Displaying results 1 - 30 of 149 in total
- Conference Session
- Student Experiences and Development – Session 2
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- 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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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) Technical Session 13
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachel E. Durham, Notre Dame of Maryland University; Michael L. Falk, The Johns Hopkins University; Alexis Daniels, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Margo K. Williams, The Johns Hopkins University; Emily J Yanisko, American University
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Paper ID #43729Encouraging STEM Careers among Minoritized High School Students: TheInterplay between Socio-Environmental Factors and Other Social CognitiveCareer ConstructsDr. Rachel E. Durham, Notre Dame of Maryland University Rachel E. Durham (PhD, Sociology & Demography, Pennsylvania State University) is an Associate Professor in the School of Education at Notre Dame of Maryland University, and a Senior Fellow with the Baltimore Education Research Consortium (BERC). With a background in sociology of education, education policy, and demography, her research focuses on graduates’ transition to adulthood, career and
- Conference Session
- ERM Technical Session: Professional Formation & Career Aspirations
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- 2025 ASEE Annual Conference & Exposition
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- Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius
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- Educational Research and Methods Division (ERM)
- Conference Session
- ERM Technical Session: Professional Formation & Career Aspirations
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- 2025 ASEE Annual Conference & Exposition
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- Syeda Fizza Ali, Texas A&M University; Anna Stepanova, Texas A&M University; Nancy Elizabeth Martinez, Texas A&M University; Sung Je Bang, Texas A&M University; Juan Carlos Laya, Texas A&M University; Carlos Andres Alvarez Zarikian, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Saira Anwar, Texas A&M University
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nationaland international universities, including the Texas A and M University - USA, University of Florida -USA, and Forman Christian College University - Pakistan. She also received outstanding teacher awardsin 2013 and 2006. Also, she received the ”President of Pakistan Merit and Talent Scholarship” for herundergraduate studies. ©American Society for Engineering Education, 2025Validating Scales to Measure Undergraduate Students’ Interest and Career Aspirations in Geoscience and SedimentologyAbstractThis full paper in the empirical research paper category presents the validity of scales tomeasure students’ interest and career aspirations in geoscience and sedimentology (GS). Highattrition rates are an ongoing
- Conference Session
- ERM Technical Session: Professional Formation & Career Aspirations
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- 2025 ASEE Annual Conference & Exposition
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- Andrea Lidia (Lili) Castillo, Arizona State University; Dina Verdin, Arizona State University, Polytechnic Campus
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- 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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on Professional Identity Development of InternationallyTrained Minoritized Women Early Career Researchers (ECR) in Canada: A Work in ProgressAbstractThe experiences of internationally trained minoritized academic researchers in engineering andeducation tend to deviate from the dominant developmental model of the doctoral program andfaculty preparation. Our research extended the use of duoethnography methods to trio-ethnographyand adapted Carlson and team’s conceptual model of professional identity development [1] toinvestigate how internationally trained minoritized women early career researchers (ECR) buildtheir professional identity construction throughout their doctoral study. Our preliminary findingshighlighted
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 4
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- 2024 ASEE Annual Conference & Exposition
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- Gabriella M. Sallai, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University
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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
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- Educational Research and Methods Division (ERM) Technical Session 28
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- 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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the development of sociotechnical thinking and lifelong learning skills in engineering. ©American Society for Engineering Education, 2024 Identifying curriculum factors that facilitate lifelong learning in alumni career trajectories: Stage 3 of a sequential mixed-methods study1.0 IntroductionIn this research paper, we present results of the third stage of a mixed-methods study thatinvestigates the relationship between lifelong learning and undergraduate experiences forscience, technology, engineering, and mathematics (STEM) alumni. Lifelong learning can bedefined broadly as a graduate’s “generic ability to guide their own learning throughout their livesand in the wide variety of situations they will
- Conference Session
- ERM Technical Session: Developing Engineering Competencies III
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham
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Paper ID #46294”How did I pass this and I didn’t know any of it?:” Reconsidering SocialCognitive Career Theory and the Development of Mathematical Self-Efficacyamid Structural InequalitiesDr. Alexis Grace Daniels, Johns Hopkins University Alexis Daniels (EdD, School of Education, Johns Hopkins University) is a Program Administrator at the Center for Educational Outreach within the Whiting School of Engineering at Johns Hopkins University.Rachel E Durham Rachel E. Durham (PhD, Sociology and Demography, Pennsylvania State University) is an Associate Professor in the School of Education at Notre Dame of Maryland University, and a
- Conference Session
- ERM Technical Session: Broadening Methodological Impacts
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- 2025 ASEE Annual Conference & Exposition
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- Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida; Denise Rutledge Simmons P.E., University of Florida
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Paper ID #45692Foundational Methods for Inclusive Engineering Research: Reflexive DesignChoices to Foster Participation and Broaden ImpactDr. Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida Elizabeth is a Civil Engineering postdoc at the University of Florida. Her research interests involve responsible and ethical AI in civil engineering, responsible engineering design, leadership, the experiences of early career engineers, social sustainability, and workforce sustainability. She is also interested in student and faculty development. Elizabeth received a B.S. from Clemson University and her and M.S. and Ph.D
- Conference Session
- ERM WIP V: Assessing & Developing Competencies in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Holly Trisch, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University
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- Educational Research and Methods Division (ERM)
barriers to foster an environment where diverse and creative people are successful in the pursuit of engineering and computing degrees. Jean’s efforts have been recognized with numerous awards including the National Science Foundation Faculty Early Career Development award, the American Society for Engineering Education John A. Curtis Lecturer award, and the Bagley College of Engineering Service award. Jean earned her B.S. and M.S. in computer engineering from Mississippi State University, and her Ph.D. in engineering education from Virginia Tech. ©American Society for Engineering Education, 2025 “The Influence of Elementary School Teachers’ Social Capital on First- Year Engineering Students
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 6
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Lin Chase, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato
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- Diversity
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- Educational Research and Methods Division (ERM)
reported work on engineering stress culture(ESC) in the context of project-based learning engineering programs. Our previous work, whichmirrored a study conducted by Jensen and Cross on this topic, showed that students inproject-based engineering programs report less stress and depression, stronger personal vision ofan engineering career, more positive perceptions of department caring and diversity, and greaterpride in their department compared to the student population in the original study. No statisticallydifferent effects were found for reported anxiety or engineering identity between the twopopulations in our previously reported work.Purpose: Our goal is to continue the comparative replication of Jensen and Cross’s study byestablishing a
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 11
- Collection
- 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
- Student Experiences and Development – Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Madeline Roth, Bucknell University; Elif Miskioglu, Bucknell University; Adam R. Carberry, Arizona State University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott
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- Educational Research and Methods Division (ERM)
Paper ID #38236Characterizing Perceptions of Engineering Intuition Based on Experienceand GenderMadeline Roth, Bucknell University Madeline (Maddi) Roth is an undergraduate student with majors in Neuroscience and Psychology and a minor in Education.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Lara Perez-Felkner, Florida State University; Ciera Fluker; Tarik J. Dickens; Chelsea Armbrister, Florida A&M University - Florida State University
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- Educational Research and Methods Division (ERM)
Paper ID #44477Manufacturing Inclusive Excellence: An Intersectional, Mixed Methods Studyof Engineering Identity among Undergraduate Research Students at a HistoricallyBlack UniversityDr. Lara Perez-Felkner, Florida State University Dr. Lara Perez-Felkner is an Associate Professor of Higher Education and Sociology in the Higher Education Program within the College of Education at Florida State University. Her research uses developmental and sociological perspectives to examine how young people’s social contexts influence their college and career outcomes. She focuses on the mechanisms that shape entry into and persistence in
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 5
- Collection
- 2024 ASEE Annual Conference & Exposition
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- 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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their ability to work in a team and perceived leadership ability. Seven items aredrawn directly from the MMRE's "Confidence in Leading and Working on an Engineering Team"construct. Identity as an Engineer: Identity as an engineer (or engineering identity) includes beingrecognized as or viewing oneself as a certain 'kind of person' in the context of engineering. Seventotal items are included to assess aspects of identity such as recognition, interest, and communitybelongingness, six were taken from the SUCCESS instrument and one from the MMREinstrument. Commitment to an Engineering Career: Commitment to an engineering career is relatedto a student’s dedication to pursuing a career as an engineer. Seven items are taken
Unpacking Critical Socializers Impacting STEM Students’ Motivation at a Minority Serving Institution
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 11
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- 2024 ASEE Annual Conference & Exposition
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- Jeffrey Stransky, Rowan University; Prateek Shekhar, New Jersey Institute of Technology
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- Educational Research and Methods Division (ERM)
improveretention, researchers have applied asset-based perspectives to studying retention of marginalizedstudents. This approach often emphasizes the role of social capital [1], [11] and socializers [12]–[14] as primary drivers of motivation to pursue STEM education and careers. This present paperbegins to unpack the unique relationship between socializers and the decision students atminority serving institutions (MSIs) make to pursue STEM. We report on the experiences ofstudents gathered using qualitative methods and examined through the lens of expectancy valuetheoretical framework.Theoretical Framework: Expectancy-ValueMotivation to pursue a career in STEM can be modeled through Eccles et al.'s Expectancy-Valuetheory (EV) [15]. EV establishes a direct
- Conference Session
- ERM Technical Session: A Focus on Faculty Experiences & Perceptions
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign
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- Educational Research and Methods Division (ERM)
faculty members reflect on and adapt theirteaching practices within supportive communities. We also explore how personal,departmental, and institutional factors, if any, affect their participation and career paths. Thisleads us to examine the following research question: How do women engineering teachingfaculty experience and perceive their participation in communities of practice?MethodsThe Faculty Innovation Initiative (FII) is a program that supports innovation in undergraduateengineering education at a large research-intensive Midwestern U.S. university. For over adecade, it has been supported by the College of Engineering and encourages facultycollaboration through communities of practice. Faculty teams work together to design andimplement
- 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)
held fellowships in Ethics of AI and Technology & Society organizations.James N. Magarian, Massachusetts Institute of Technology James Magarian, PhD, is a Sr. Lecturer and Associate Academic Director with the Gordon-MIT En- gineering Leadership (GEL) Program. He joined MIT and GEL after nearly a decade in industry as a mechanical engineer and engineering manager in aerospace/defense. His research focuses on engineering workforce formation and the education-careers transition.Dr. Alison Olechowski, University of Toronto Alison Olechowski is an Assistant Professor in the Department of Mechanical & Industrial Engineer- ing and the Institute for Studies in Transdisciplinary Engineering Education and Practice (ISTEP
- 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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engineering interests. Our findings showed that teamwork, problem-solving, technicalcommunication, and using foundational technical knowledge were perceived by students asemphasized most in their classes. Students discussed how these practices and skills built thefoundation to do their engineering work but were at times dissatisfied with the lack of socialconsiderations around stakeholders, sustainability, and contextual aspects of their work. Studentsfurther described career interests to solve complex, societal issues. This paper has implicationsfor incorporating sociotechnical practices and broader careers interest into engineeringcurriculum.Keywords: figured worlds; engineering curriculum; engineering culture; engineering practices;alignment1
- Conference Session
- Investigating Student Pathways to and through Undergraduate and Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno
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Award, The Nevada Women’s Fun Woman of Achievement Award, and the UNR College of Engineering Excellence Award.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 studenMr. 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
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 6
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- 2024 ASEE Annual Conference & Exposition
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- Bryce E. Hughes, Montana State University; Emmanuel Tetteh Teye, Montana State University
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Paper ID #43997Queer and Engineer? Exploring Science and Engineering Identity amongLGBTQ PeopleDr. Bryce E. Hughes, Montana State University Bryce E. Hughes is an Associate Professor in Adult and Higher Education at Montana State University. His research interests encompass diversity and equity in engineering education, with a focus on LGBTQ students. He was recently awarded an NSF CAREER grant to study the experiences of LGBTQ undergraduates in STEM fields. He holds a Ph.D. in education from the University of California, Los Angeles, an M.A. in student development administration from Seattle University, and a B.S. in general
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 3
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Brittany Boyd, American Institutes for Research; Jing Yan, Tennessee State University; Taylor Lightner, QEM Network; Mercy Mugo; Ivory A. Toldson, Howard University; Lin Li P.E., Tennessee State University
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- Educational Research and Methods Division (ERM)
-author of 20 peer-reviewed papers and principal investigator or co-principal investigator of more than 17 major research grants.Dr. Taylor Lightner, QEM Network Dr. Taylor Lightner is a dedicated educational researcher and advocate committed to empowering historically marginalized groups in STEM education and careers through innovative and equitable educational practices. Her background in Engineering Education and Industrial Systems Engineering enables her to deeply understand how system dynamics influence broadening participation in STEM preparation, training, and careers. Therefore, she has coordinated various research efforts associated with teaching courses, developing workshops, administering surveys
- Conference Session
- Entrepreneurship and Inventive Thinking & Student Beliefs
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- 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)
identified alow sense of belonging within his department based on survey and interview data collected aspart of a larger project. From interview data, the student described how the attainment of hisengineering degree was one of many of his ongoing responsibilities, and thus he did not seek outstrong connections within his department. His interview data also revealed a lack of careerreadiness, as he only had a vague idea of what an engineering career might entail. Recognizingthat some students who view degree attainment as a transaction (i.e., they prioritize efficiencyover engagement) may not value traditional means of support and professional preparationwithin their engineering programs, we ask the research question: "What are the unique valuesand
- Conference Session
- Entrepreneurship and Inventive Thinking & Student Beliefs
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Joanna K. Garner, Old Dominion University; Melissa G. Kuhn, Old Dominion University; Jayme M. Cellitioci; Matthew Carter
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that can be used with upper elementary, middle, and high school aged students, and canserve as a research and program evaluation tool.Background The successful pursuit of an innovation and commercialization related career requirestechnical skills in science, technology, engineering, and mathematics, but also habits of mindincluding problem finding, problem solving, creativity, and the desire to share ideas with others(Garner, et al., 2021; Estabrooks & Couch, 2018; Lemelson Foundation, 2020). Theseproclivities have been revealed in several studies with successful inventors, entrepreneurs, andscientists (Garner, et al., 2021; Drucker, 1985; Shavavina & Seeratan, 2003). Self-reportmeasures offer a useful way to gauge children’s
- Conference Session
- ERM Technical Session: Strategies for Student Support
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Benjamin C. Flores, University of Texas at El Paso; Dessaray Gorbett
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- Educational Research and Methods Division (ERM)
experience and mentorship in promotingthe socio-academic integration of underrepresented minorities into STEM fields [5]. Studiesconsistently demonstrate that research experience positively influences career choice,preparation, and placement, while programs incorporating research experiences are linked toincreased degree completion and academic persistence [4], [6], [7]. Similarly, mentorship hasbeen shown to significantly enhance academic achievement, productivity, and persistence [8].Providing students with resources, networking opportunities, and encouragement has provenparticularly effective in fostering academic success and resilience. Furthermore, undergraduateresearch not only cultivates excellence but also expands participation in
- Conference Session
- Investigating Student Pathways to and through Undergraduate and Graduate Programs
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Collette Patricia Higgins; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University & Carthage College
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- Diversity
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- Educational Research and Methods Division (ERM)
indicates the presence of all fourpathways. All results taken together demonstrate how understanding individuals’ experiencesthrough early childhood and high school can evolve or stagnate with age and development.1. IntroductionIt is the unique experiences and perceptions of an individual which develop personal identity;often each of those experiences are heavily influenced by others surrounding us [1-2]. One’schoice in a college, or major, or even a particular career path is shaped by both positive andnegative perceptions of prior experiences, often emerging from passions or interests developedthroughout childhood [3]. Perception is a subjective evaluation of these experiences, and thus,positive and negative experiences differ from person to
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 13
- Collection
- 2024 ASEE Annual Conference & Exposition
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- 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)
, and the resulting social capital’sinfluence on their persistence in the field, remain unexplored. Motivated by the literature thatassociates demographic identifiers with access to social capital, and students’ access todevelopmental relationships and career-related resources (social capital) in CS with theirpersistence, this study explores a CS support program’s impact on persistence through capitalbuilding. We focus on Google’s Computer Science Summer Institute (CSSI), which providedgraduating high school students with a 3-week-long introduction to CS. We use interviews withparticipants who are now 2-5 years out of the program to study CSSI’s impact on their socialcapital and long-term persistence in CS. Thematic analysis reveals three
- Conference Session
- ERM Technical Session: Strategies for Student Support
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Robert M Nickel, Bucknell University
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Agency and Holistic Growth in an Engineering ProgramIntroduction raditional engineering curriculum and course structures prioritize preparing students forTtechnical and logical reasoning skills that are intrinsic to becoming an engineer. While these skills are undeniably vital for an engineering career, these courses often fail to provide opportunities for students to explore skills that go beyond the traditional curriculum and classroom walls. In addition, course structures often reinforce the stereotypical narrative in engineering that there is a dichotomy between the social and technical aspects with the latter being more important. Preparing students for both social and technical sides
- 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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. 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