Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sungwon Shin, Texas Tech University; Sunho Lim; Suhkyung Shin, Hanyang University

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Educational Research and Methods Division (ERM)

Education, Hanyang University, Seoul, South Korea. Her expertise lies in using instructional technologies to enhance performance and establish learning communities. Her research interests include designing effective learning environments and fostering problem-solving processes in various learning contexts. ©American Society for Engineering Education, 2025 (WIP) A New Curriculum Design in Aerial Computing: Teaching Ethical Decision-Making with Drones through Socio-Scientific InquiryAbstractThis work-in-progress paper presents a new curriculum that introduces undergraduate students todrone-centric cybersecurity and ethics in Sky-of-Privacy-Things (SoPT). Using a

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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Diversity

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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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Diversity

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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: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University

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Educational Research and Methods Division (ERM)

be able to put forward my analysis. I may be aware thatalong the dimensions I am writing about the class, participants simply disagree about themeaning and interpretation of events, and as a critical scholar I’m not presuming to represent allperspectives equally. In any case, a thoughtful explanation of the member checking process andjustification for the choices made actually does enhance credibility, to the point that I rarely needto invoke the word to convey that impression to my reader.5.6. EthicsAs most of us are regularly reminded in our roles, researcher ethics is a crucial topic engage inour research practices. However, most statements regarding research ethics written in methodssections are generic and performative, such as “The

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

utilizingavailable qualitative data remain scarce. This methods paper describes the process of usingpublicly available podcast episodes as a data source for an exploratory study in engineeringeducation. The podcast we used (3,2,1…iRelaunch) features interviews with individuals who havetaken a career break, and it explores their strategies and experiences as they return to theworkforce. The authors were interested in studying the unique experiences of women engineerswho relaunched their careers through an analysis of podcast interviews. This paper outlines thedata source selection, ethical considerations, data retrieval, analysis, and reporting decisions. Theadvantages of utilizing podcast data include context-embedded data, eliminating the need for

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

recognized an ASME Sparks Medal for his design and delivery of interactive learning experiences. His research has been in applied thermodynamics as well as scholarship of teaching/learning where he is widely cited for his work on process-oriented learning, assessment for learning, program assessment, and faculty development. ©American Society for Engineering Education, 2025 The Engineering Professional Skills Assessment 2.0: Preparing Engineering Students for Global Workplace ComplexitiesIntroductionProficiency in professional skills such as collaboration, knowledge application in contemporarycontexts, ethical judgment, problem solving, and

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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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 Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexa Ray Ronsairo Fernando, National University, Philippines; Nurzal Effiyana binti Ghazali, Universiti Teknologi Malaysia; Fatin Aliah Phang FASc, Centre for Engineering Education, Universiti Teknologi Malaysia; Nor Farahwahidah Abdul Rahman, Universiti Teknologi Malaysia

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Educational Research and Methods Division (ERM)

sustainability, human-centricity, and resilience of industrial systems [2], [3], whereengineers are key players [4]. These societal and technological shifts demand not only technicalproficiency but also a blend of adaptive, interdisciplinary, and ethical capabilities [5], [6].However, existing engineering competency models lack empirical grounding in this new contextand do not sufficiently reflect the holistic skillsets now required [6]. This study addresses thatgap by empirically validating a future-oriented competency framework aligned with the evolvingdemands of Industry 5.0.2 Literature ReviewThe industrial landscape has undergone significant transformations from Industry 1.0 to Industry4.0, and with the steep trajectory, we can reach Industry 5.0

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, The Johns Hopkins University, Laurel; Nusaybah Abu-Mulaweh, The Johns Hopkins University

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Educational Research and Methods Division (ERM)

Paper ID #47445WIP: Self-tracking Time-On-Task to promote self-organization skills in anUndergraduate Engineering Design CourseDr. Constanza Miranda, The Johns Hopkins University, Laurel Constanza is a multidisciplinary academic interested in the intersection between the creativity of design, the ethics of cultural anthropology, and the tech aspects of engineering. She is the Assistant Dean for undergraduate mentoring at the Whiting School of Engineering in Baltimore and an associate teaching professor in BME. She holds a Ph.D. in Design with a focus in anthropology from NC State University and was a Fulbright grantee. As

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolina López, Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontificia Universidad Catolica de Chile; Isabel Hilliger, Pontificia Universidad Católica de Chile; Luis Eduardo Vargas-Vidal, Pontificia Universidad Catolica de Chile

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Educational Research and Methods Division (ERM)

projects from companies, public institutions,and non-profit organizations. The course is designed to leverage all available information toapply financial methodologies and assess a project under strategic considerations, includingthe Net Present Value technique. Additionally, it seeks to strengthen professional skills, suchas effective communication, teamwork, and ethical commitment in professional practice.The course’s methodological framework is primarily team-based. Students are organized intogroups of approximately six members to carry out the project evaluation. The teaching staffcomprises three types of instructors: the Guiding Professor, the Supervising Professor, and theSection Professor. Each team is assigned a Guiding Professor

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joe Dallas Moore, Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University

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Educational Research and Methods Division (ERM)

, too. They ask for more flexibility. They struggle topay attention in class. And they display reduced professional behaviors. For instance, they wearearbuds during class, they show up late to class, they are on their devices more during class, theydo not work to establish meaningful relationships with the instructional team, or they miss classor assignments without communicating with the instructor. Problem-solving these commonchallenges is pertinent to all disciplines. We present an engineering education pedagogicalstrategy and assessment.While the specifics of professionalism is debated [4], [5], [6], there is some consensus around“professional skills”: communication, teamwork, and ethics [7]. Interpersonal skills have beenhighlighted as

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Allison Godwin, Cornell University; Justin L Hess, Purdue University – West Lafayette (College of Engineering); Nicholas D. Fila, Iowa State University of Science and Technology; Corey T Schimpf, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

interests include empathy, ethics, design thinking, and course design.Dr. Corey T Schimpf, University at Buffalo, The State University of New York Corey Schimpf is an assistant professor in the Department of Engineering Education at University at Buffalo. He is the Past Division Chair for the Design in Engineering Education Division (DEED) for the American Society of Engineering Education. His research interests include engineering and human-centered design, advancing research methods, and technology innovations to support learning in complex domains. He has a PhD from Purdue University in Engineering Education. ©American Society for Engineering Education, 2025WIP: Developing an Empathy in Design

Conference Session

ERM Technical Session: Improving Assessment in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach; Holly M Matusovich, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

conceptual understanding: A proposal for qualitative two-tier exam questions,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2015. doi: 10.18260/p.24516.[69] R. Kelley and B. Dooley, “The technology of cheating,” in 2014 IEEE International Symposium on Ethics in Science, Technology and Engineering, ETHICS 2014, IEEE, 2014, pp. 14–17. doi: 10.1109/ETHICS.2014.6893442.[70] D. D. Carpenter, T. S. Harding, C. J. Finelli, S. M. Montgomery, and H. J. Passow, “Engineering students’ perceptions of and attitudes towards cheating,” Journal of Engineering Education, vol. 95, no. 3, pp. 181–194, 2006, doi: 10.1002/j.2168- 9830.2006.tb00891.x.[71] L. Suskie, Assessing student learning: A common

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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Diversity

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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

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jasmine A Smith, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Educational Research and Methods Division (ERM)

. Stefano, “‘Mentoring is Ethical, Right?’: Women Graduate Students and Faculty in Science and Engineering Speak Out,” Int. J. Gend. Sci. Technol. Online, vol. 11, no. 1, pp. 108–133, 2019.[12] L. Anderson, K. Silet, and M. Fleming, “Evaluating and Giving Feedback to Mentors: New Evidence-Based Approaches,” Clin. Transl. Sci., vol. 5, no. 1, pp. 71–77, 2012, doi: 10.1111/j.1752-8062.2011.00361.x.[13] D. Feil-Seifer, A. Kirn, K. L. Stienhorst, and M. C. Parker, “WIP: Faculty Perceptions of Graduate Student Mental Health: A Productivity Framing,” in 2023 IEEE Frontiers in Education Conference (FIE), Oct. 2023, pp. 01–05. doi: 10.1109/FIE58773.2023.10343185.[14] B. L. Montgomery, J. E. Dodson, and S. M. Johnson, “Guiding

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Samuel J Dickerson, University of Pittsburgh; Andreea Toader, University of Pittsburgh

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Educational Research and Methods Division (ERM)

” option was also available. Thepanelists were also asked to identify the five most-relevant conceptions and rank them. Thereferences for these conceptions of judgment are given by [5-36]. Table 1: Conceptions of Judgment from the Literature 1. Application of one’s knowledge or experience 2. Approximation that achieves reasonableness 3. Assessment of the reasonableness of a solution, assumption, etc. 4. Consideration of societal, ethical, cultural, global, or aesthetic contexts or issues 5. Creativity (within constraints) 6. Critical thinking (i.e., disciplined gathering and use of information to guide action) 7.Decision making (including weighing of issues) amidst complexity and competing demands, objectives, or

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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Diversity

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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

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahlia Aviva Altgold, The Ohio State University; Emily Dringenberg, The Ohio State University; David A. Delaine, Florida International University; Amena Shermadou, The Ohio State University

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Educational Research and Methods Division (ERM)

can engage in advanced ethical reasoning that considers multiple perspectives[15], and provide more effective contributions to complex, sociotechnical problems [16], [17].Our current work seeks to share our insights and recommendations for adapting three differentdata generation methods for the purpose of eliciting complex belief sets to enable reflexivity.Reflexivity is largely internal- while reflexive practices can be facilitated with external support,the individual must choose to engage deeply with their own beliefs and assumptions to practicereflexivity [6], [18]. Thus, collaborative methods are critical for reflexivity because surfacingbeliefs and engaging in sensemaking around beliefs must be done internally (but may besupported

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, Rose-Hulman Institute of Technology; Heather Chenette, Rose-Hulman Institute of Technology

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Educational Research and Methods Division (ERM)

nature ofsustainability while also touching on ways considering sustainability prompts new learning, newor renewed interest, and recognition of both the limitations of possibilities for chemical engineersto affect change.References[1] National Academy of Engineering, “The Engineer of 2020: Visions of Engineering in the New Century,” National Academies Press, Washington, D.C., 2004. doi: 10.17226/10999.[2] “NSPE Code of Ethics for Engineers.” National Society of Professional Engineers, 2019. [Online]. Available: https://www.nspe.org/sites/default/files/resources/pdfs/Ethics/CodeofEthics/NSPECodeofEth icsforEngineers.pdf[3] “NSPE Advocacy: Sustainability and Resilience,” National Society of Professional Engineers. Accessed: Jan. 01

Conference Session

ERM Technical Session: Developing Engineering Competencies I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gibin Raju, Texas A&M University; Sheryl A. Sorby, University of Cincinnati

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Educational Research and Methods Division (ERM)

andApplied Science. The participant pool consisted of undergraduate engineering students from bothfirst-year and final-year cohorts across various engineering disciplines. Recruitment wasfacilitated through the distribution of flyers strategically placed throughout the college. Ethicalapproval for conducting this research was obtained from the University’s Institutional ReviewBoard (IRB), ensuring compliance with ethical guidelines for research involving human subjects.Data CollectionOf the 110 participants who completed the task, a subset of 56 participants were selected toparticipate in the verbal protocol component of the study using a non-probabilistic samplingtechnique. This subset included 30 participants from the first-year cohort and 26 from

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ibukunoluwa Eunice Salami, University of Nebraska - Lincoln; Kasey Moomau, University of Nebraska - Lincoln; Tareq Daher, University of Nebraska - Lincoln; Jessica Deters, University of Nebraska - Lincoln; Yusong Li, University of Nebraska - Lincoln; Ursula Nguyen, University of Nebraska - Lincoln; Lance C. Pérez, University of Nebraska - Lincoln; Logan Andrew Perry, University of Nebraska - Lincoln; Markeya Peteranetz, University of Nebraska - Lincoln; Trish Wonch Hill, University of Nebraska - Lincoln

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Diversity

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Educational Research and Methods Division (ERM)

assess the extent to which studentsare encouraged to reflect on their development, consider the societal impact of their work, andengage in lifelong learning. Aligned with Cultural Transformation Theory, this constructcontrasts environments that prioritize correctness and performance (dominator) with those thatnurture ethical awareness, adaptability, and personal growth (partnership).MethodsThis work-in-progress paper reports on the initial modification of an existing institutional climatesurvey using CTT. The modified survey was deployed within the College of Engineering (COE)at a large, midwestern, R1 land-grant university in Fall 2024. Rather than developing an entirelynew instrument, the research team modified existing items in the climate

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tania Gosselin, Université du Québec à Montréal ; Lawrence R Chen, McGill University

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Educational Research and Methods Division (ERM)

ininformation and communications technology and optics and photonics to complete the surveyanonymously. Combined, the research clusters involve 12 mid to large size public universitieswith R1 and R2 designations in the province of Québec, Canada. There are an estimated 550graduate students and 100 faculty members that are associated with both clusters. The study wasapproved by McGill University’s Research Ethics Board. Participants were invited by email atthe end of May/early June 2023 to complete the survey, which was available for a 6-weekperiod; two reminder emails were sent. We received a total of 169 complete responses,corresponding to a response rate of approximately 30%. After removing respondents who werenot graduate trainees, i.e., MSc or PhD

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie A Brown, Utah State University; Catherine McGough Spence, Minnesota State University, Mankato; Autumn Cuellar, Utah State University; Kartik Thakkar, Utah State University; Hamid Karimi, Utah State University; Marissa A Tsugawa, Utah State University - Engineering Education

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Diversity

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Educational Research and Methods Division (ERM)

furthermeaning and context-specific to engineering for those experiences, and finally holisticallyassesses strengths and challenges across an engineering semester for a neurodiverse individual.We believe that the work started with this interview protocol can inform researchers working inthis space in developing strengths and challenges-based interview protocols utilizing languageused to describe strengths and challenges experienced by neurodivergent people.AcknowledgementsThis work is supported by the National Science Foundation (Award #: EEC-2306830 andEEC-2306831).References[1]​ T. Armstrong, “The myth of the normal brain: Embracing neurodiversity,” AMA J. Ethics, vol. 17, no. 4, pp. 348–352, Apr. 2015.[2]​ M. Sanchez-Pena, X. R. Xu, N. Ramirez

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Catolica de Chile; Matias Lopez, Pontificia Universidad Catolica de Chile; Amanda Allendes, Pontificia Universidad Catolica de Chile; Andrés Ignacio Guevara, Pontificia Universidad Catolica de Chile

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Diversity

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Educational Research and Methods Division (ERM)

in the Training capital city. QS: 5 to 10. 7 M Mechanical 2019 Private. Traditional private University Civil Engineer Engineering with presence in different consultancy regions. QS: 35 to 40Participants were chosen from three different universities, as this WIP is part of broader researchaiming to respond to the research question from a broader perspective.For recruitment, participants were contacted through LinkedIn, a work-related social platform.The University Ethics Committee approved this research, and all the participants signed

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mohammed A. Alrizqi, Cornell University; Allison Godwin, Cornell University

Tagged Divisions

Educational Research and Methods Division (ERM)

adoptstandards conservatively, mandating multiple levels of basic science, engineering sciences,technical mechanical courses, lab experiences, plus humanities, social sciences, and professionaland ethical responsibility requirements. The outcome is often a double-layered curriculum thatcan be difficult to streamline.By contrast, CS tends to be more flexible, as the CC/Course value indicates. Accreditationframeworks for computing, while existent, are generally less prescriptive and less universallyadopted as it is often considered optional [24]. These differences may explain why many of thetop-tier CS programs in the United States are not accredited [24]. Accreditation can addstructural complexity; for instance, one study found that students in

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erin Johnson, Pennsylvania State University; Jiuqing Yu, Pennsylvania State University; Nosakhare Iyobosa Idiaghe, University of Nebraska - Lincoln; Jessica Deters, University of Nebraska - Lincoln; Catherine G. P. Berdanier, The Pennsylvania State University

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Diversity

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Educational Research and Methods Division (ERM)

engineeringstudents,” International Journal of Engineering Education, vol. 28, no. 1, p. 144, 2012.[40] C. G. P. Berdanier, X. Tang, and M. F. Cox, “Ethics and Sustainability in Global Contexts: Studying Engineering Student Perspectives Through Photoelicitation,” Journal of Engineering Education, vol. 107, no. 2, pp. 238–262, Apr. 2018, doi: 10.1002/JEE.20198.[41] N. Dang, K. Davis, and B. Jesiek, “Measuring Change in Students’ Development of Global Competency in Two Global Engineering Courses,” ASEE Annual Conference and Exposition, Conference Proceedings, Aug. 2022, doi: 10.18260/1-2--40586.[42] G. Downey et al., “Engineering Cultures: Expanding the Engineering Method for Global Problem Solvers,” Proceedings of the

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

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)

University of Prince Edward Island.In Sept/Oct 2023, each of these schools sent a link to their voluntary anonymous survey to allundergraduate engineering students from their institution. Each survey contained approximately45 questions, typically taking students 10-30 minutes to complete. Questions were primarilyyes/no, multiple-choice (inc. Likert scale), multi-choice, or sliding scale, and several included anopen-ended “other” response option. There were several fully open-ended questions that askedrespondents why they had responded as they did, to a prior question. Surveys were approved bythe human research ethics boards of all six participating institutions, and survey data wasgathered using SurveyMonkey™.The responses used in this specific

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

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)

Defined and Illustrated: In Nine Discourses Delivered to‬ ‭the Catholics of Dublin”.‬ ‭[14]‬‭G. Russell.,‬‭Holism and holistic‬‭. BMJ, 2016.‬ ‭[15]‬‭R. A. Cheville,‬‭Becoming a Human Engineer: A Philosophical Inquiry into Engineering Education‬ ‭as Means or Ends‬‭. Cambridge: Ethics International Press, 2022. Accessed: Nov. 08, 2021. [Online].‬ ‭Available:‬ ‭https://ethicspress.com/products/becoming-a-human-engineer-a-philosophical-inquiry-into-engineeri‬ ‭ng-education-as-means-or-ends‬

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

philosophical, theoretical, and methodologicalfoundations needed to ethically render trustworthy accounts of human experience. The field ofengineering education can, perhaps, benefit most from the promise of narrative research througha community approach to innovate new narrative methodologies and methods that cohere withbroader narrative research traditions while, at the same time, uniquely support inquiries ofexperience in the engineering education context.AcknowledgementsThis material is based on work supported by the National Science Foundation (NSF) under Grant2045634. All findings, opinions, conclusions, and recommendations are those of the authors anddo not necessarily reflect the views of the NSF.References[1] S. E. Chase. “Narrative inquiry

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nicholas A Baine P.E., Grand Valley State University; Karl Brakora, Grand Valley State University

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Diversity

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Educational Research and Methods Division (ERM)

professional ethics curriculum. Karl received his Ph.D. in Applied Electromagnetics from the University of Michigan. ©American Society for Engineering Education, 2025 Tuition Equity: A study of the disparate impact of different forms of block tuition based on raceAbstractThis full empirical research paper explores the impact of block tuition across differentdemographics. While much attention has been paid to college accessibility, particularly regardingelite school admissions and overall affordability, less focus has been given to how institutionalpolicies—such as tuition and fee structures—affect different degrees and studentsdisproportionately. These structures not only make certain