Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University at West Lafayette (COE); Andrew Katz, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University; Brent K. Jesiek, Cornell University; Andrew Whitehead; Sowmya Panuganti, Purdue Engineering Education

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Educational Research and Methods Division (ERM)

Paper ID #38412Promoting Research Quality to Study Mental Models of Ethics andDiversity, Equity, and Inclusion (DEI) in EngineeringDr. Justin L. Hess, Purdue University at West Lafayette (COE) Dr. Justin L Hess is an assistant professor in the School of Engineering Education at Purdue University. Dr. Hess’s research focuses on empathic and ethical formation in engineering education. He received his PhD from Purdue University’s School of Engineering Education, as well as a Master of Science and Bachelor of Science from Purdue University’s School of Civil Engineering. He is the editorial board chair for the Online Ethics

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Djedjiga Belfadel, Fairfield University

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Educational Research and Methods Division (ERM)

, ensuring a personalized match in research interests.The coordination team's efficacy is evident in the program's 100% placement rate last year,successfully pairing students with appropriate mentors and projects, reflecting a keenunderstanding of both student and faculty needs.A key aspect of the program is its dual focus on hands-on research and educational seminars.Students engage directly in real-world research under expert guidance, applying classroomtheories to practical scenarios, fostering innovation and inquiry. Concurrently, weekly seminarscover essential topics like research ethics, intellectual property rights, IRB and IACUCprotocols, and grant writing skills, and technology transfer.The program’s holistic structure develops not just

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nyna Jaye DeWitt, University of Georgia; Animesh Paul, University of Georgia; Racheida S Lewis, University of Georgia

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Educational Research and Methods Division (ERM)

Engineering Education, 2025 Scoping Review: Understanding the Place of Justice, Equity, Diversity, and Inclusion in EngineeringBackgroundAs engineering educators and researchers, we are motivated by the pressing need to bridge the gapbetween technical expertise and social responsibility in engineering education. Engineering is notjust about designing systems and solving technical problems; we argue that it is inherently aservice-oriented discipline that impacts diverse communities.Working with diverse communities requires historical context, ethical reasoning, and the inclusionof marginalized voices in the engineering design process [1]. However, traditional engineeringcurricula have often prioritized technical

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Harriss; Ian McGill; Elizabeth Gray; Aparajita Jaiswal, CILMAR Purdue University; Sakhi Aggrawal, Purdue University at West Lafayette (PPI)

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Educational Research and Methods Division (ERM)

competence, Undergraduate, Critical reflection,Communication 1. Background Perspective-taking, referred to as the cognitive ability to consider and interpret situations from another’s point of view [1], is a critical skill for fostering collaboration and communication inacademic, professional, and social settings [2]. It enables individuals to interpret the actions andintentions of others, thereby enhancing communication across cultural and interpersonaldifferences [3]. Hess et al. [4] emphasize that perspective-taking is a foundational component ofempathy, crucial for ethical reasoning, effective conflict resolution, and interculturalcommunication. As higher education increasingly prepares students for a globalized workforce[5], [6], the

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

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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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

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Adetoun Yeaman, Northeastern University; Diana Bairaktarova, Virginia Tech

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Educational Research and Methods Division (ERM)

Paper ID #39845A Literature Review to Explore a Relationship: Empathy and Mindfulness inDesign EducationMs. Rubaina Khan, University of TorontoDr. Adetoun Yeaman, Northeastern University Adetoun Yeaman is an Assistant Teaching Professor in the First Year Engineering Program at Northeastern University. Her research interests include empathy, design education, ethics education and community engagement in engineering. She currently teaches Cornerstone of Engineering, a first-year two-semester course series that integrates computer programming, computer aided design, ethics and the engineering design process within a project

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

that some skills were more commonly associated with specific activitysystems across different project teams, not for quantitative analysis. TABLE I PROFESSIONAL SKILLS PLACED IN THE ACTIVITY SYSTEM Category Professional Skill Community Networking (11), Teamwork (5), Interpersonal Communication (2), Communication, Cross-Cultural Skills, Public Speaking Objective Strategy (6), Creativity (5), Global Awareness (3), Problem Solving (3), Public Speaking (3), Teamwork (3), Written Communication (3), Interpersonal Communication (2), Critical Thinking, Cross-Cultural Skills, Ethics

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Autumn Cuellar, Utah State University; Sarah Principato; Sakshi Solanki; Catherine McGough Spence, Minnesota State University, Mankato; Marissa A Tsugawa, Utah State University

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Educational Research and Methods Division (ERM)

community engagement (e.g., likes) and interaction features (e.g., “stitch”) uniqueto this platform [29].To protect autonomy and equality of individuals, we designed our research following the InternetResearch: Ethical Guidelines 3.0 [64] when centering neurodivergent voices on the internet usingperson-centered research methods. We collected publicly available content only (not private) andstored the data in a secure Box folder. To protect the identity of the creators, we also usedpseudonyms for each content creator and blurred out faces and usernames on shared screenshots.We will delete all content on Box at the end of the analysis providing a deidentified dataset to theinstitution’s digital commons for study replication.4.2. Data Collection and

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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Educational Research and Methods Division (ERM)

. IntroductionEngineering curriculum frequently focuses on technical, analytical, and decision makingknowledge and skills, evident by the common focus of courses on math and physics principles[1]–[3]. Course problem sets and projects routinely focus on determining variables and solvingequations where there is one “right” answer [4]. However, engineering work is inherently bothtechnical and social [5], [6]. To address major problems of today’s world, engineering studentsneed to develop contextual and cultural competencies, ethical responsibility, and socialengagement knowledge and skills, as well as the ability to work across disciplinary boundaries[7]–[10]. Engagement in these skills, which we collectively call “comprehensive engineeringknowledge and skills”, are

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristen Moore, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Qiuxing Chen; Anne M. McAlister, University of Virginia; Courtney Burris; Jada Vanessa Mowatt, Department of Chemical and Biological Engineering, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

urbanplanning method. These approaches shift the power relationships traditionally established ininterview settings and allowed student participants to shape the direction of their interviews andstorytelling.In this paper, we first describe the central ethical and justice challenges to soliciting andengaging BIPOC students in research about their experiences. After describing the goals of thestudy, we explain two key strategies that allowed us to address these challenges in our datacollection: 1) Use of boundary objects to elicit participants narratives, and 2) the integration ofparticipatory urban planning methods.We show sample data sets to explain the ways our methods provided opportunities to learn morefrom students, to gain a comprehensive

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yi Cao, Virginia Tech; Qin Zhu, Virginia Tech; Jennifer M. Case, Virginia Tech

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Educational Research and Methods Division (ERM)

in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Virginia Tech. Dr. Zhu is also serving as Associate Editor for Science and Engineering Ethics, Associate Editor for Studies in Engineering Education, Editor for International Perspectives at the Online Ethics Center for Engineering and Science, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu’s research interests include engineering ethics, global and inter- national engineering education, the ethics of human-robot interaction and artificial intelligence, and more recently Asian American students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

survey responses. We offeredguidance on designing data collection practices to meet IRB ethical requirements for research.We hope these ideas can make it easier for engineering educators to study undergraduate researchas a formative moment of socialization into engineering, whether as researchers or asprofessionals. REFERENCES[1] J. Lave and E. Wenger, Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press, 1991.[2] H. M. Collins, Tacit and Explicit Knowledge. Chicago: University of Chicago Press, 2010.[3] J. Frechtling, “The 2010 User-Friendly Handbook for Project Evaluation,” National Science Foundation, Arlington, VA, 2010.[4] Lopatto, “Survey of Undergraduate Research Experiences (SURE

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, The University of Arizona; Gimantha N Perera, The University of Arizona; Ann Shivers-McNair, University of Arizona; Francesca Lopez; Hannah Budinoff, The University of Arizona

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Educational Research and Methods Division (ERM)

Institutions. Subbian’s educational research is focused on asset-based practices, ethics education, and formation of professional identities.Gimantha N Perera, The University of Arizona Gimantha Perera is a Sri Lankan born researcher and educator from NC State University. He was inspired to be an engineer by his maternal grandfather Anil, who would consistently come home from work covered in grease and grime after climbing bodily into machines to fix them. He shares a promise with his grandfather, now departed, that he will continue to innovate, contribute, and revolutionize industry through engineering and teaching. His world view that can be summed up in two statements: ”Just because it works, doesn’t mean in can’t be

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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Educational Research and Methods Division (ERM)

transformative nature [19]. We employedfour tenets of duoethnography – currere, polyvocal and dialogic, difference, and ethical stance.Currere, our lives and lived experience are the lens with which we use to self-interrogate themeanings we each hold [18] with regards to negotiating educational structures, navigating systems,and developing our professional identities. With polyvocal and dialogic, our stories are specific,and our individual voices, dialogues and opinions are made explicit so that the reader can makeconnections of meaning and understand the context of the conversation [18][20]. Differencehighlights the difference in our journeys and career stages, articulating each person’s unique lifehistory [21] [22] [18] Finally, ethical stance enables

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lise Clara Mabour, Tufts University; Geling Xu, Tufts University; Brian Gravel, Tufts University

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Educational Research and Methods Division (ERM)

experiences, we can contribute our perspective and add insights intohow engineering education graduate student researchers come to be.Reference[1] F. Goodyear-Smith, C. Jackson, and T. Greenhalgh, "Co-design and implementation research: challenges and solutions for ethics committees," BMC Med. Ethics, vol. 16, no. 78, 2015. https://doi.org/10.1186/s12910-015-0072-2.[2] C. Ellis, T. E. Adams, and A. P. Bochner, "Autoethnography: an overview," Historical Social Research/Historische Sozialforschung, pp. 273-290, 2011.[3] R. Likely and C. Wright, "The Journey of Decolonization as a Scientist and Science Education Researcher," in Equity in STEM Education Research: Advocating for Equitable Attention. Cham: Springer International Publishing

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Educational Research and Methods Division (ERM)

co-designin makerspaces [8, 9]. By having students focus on solving problems that they themselves careabout, or at least identifying a problem that has a person in the middle of the system, there areincreased possible opportunities to engage in social justice, and applied ethics [10] in doingengineering work. For the purposes of accreditation, ABET has also propagated a definition forengineering design more broadly as “a process of devising a system, component, or process tomeet desired needs and specifications within constraints” [4]. Additionally additional context andinputs about the global, societal, cultural, and environmental aspects of an engineered system arenow also part of the expected student outcomes ABET delineates.ContextWe

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)

academia.IntroductionAttempts to understand research culture are not new, and there are examples of scholarsmapping, analyzing, and critiquing research culture in the sciences. Some examples are studiesranging from ethical concerns in psychology research [1], critiques of the underlyingphilosophical assumptions of scientific research [2]–[4], developing a framework for scientificresearch in the life sciences [5], to social and political critiques of funding practices in the STEMresearch enterprise [6]–[8]. Following these trends, scholars have explored the nature ofengineering and the cultural underpinnings that guide the field in both practice and training offuture engineers [9]–[13]. These works are often concerned with developing a deeperunderstanding of the

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

data on these intersecting identities. Interview data were coded infour passes. We identified how the student’s unique values and experiences, mainly related to hiswork ethic, took priority over connecting with others or engaging in departmental or universityprograms. Themes that emerged from the interview data were familiar experiences (seekinghands-on experiences), motivation for engineering degree attainment (familial expectations anddesire for job security), degree attainment resources (strong sense of self-reliance, lack ofreaching out to other sources of support), and strategic gaps (limited understanding of what anengineer does or how to get an engineering job). Understanding this student’s experienceprovides insights into underlying

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Christa E. Winkler, Mississippi State University; Blayne D. Stone, University of Pittsburgh; Charlie Díaz, University of Pittsburgh

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Educational Research and Methods Division (ERM)

DEIBinitiatives is influenced by individual factors, such as racial and ethnic identity, as well asinstitutional culture and available resources. To be ready for change, faculty must see that changeis necessary, that the needed change will occur, and that there will be positive outcomes from thechange [7], [30]. Faculty of Color often bear the additional burden of advocating for DEIBchange while simultaneously navigating the challenges of systemic racism and discrimination[9]. For instance, even though Black faculty had higher service loads than their peers, they tookon additional voluntary diversity service, like mentoring Black students and anti-deficit teachingstrategies [31]. McGee describes this mindset as an equity ethic. An equity ethic requires

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

Cimino, New Jersey Institute of Technology Dr. Richard T. Cimino is a Senior Lecturer in the Otto H. York Department of Chemical and Materials Engineering at New Jersey Institute of Technology. His research interests include the intersection of engineering ethics and process safety, and broadening inclusion in engineering, with a focus on the LGBTQ+ community. ©American Society for Engineering Education, 2024 Initial validity evidence for a survey of skill and attitude development on engineering teamsAbstractThis research paper discusses an emerging project that 1) seeks to gather validity evidence for asurvey of engineering student teaming attitudes and skill

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Michelle Soledad, Virginia Tech

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Educational Research and Methods Division (ERM)

. A global engineer and researcher, Tahsin is an advocate and ally for better inclusion in STEM and beyond.Dr. Dayoung Kim, Virginia Polytechnic Institute and State University Dayoung Kim is an Assistant Professor in the Department of Engineering Education at Virginia Tech. She is broadly interested in engineering practice (e.g., practices and experiences of engineers in various employment settings, such as business organizations), engineering ethics (e.g., social responsibility of engineering professionals), and related policy concerns. Through her research, she aims to identify how best to support innovative and ethical practice of engineers in business settings through education and science & technology

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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Educational Research and Methods Division (ERM)

education is significantly different from otherdisciplinary education, it is crucial to examine these psychological factors in the context ofother disciplinary education (Bogaard et al., 2021). For instance, previous research providesinsights into the ethical considerations (Venkatesh et al., 2022) and interdisciplinaryperspectives of engineering education (Yeter et al., 2023), which could inform future researchon the psychological factors influencing career decisions in these fields. In addition, furtherresearch can explore the impact of various forms of support, such as mentorship andprofessional development courses, on engineering students’ career decision-making (Rathoreet al., 2016). Such studies could provide insights into the effectiveness

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinfeng (Kevin) Quan, Westlake University; Chaoyi Wang, Zhejiang Normal University ; Chenhui Zhang, Self-employed

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Educational Research and Methods Division (ERM)

#6 / #10 (differentiating memorization from understanding), #9 / #125 Pseudonyms are used for privacy and ethical concerns.(metacognitive awareness), and #10 / #13 (course performance) reinforce the model’s role inpromoting an integrated learning experience. Specifically, the correlation between items #6 and #10in both pretest and posttest phases suggests that students’ self-perceived learning skills align withtheir ability to distinguish between rote memorization and genuine understanding—a central goalof the LHETM approach.The positive correlations between item pairs #6 / #13 ( = 0.579, p = 0.012) and #7 / #13 ( = 0.542,p = 0.020) in the pretest phase alone reveal an intriguing predictive relationship: students’ initialconfidence in

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

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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Educational Research and Methods Division (ERM)

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)

their main points and therelated direct statements. These reflections were mapped to the five EDIPT stages andcentered on their individual and team reactions, which recorded the students' problem-solvingand decision-making skills development throughout the course. Ethical approval wasobtained from the first author’s university.Data AnalysisContent analysis was used to analyze the five reflections. Content analysis is a technique thathas been extensively used in studies analyzing newspaper articles, interview transcripts, andtextbooks. The deductive content analysis method was used to conduct the coding processdrawing upon the EDIPT framework. Cue words or sentences in the reflections included inthe analysis must show evidence of the design

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)

storming, norming,and performing, directly correlating with the research questions of the study. This process, fromopen coding to thematic structuring, allowed for an in-depth exploration of team dynamicswithin the REU program.3.4 Ethical and Trustworthiness ConsiderationsTo ensure the ethical integrity of the study, informed consent was obtained from all participants.The data was anonymized to protect the identity of the participants and stored securely on Box.To enhance the trustworthiness of the findings, an additional coder was enlisted to conductinitial coding and analysis and participate in peer debriefing and inter-rater reliability (IRR)analysis. The IRR analysis measured the degree of agreement among the coders in applying thecodes and

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Claussen, San Francisco State University; Fatemeh Khalkhal; Xiaorong Zhang, San Francisco State University; Ana Karen Biviano; Yiyi Wang, San Francisco State University

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Diversity

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Educational Research and Methods Division (ERM)

ethics and social responsibility, community engagement in engineering, and the experiences of low-income and first- generation students in engineering. She has a B.S. in electrical engineering from MIT and an M.S. and Ph.D. in electrical engineering from Stanford University.Fatemeh Khalkhal Dr. Khalkhal is an assistant professor in mechanical engineering at San Francisco State University (a primarily undergraduate and Hispanic-serving Institution). Her research experience is in developing structure-property relationships in complex fluids and polymer composites, broadening the participation of women and underrepresented minorities in engineering, and understanding the relationship between teamwork experience and

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Jamison, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

To develop technical engineering skillsFor your own happiness For financial reasonsBecause it suited your interests Service opportunityTo become a better leader Other (please describe)For networking purposesWhat, if any, professional skills do you feel that your co-curricular activities have helpedyou to develop? (multi-select)Critical thinking Oral written communicationProblem solving Leadership skillsEngineering design TeamworkCreativity Professional ethical integrityComputer skills NetworkingTime

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Neha B. Raikar, University of Maryland, Baltimore County; Nilanjan Banerjee

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Diversity

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Educational Research and Methods Division (ERM)

across diverse educational contexts. Pursuing suchinnovations in grading practices promises to advance educational equity and ensure studentsuccess more accurately reflects ability and effort.References 1. T. M. Addy et al., What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching. Stylus Publishing, LLC, 2021. 2. J. M. Malouff, A. J. Emmerton, and N. S. Schutte, "The risk of a halo bias as a reason to keep students anonymous during grading," Teaching of Psychology, vol. 40, no. 3, pp. 233-237, 2013. 3. L. R. Southgate, "Rethinking Anonymous Grading," Ethic Theory Moral Prac, 2023. [Online]. Available: https://doi-org.proxy-bc.researchport.umd.edu/10.1007/s10677-023-10415-y 4