanwhite STEM students; while only 13% of white students majoring in STEM disciplines drop out,20% and 26% of Latinx and Black students do so respectively [6].At the time in their career trajectory when women and URMs are enrolled in engineeringprograms in college, faculty and other instructors have a
- 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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- Educational Research and Methods Division (ERM)
. Historically, amajor deterrent for women considering STEM has been lower levels of math self-assessment [8],though recent studies suggest that this is becoming less important for persistence [12], [13]. Forinstance, researchers found that students’ have broadened their perception of the skills required inCS [13] with more awareness of the non-technical or “soft” skills, such as reliability and teamwork,that are sought by employers [29]. This shift suggests a need to explore how students perceive thefield of ML/AI and highlights the importance of studying other factors contributing to persistence.Professional role confidence, comprised of expertise confidence and career-fit confidence, is thedegree to which a person feels confident in their competence
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- Research Methodologies – Session 2
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Kanembe Shanachilubwa, 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)
almost to me, deciding to become a faculty member, which would be terrible. But at the same time, I do think I would develop technical skills in a postdoc that I did not develop as a graduate student. I wish I had never even applied… because I think that would be much like, I think just like holistically as a person, that would be a lot better. I think it would be physically healthier, mentally better. Like I think that I would be in a very, I feel like I'd be in a much more positive spot in my life if I had spent the last five years working in industry, doing a career, um, that kind of thing.This last mode of smoothing captures the emotional impact of
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 13
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Greses Perez, Tufts University; Lise Clara Mabour, Tufts University; G. R. Marvez, Tufts University; Ymbar Isaias Polanco Pino, Tufts University
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #44078Engineering Learning among Black and Latinx/e/a/o Students: ConsideringLanguage and Culture to Reengineer Learning EnvironmentsDr. Greses Perez, Tufts University Greses P´ rez is the McDonnell Family Assistant Professor in Engineering Education in the Civil and e Environmental Engineering Department at Tufts University with secondary appointments in Mechanical Engineering and Education. She received her Ph.D. in Learning Sciences and Technology Design with a focus on Engineering Education from Stanford University. As an Afro-Latina engineer and learning scientist, she has dedicated her career