Displaying results 1 - 30 of 83 in total
- Conference Session
- ERM Technical Session: Professional Formation & Career Aspirations
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- 2025 ASEE Annual Conference & Exposition
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- 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
- 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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- Diversity
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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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- Mohammed A. Alrizqi, Cornell University; Allison Godwin, Cornell University
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- Educational Research and Methods Division (ERM)
Facility and a 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
- Conference Session
- ERM Technical Session: Professional Formation & Career Aspirations
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- 2025 ASEE Annual Conference & Exposition
- Authors
- 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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- Diversity
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- Educational Research and Methods Division (ERM)
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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- Diversity
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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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- Ashley Ater Kranov, Washington State University; Edwin R. Schmeckpeper P.E., Norwich University; Steven W. Beyerlein, University of Idaho
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- Educational Research and Methods Division (ERM)
describe what students should be able to exhibit as they participate in anEPSA scenario discussion. The revised outcomes also more accurately reflect the original andupdated EPSA outcomes definitions and descriptors.The outcomes revisions focused on wording that is easier to understand and identify whenassessing a student discussion. For example, instead of students show “recognition of the needfor and ability to engage in life-long learning”, the 2024 wording for outcome 4 is more preciseand specifies the skills that comprise life-long learning: “Students acquire, interpret, evaluate andapply information.”Competencies considered critical for career readiness by organizations and industry informedboth the original EPSA Rubric learning outcomes and
- Conference Session
- ERM Technical Session: Examining Undergraduate Recruitment & Retention
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Sean Maw, University of Saskatchewan; Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver; Brian M Frank P.Eng., Queen's University; Lawrence R Chen, McGill University; Paul Neufeld P.Eng., MBA, PMP, University of Saskatchewan; Jason Grove P.E., University of Waterloo; Carolyn G. MacGregor P.Eng., University of Waterloo; Kimia Moozeh, University of Toronto; Grant McSorley, University of Prince Edward Island; Rubaina Khan, Queens University
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- Educational Research and Methods Division (ERM)
Paper ID #47511An Analysis of Career Motivations and Aspirations of Canadian UndergraduateEngineering Students by Engineering MajorDr. Sean Maw, University of Saskatchewan Dr. Maw currently holds the Huff Chair in Innovative Teaching in the College of Engineering at the University of Saskatchewan. In this capacity, his work mainly focuses on First Year engineering, engineering design, and engineering education. He earned his BASc and MASc in Systems Design Engineering at the University of Waterloo, and a PhD in Neuroscience at the University of Alberta.Dr. Peter M Ostafichuk P.Eng., University of British Columbia, Vancouver
- Conference Session
- ERM Technical Session: Broadening Methodological Impacts
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- 2025 ASEE Annual Conference & Exposition
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- Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University
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- Educational Research and Methods Division (ERM)
Paper ID #46965Utilizing Podcast Interviews as a Data Source in Engineering Education Researchto Analyze Experiences of Women Engineers After a Career BreakOlivia Ryan, Virginia Polytechnic Institute and State University Olivia Ryan is a Ph.D. student in Engineering Education at Virginia Tech. She holds a B.S. in engineering with a specialization in electrical engineering from Roger Williams University. Her research interests include developing professional skills for engineering students and understanding mathematics barriers that exist within engineering.Ms. Katherine Drinkwater, Virginia Polytechnic Institute and State
- Conference Session
- ERM Technical Session: Developing Engineering Competencies III
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- 2025 ASEE Annual Conference & Exposition
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- Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham
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- Diversity
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- Educational Research and Methods Division (ERM)
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
- Authors
- Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida; Denise Rutledge Simmons P.E., University of Florida
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- Diversity
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- Educational Research and Methods Division (ERM)
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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- Diversity
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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
- ERM WIP III: Post-Undergraduate Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia; Nyna Jaye DeWitt, University of Georgia
- Tagged Divisions
- Educational Research and Methods Division (ERM)
the scope of this research, weoperationalize our definition of the School-to-Work Transition, drawing inspiration from (Blokker et al.,2023; Ng & Feldman, 2007).The school-to-work transition is the process of moving from education to theworkforce, involving both physical shifts (leaving school and entering employment) and psychologicaladaptation (transitioning from student to worker roles). It shapes long-term career sustainability and isinfluenced by individual traits, contextual factors, and timing. This paper reports on the methodological rigorand steps taken in the scoping review while presenting early insights into key trends. The overarching goal ofthis project is to explore student challenges in adapting to workplace demands, the
- Conference Session
- ERM WIP I: Methodological Applications in the Disciplines
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- 2025 ASEE Annual Conference & Exposition
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- Sungwon Shin, Texas Tech University; Sunho Lim; Suhkyung Shin, Hanyang University
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- Educational Research and Methods Division (ERM)
career aspirations in cybersecurity, although these improvements were small (d =0.07-0.09) and non-significant (p > .05).Figure 2: Student Ethics and Computer Science PerceptionsThe analysis of students’ open-ended responses revealed shifts in their perceptions of ethics indrone technology. While their initial understanding was primarily focused on cybersecurityconcerns, they later expanded their perspectives to include broader ethical issues, such as“privacy invasions and other privacy-related issues” (Comment 1). Moreover, many reported thatthey began considering ethical implications before coding (e.g., Comment 16, 26, 37). They alsorecognized the importance of employing security techniques, such as “random waypoint mobilityto prevent
- Conference Session
- ERM Technical Session: A Focus on Faculty Experiences & Perceptions
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- 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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- Diversity
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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
- ERM WIP III: Post-Undergraduate Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Hwangbo Bae, University of Michigan; Joi-Lynn Mondisa, University of Michigan
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- Educational Research and Methods Division (ERM)
-interview surveys and semi-structured interviewsfacilitated by participant-drawn sociograms. The survey responses and sociograms were used tosupplement the qualitative analysis of the interview data. The full analysis and presentation ofthese data will be used in the future work.The preliminary findings reveal that ideal mentorship includes providing (1) guidance forresearch activities, (2) career development opportunities, and (3) empathy towards students.These findings provide practical implications for ERC mentors because they can use thisinformation to improve their mentoring guidelines and educate students about social capitalresources within the center. For example, this study found that students most commonly valuedresearch guidance from
- Conference Session
- ERM Technical Session: Student Mental Health & Wellbeing I
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- 2025 ASEE Annual Conference & Exposition
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- Narjes Khorsandi Koujel, Rowan University; Sowmya Panuganti, Purdue Engineering Education; Justin Charles Major, Rowan University
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- Educational Research and Methods Division (ERM)
achieve long-term aspirations [3]. While much emphasis hasbeen placed on formal mentorship programs, informal mentorship has been cited as a strong yetfeasible alternative. Trust and emotional connections from informal mentoring networks, usuallywithin the family or peer groupings, are typically wanted in formal programs [4].Formal mentorship involves structured, institutionally-sanctioned relationships, such as faculty-student advising or workplace mentoring programs, which often focus on career advancement,skill development, or academic achievement [2], [5]. Informal mentorship develops organicallyfrom repeated and substantive contact with persons who reinforce mentees' sense of connectionand provide them with personalized support [6]. These
- Conference Session
- ERM Technical Session: Quantitative Instrument Development
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- 2025 ASEE Annual Conference & Exposition
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- Harly Ramsey, University of Southern California
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- Educational Research and Methods Division (ERM)
known for many years [1], [2], [3]. This gap has persisteddespite pedagogical and curricular changes, such as PBL, CDIO, capstone courses, and thebroader integration of professional skills into engineering education [4], [5], [6] [7], [8].Additionally, research documents the dissatisfaction of many early career engineers with theircareers [1], [9], [10], and their frustrations mirror those of their employers: they did notanticipate the integrated nature of professional skills in modern engineering work. Much of thisdissatisfaction, then, can be attributed to not just a “readiness gap” but also to an “expectationgap,” meaning that many engineering students have an unclear or mistaken vision of their futurework [1], [9], [11], [12]. Despite the
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- ERM Technical Session: Methods in Graduate Education
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- 2025 ASEE Annual Conference & Exposition
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- Malini Josiam, Virginia Tech Department of Engineering Education; Olivia Ryan, Virginia Polytechnic Institute and State University; Varun Sridhar, Independent Researcher
- Tagged Divisions
- Educational Research and Methods Division (ERM)
]. Sentence embedding models take in a sentence or paragraph as input and generate asingle embedding as output [3].We use an embedding similarity technique in an application of Engineering Education (EngE)research. EngE emerged as a research field in the early 2000s, a notable shift away from a solepedagogical focus [4]. Around the same time, newly formed engineering discipline-basedacademic units began offering PhDs and other graduate degrees in EngE to prepare students forfuture faculty careers [5]. These programs recognized that candidates qualified in engineeringwho could also bring expertise in pedagogy and assessment would be especially desirable foracademic jobs [5]. In the years following, scholars came together to establish the boundaries
- Conference Session
- ERM Technical Session: Examining Identity
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- 2025 ASEE Annual Conference & Exposition
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- 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)
evidence-based practices targeting the participants’ sense of belonging, self-efficacy beliefs, goal-oriented motivation, and engineering identities. With respect to engineeringidentity and recognition, the cohort program aimed to reduce barriers and create access to co-curricular activities including research and internships. Activities included career fair attendance,career panels, resume and networking workshops, and career-oriented mentoring. By graduation,11 of the 14 participants had worked at least one industry internship. Although this populationrepresents a higher percentage of students who had an internship experience compared to thenational average [38], these participants emphasize the value of these experiences when they canaccess
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- ERM Technical Session: Strategies for Student Support
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- 2025 ASEE Annual Conference & Exposition
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- Benjamin C. Flores, University of Texas at El Paso; Dessaray Gorbett
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- Diversity
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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
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- ERM WIP II: Equity & Accessibility in Engineering Education
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- 2025 ASEE Annual Conference & Exposition
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- Tania Gosselin, Université du Québec à Montréal ; Lawrence R Chen, McGill University
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- Educational Research and Methods Division (ERM)
thegraduate research training experience.By fostering growth as researchers and professionals, graduate education in engineering preparesstudents for careers in either academia or industry. In addition to providing technical trainingand knowledge, graduate education should help students build confidence in their capabilities,develop specialized research skills, and feel connected to both the academic and professionalcommunities [1]. While these broad goals generally align with established student outcomes,such as those specified by the Accreditation Board for Engineering and Technology (ABET) orthe Canadian Engineering Accreditation Board (CEAB), they also reflect the unique challengesof advanced research training.Works that empirically assess the
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- ERM Technical Session: Examining Identity
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- 2025 ASEE Annual Conference & Exposition
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- Courtney June Faber, University at Buffalo, The State University of New York; Danielle V. Lewis; Kayleigh Merz, University at Buffalo, The State University of New York
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- Educational Research and Methods Division (ERM)
research focuses on empowering engineering education scholars to be more effective at impacting transformational change in engineering and developing educational experiences that consider epistemic thinking. She develops and uses innovative research methods that allow for deep investigations of constructs such as epistemic thinking, identity, and agency. Dr. Faber has a B.S. in Bioengineering and a Ph.D. in Engineering and Science Education from Clemson University and a M.S. in Biomedical Engineering from Cornell University. Among other awards for her research, she was awarded a National Science Foundation CAREER Award in 2022 to study epistemic negotiations on interdisciplinary engineering education research teams.Dr
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- ERM Technical Session: Faculty Influences on Student Support
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- 2025 ASEE Annual Conference & Exposition
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- Kayt Frisch, George Fox University; Chris Sharp, George Fox University; Jeffrey Walters, University of Washington
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- Educational Research and Methods Division (ERM)
], andgenerally helping students clarify their future career goals [10], [11]. However, for a student toparticipate in research, they generally must take the initiative to seek out a position on a facultymembers’ research team or through an industry position. The low number of available positionsand the inherent challenges of pursuing this pathway for many students is a significant barrierthat leaves them without the opportunity to engage in research during their undergraduatecareers.Course-based Undergraduate Research Experiences (CUREs) provide a potential solution tothese challenges related to student access. CUREs allow faculty to integrate an authentic researchexperience into their courses simultaneously providing value for both external
- Conference Session
- ERM Technical Session: Strategies for Student Support
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- 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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- Diversity
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- Educational Research and Methods Division (ERM)
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
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- ERM Technical Session: A Focus on Faculty Experiences & Perceptions
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- 2025 ASEE Annual Conference & Exposition
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- Jasmine A Smith, University of Florida; Jeremy A. Magruder Waisome, University of Florida
- Tagged Divisions
- Educational Research and Methods Division (ERM)
the National Academies of Science, Engineering, and Medicine(NASEM) mentorship in STEMM focuses on research development (career support) andpsychosocial support (psychological and social development) [4]. Despite this description ofwhat STEMM mentoring relationships should entail, some mentors do not consider thepsychosocial support of graduate students their responsibility [16]. This lack of engagement inpsychosocial support can influence the self-awareness of the mentor and the mentee, which tendsto show up in the form of (mis)communication between the mentor and mentee. Studies havefound that faculty tend to react negatively to students who attempt to address their mental health,and faculty are less likely to initiate conversations about
- Conference Session
- ERM WIP I: Methodological Applications in the Disciplines
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- 2025 ASEE Annual Conference & Exposition
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- Bryce E. Hughes, Montana State University - Bozeman; Emmanuel Tetteh Teye
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #47572Exploring the Discipline-Based Identities of LGBTQ Students in STEMDr. Bryce E. Hughes, Montana State University - Bozeman 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
- ERM Technical Session: Quantitative Instrument Development
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Henry Salgado, University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; Alexandra Coso Strong, Cornell University
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- Diversity
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- Educational Research and Methods Division (ERM)
satisfaction. To address this gap, thecurrent study poses two research questions within the STEM HSI context:RQ1: Is there alignment in faculty satisfaction between department and institution levels?RQ2: Can we identify which factors may contribute to the satisfaction differences between theseorganizational levels?MethodsData SourceThis study analyzed responses to Harvard’s Collaborative on Academic Careers in HigherEducation (COACHE) survey, a widely used instrument administered to over 250 U.S. academicinstitutions since 2005 [24]. The COACHE survey includes 170 Likert-scale items that assessvarious aspects of faculty experiences and demographics. Our analysis focused on two itemsmeasuring level of satisfaction or dissatisfaction. Both items used a
- Conference Session
- ERM WIP IV: Examining Undergraduate Recruitment & Retention
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- 2025 ASEE Annual Conference & Exposition
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- 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 Identity
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Katharine Sarah Getz, Pennsylvania State University; Allison Godwin, Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Danielle V. Lewis, University at Buffalo; Linda DeAngelo, University of Pittsburgh
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
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 development. She has won several awards for her research including the 2021 Chemical Engineering Education William H. Corcoran Award, 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 AIChE Excellence in Engineering Education Research Award.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
- Conference Session
- ERM Technical Session: A Focus on Faculty Experiences & Perceptions
- Collection
- 2025 ASEE Annual Conference & Exposition
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- Camila Olivero-Araya, The Ohio State University; Monique S. Ross, The Ohio State University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
guiding this project is: How do institutional policies andindividual experiences shape the tenure process for early-career engineering faculty at R1institutions? This paper concentrates explicitly on the policy discourse analysis part. It focuseson two engineering schools in the Big Ten Conference. The selection of these institutions wasdeliberate, as they aligned with the origins of participants from the narrative portion of thebroader research project. To protect the identity and confidentiality of the participants,pseudonyms have been assigned to the institutions throughout this study; they will be referred toas the Northern Lakes University and the Silver Creek Polytechnic Institute.The data for this study are from an analysis of 15