Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

VINCENT OLUWASETO FAKIYESI, University of Georgia; ISAAC DAMILARE DUNMOYE, University of Georgia; VARUN KATHPALIA, University of Georgia; Deborah Moyaki, University of Georgia; Animesh Paul, University of Georgia; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

-avoidance (α = 0.878). These values indicate acceptable to high internalconsistency for the scales in the current study.Self-efficacy for learning performanceThe Self-Efficacy for Learning Performance (SLP) subscale from the Motivated Strategies forLearning Questionnaire (MSLQ) [35] was used to assess students' self-efficacy in this study.This 8-item subscale measures students' confidence in their ability to successfully completeacademic tasks and achieve success in the course. Participants rated each item on a 5-point Likertscale, ranging from 1 (never or only rarely true of me) to 5 (always or almost always true of me).Higher scores indicate a stronger belief in their capacity to succeed academically. Example itemsinclude, “I believe I will

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

VINCENT OLUWASETO FAKIYESI, University of Georgia; Olanrewaju Paul Olaogun, Merrimack College; Deborah Gbemisola Fabiyi, Washington State University; ISAAC DAMILARE DUNMOYE, University of Georgia; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering students. One hundred and fiftystudents enrolled in a foundational engineering course at a public university in the southeasternUnited States completed measures with established evidence of validity of goal orientation,resilience, and self-efficacy. Hierarchical regression analysis revealed that resilience and masterygoals significantly predicted self-efficacy, while performance goals showed marginalsignificance. Mediation analysis indicated resilience partially mediated the relationship betweenmastery goals and self-efficacy. Practical implications for fostering resilience and mastery-focused strategies in engineering education are discussed, along with directions for futureresearch.IntroductionStudents’ academic performance and success

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexis Grace Daniels, Johns Hopkins University; Rachel E Durham

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, interests, goals, and actions, that confidenceand competence are directly proportional—are insufficient, particularly with minoritized youth.Under some circumstances, students can develop a sense of self-efficacy that is not aligned withtheir actual proficiency. Those circumstances include distrust of adults in the school, awarenessof low-quality instruction, and lack of access to high-quality STEM courses. In this study,overinflated mathematics self-efficacy has negative repercussions. While intuitively low self-efficacy does not support persistence in STEM, prior research has found that high mathematicsself-efficacy (measured in high school) was associated with enrollment in a four-year institutionfor young Black women; however, this mathematics

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haleh Barmaki Brotherton, Clemson University; Nathalie Al Kakoun, Engineering Learning Lab, American University of Beirut; Karen A High, Clemson University

Tagged Divisions

Educational Research and Methods Division (ERM)

further alignsthis dimension with Organization (FMPS), Self-oriented perfectionism (MPS), Other-orientedperfectionism (MPS) and High Standards (SAPS). In contrast, failure-avoiding perfectionism isassociated with the fear of making mistakes, often leading to self-criticism. It is conceptually linkedto Concerns over mistakes (FMPS), Doubting of actions (FMPS), Parental Expectations (FMPS),Parental Criticism (FMPS), Socially prescribed perfectionism (MPS), and Discrepancy (SAPS). Byapplying the Excellence-seeking and Failure-avoiding framework to engineering, we observe thatperfectionism can be characterized by persistence and self-efficacy [33], as well as its influence onperformance [34]. Engineering students, compared to other fields, exhibit

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ethan Peter Lum Cisneros, Northwestern University; David P O'Neill, Northwestern University

Tagged Divisions

Educational Research and Methods Division (ERM)

of Southern Weekly,” Fem. Media Stud., vol. ahead-of-print, no. ahead-of-print, pp. 1–24, 2024, doi: 10.1080/14680777.2024.2434628.[30] R. Aghatabay, A. Vaezi, S. S. M. Mahmoodabad, M. Rahimi, H. Fallahzadeh, and S.Alizadeh, “Investigating identity‐related weak developmental assets and their barriers in Iranianfemale adolescents: Self‐worth, self‐efficacy, and personal power,” Psychol. Sch., vol. 60, no. 8,pp. 3019–3039, 2023, doi: 10.1002/pits.22910.[31] ’Ulya Nurul Makiyah, L. ‘Adilah Hayya, and D. S. N. Qisthina, “Politik RepresentasiIdentitas Perempuan dalam Media: Wacana Kritis Pemberitaan KDRT di suara.com,” Acad. J.Da’wa Commun., vol. 5, no. 1, pp. 65–84, 2024, doi: 10.22515/ajdc.v5i1.8158.

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dina Verdín, Arizona State University, Polytechnic Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

ways goals differentially impact students, I decided to investigate if, among 2engineering students, there were differences in how these goal orientations impacted Latina,Latino, and White engineering students’ self-efficacy and persistence beliefs. The aim of thiscomparison is to highlight the implications of using a theory and its related survey measures thatwere designed from the perspective of one group of students (i.e., White students).PurposeI take a Quantitative Critical Race Theory (QuantCrit) lens to situate and interpret my researchfindings specifically by answering the following research questions: RQ1. Given that AGT was developed

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

knowledge as its subdimensions [71]. Motivational CQ is thedrive to learn about and engage in culturally diverse settings broken down into intrinsic,extrinsic, and self-efficacy components [71]. Behavioral CQ is the ability to adapt one's verbaland nonverbal behavior to suit different cultural contexts, with subdimensions related to verbal,non-verbal, and speech acts [71]. The ECQS’s expanded structure and accessible format make itparticularly suitable for this study's focus on graduate research contexts. Empirical evidence ofvalidity of the ECQS, using data from 286 participants across 30 countries, demonstrated goodmodel fit through confirmatory factor analysis (CFA). The analysis provided evidence ofconvergent validity and discriminant validity

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University at West Lafayette (COE); Eric Trevor McChesney, University of Pittsburgh; Allison Godwin, Cornell University; Christian D Schunn, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

belongingintervention, programming self-efficacy, and course grade for first-year engineering students.Improving the retention of undergraduate students in engineering pathways requires clearframeworks that include predictors and influences on continued enrollment in engineering courses.The persistence of Black, Latiné, or Indigenous (BLI) students remains lower than their peers anddisproportionate to the U.S. population [1]. The persistence of engineering students remains amajor concern with BLI students demonstrating disproportionate attrition in comparison to Whiteand Asian peers. This increased attrition from engineering pathways is often related to systematicexclusion and marginalization in engineering environments [2]-[5]. While some progress has

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Sudeshna Pal, University of Central Florida; Hyoung Jin Cho, University of Central Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

and together,providing further nuance into how Hispanic/Latina/o/é/x students might differ between transferand non-transfer. Much of the present literature focuses exclusively on Hispanic/Latina/o/é/x ortransfer students (e.g.,[34]-[35]), and we build on the present insights within literature to bettersupport Hispanic/Latina/o/é/x Transfer students (HLT) (e.g., [36]-[39]).MethodsAt a large southeastern university in the United States, 152 students (n=152) in Dynamics (afundamental engineering course) completed entry and exit surveys in the Spring 2024 semester.The questions were the same at the beginning and end of the semester to assess students’ self-reported perceptions of pedagogical practices, SRL, motivation (measured by self-efficacy

Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Currey, Rowan University; Juan M Cruz, Rowan University; Kaitlin Mallouk, Rowan University; Stephanie Farrell, Rowan University; Justin Charles Major, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

think like one. The factor of an advancedengineering degree is focused on students' intentions to pursue graduate studies in engineering.The factor of academic engineering confidence relates to students’ performance in coursework,exams, and comprehension. The factor of DEI components is associated with discussions ondiversity, equity, and inclusion among instructors and students. Later in this paper we willexamine how strong each factor is and how well the items measure the factors. The six factorsalign with Tinto’s four key elements of student motivation and persistence, serving assubcomponents of intensity and clarity of goal to graduate, self-efficacy, sense of belonging, andcurriculum perception, as illustrated in Figure 2

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

majority of respondents in the analytic sample identified asmen (n=92, 67.2% men; n=41, 23.0% women; n=1, 0.7% non-binary; n=3, 2.2% not reported).Both tenure stream/track (n=108, 78.8%) and non-tenure stream/track (n=29, 21.2%) facultywere represented. Among the tenure stream/track faculty, varying ranks were represented (n=23,21.3% assistant professor; n=11, 10.2% associate professor; n=73, 67.6% full professor; n=1,1.0% not reported).Instrument. A survey instrument was used to understand the ways that faculty take upresponsibility for driving DEIB changes, as well as their self-efficacy and readiness for change..The instrument included 7 scales (see Appendix) measuring various aspects of facultyperceptions of DEIB policies and practices

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ava Kay Huth, Iowa State University of Science and Technology; Sarah A Wilson, University of Kentucky; Matthew Whitwer, University of Kentucky; Joseph H Hammer; Joseph Francis Mirabelli, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

% Sexual Identity Heterosexual 401 85.9% LGBQ+ 56 12.0%There is no widely agreed-upon sample size requirement for latent class analysis, but previousresearch has indicated that common fit statistics perform adequately when N ≈ 300–1000. Modelsthat use fewer indicators and sufficiently well-separated classes may still produce acceptableresults with a sample size of less than 300 [9].Measures of Help-Seeking Mechanisms and Help-Seeking IntentionFive mental health help-seeking mechanisms (attitude, perceived norm injunctive, perceived normdescriptive, self-efficacy, and perceived control) were assessed in

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tiantian Li, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Nimota Nasiru, Purdue Engineering Education; Stephanie Masta, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

factors that hidden curriculum stands on and use them to identify and understand themechanism of hidden curriculum. These key factors include emotions, self-efficacy, self-advocacy, and awareness [14], [15]. More specifically, Villanueva et al.’s model describes that anindividual recognizes hidden curriculum through hidden curriculum awareness, which isprocessed by emotions. Emotions are then regulated by self-efficacy, which ultimately sustainsand reinforces the individual’s self-advocacy. While Villanueva et al.’s conceptual model isfocused on the coping mechanism upon discovering hidden curriculum, our study usesVillanueva et al.’s work on identifying hidden curriculum in engineering classroom exams basedon the described mechanism.Examining

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

Tagged Divisions

Educational Research and Methods Division (ERM)

. Kennedy, “Measuringundergraduate students’ engineering self-efficacy: a validation study,” Journal of EngineeringEducation, vol. 105, no. 2, pp. 366-395, 2016.[15] D. Paul, B. Nepal, M. D. Johnson, and T. J. Jacobs, “Examining validity of general self-efficacy scale for assessing engineering students’ self-efficacy,” International Journal ofEngineering Education, vol. 34, no. 5, pp. 1671-1686, 2018.[16] M. M. Chemers, E. L. Zurbriggen, M. Syed, B. K. Goza, and S. Bearman, “The role ofefficacy and identity in science career commitment among underrepresented minority students,”Journal of Social Issues, vol. 67., no. 3, pp. 469-490, 2011.[17] J. B. Leibowitz, C. F. Lovitt, and C. S. Seager, “Development and validation of a survey toassess belonging

Conference Session

ERM Technical Session: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Kelly Tatone, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

oftenexpress concern about discussing race in the classroom [35] due to a lack of self-efficacy anduncertainty regarding their ability to authentically connect with students. Despite these concerns,research demonstrates that explicitly discussing race as a factor in engineering experiences andpathways is crucial for creating change within the discipline and validating the experiences ofstudents of color [36], [37], [32]. Adopting race-evasive approaches to engineering teaching andmentoring can be harmful to students of color [38], [39], further accentuating the necessity ofenhancing faculty self-efficacy for inclusive change. A final concern regards the difficult andoften inequitably distributed expectations of engagement in equity work among

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; Carrie Kortegast, Northern Illinois University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

in community college, most participants stated they did not yet identify as an engineer.However, they felt that faculty recognized their potential to become an engineer even when theywere struggling. Wang [27, p. 37] described these interactions as compassion enhancedpedagogy when reflecting on changes in the classroom during the pandemic. She furtherobserved that faculty were more aware of student perseverance driven by their hopes forthemselves.The above outcomes of increased technical understanding and improved confidence align withprevious research that building a student’s self-efficacy prior to transfer is essential [28]-[30].Acknowledging that several of the students repeated a critical math course prior to successfullytransferring

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

Tagged Divisions

Educational Research and Methods Division (ERM)

,ethical, and political dimensions [8]. In SSI, students develop (a) a deeper understanding ofcontent, (b) enhanced argumentation and decision-making skills, (c) reflection on social andethical issues, and (d) self-efficacy, all of which contribute to cultivating a competitive,principled workforce [9], [10]. We believe this framework helped us develop a drone-centriccurriculum that integrates the ethical and social issues surrounding drone technology.Module-Based ApproachTo effectively integrate socio-scientific issues with essential CS and ethics content, wedeveloped a module-based approach featuring four modules, each guided by a driving questionto foster student inquiry. For instance, one question, “How can we use drone technology to

Conference Session

ERM WIP V: Assessing & Developing Competencies in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Holly Trisch, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #47703The Influence of Elementary School Teachers’ Social Capital on First-YearEngineering Students’ Major Selection: A Comprehensive Analysis of K-12Educator ImpactMrs. Holly Trisch, Mississippi State University Holly Trisch is a Ph.D. candidate in the Department of Engineering Education at Mississippi State University and a professional civil engineer with over six years of industry experience in various engineering disciplines, including transportation engineering. As she transitions into academia and engineering education research, her work focuses on understanding the self-efficacy of K-12 educators, including

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Krishna Pakala, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby, Boise State University; Jelena Pokimica, Boise State University; Eric Jankowski, Boise State University

Tagged Divisions

Educational Research and Methods Division (ERM)

,or technical background, as the other workshop participants.Table 2. Connection of workshop activities to impacts Impacts Workshop activities Professional skills Belonging Impostorism (Identity) Writing Communication Reflection, “Therapy” Listening Empathy Connection Communication Strengthen Self-Confidence Telling/Sharing Empathy connections Self-efficacy Public speaking

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander V Struck Jannini PhD, University at Buffalo, The State University of New York; Eunsil Lee, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

.*[19] S. Alqudah, E. Litzler, J. A. Brobst, J. Davishahl, and A. G. Klein, “S-STEM becoming engaged engineering scholars (BEES): Insights from year 1,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020, doi: 10.18260/1-2--35171.*[20] S. Amato-Henderson and J. Sticklen, “The Relationship between Teaming Effectiveness and Online Students’ Sense of Connectedness in a First-Year Engineering Program,” in Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 2022, vol. 66, no. 1, pp. 1136–1140, doi: 10.1177/1071181322661525.*[21] M. E. Andrews, M. Borrego, and A. Boklage, “Self-efficacy and belonging: the impact of a university makerspace,” Int. J. STEM Educ., vol. 8, no. 1, 2021, doi: 10.1186

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Thompson, University of Louisville; Jessica Buckley; Thomas Tretter, University of Louisville; Brian Scott Robinson, University of Louisville; Gholam Abbas Sattar-Shamsabadi II, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

supported broadly into specific features related to learning. The findings provideempirical grounding for ways to build belonging-minded engineering environments.A unique finding related to belonging in this study was the way students defined competence inengineering as an aspect of belonging. Studies have shown relationships between students’ senseof belonging and feelings of self-efficacy and competence [6], and with academic performance inengineering [3], but this study shows how engineering students directly interpret the meaning ofbelonging. Many participants related belonging to some expectation of performance. Forexample, were they performing well enough, able to contribute, deserving of their status as anengineering student? Their responses

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)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, E. A. Yeager, and S. J. Foster, Historical Empathy and Perspective Taking in the Social Studies. Lanham, MD: Rowman & Littlefield, 2001.[20] R. E. Snow, “Abilities in academic tasks,” in Mind in Context: Interactionist Perspectives on Human Intelligence, R. J. Sternberg and R. K. Wagner, Eds. New York, NY: Cambridge Univ. Press, 1994, pp. 3–37.[21] K. O. Corcoran and B. Mallinckrodt, “Adult attachment, self-efficacy, perspective taking, and conflict resolution,” Journal of Counseling & Development, vol. 78, no. 4, pp. 473–483, 2000.

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Katie Scherf, Minnesota State University, Mankato

Tagged Divisions

Educational Research and Methods Division (ERM)

engineering course using social network analysis,” 2020, American Society for Engineering Education, Virtual Conference.[23] *S. Han, E. Grace Oh, and S. “Pil” Kang, “Social capital leveraging knowledge-sharing ties and learning performance in higher education: Evidence from social network analysis in an engineering classroom,” AERA Open, vol. 8, p. 23328584221086664, Jan. 2022, doi: 10.1177/23328584221086665.[24] M. Allen, S. Dika, B. Tempest, and M. Pando, “Interactions with faculty and engineering self- efficacy among underrepresented engineering persisters,” in The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, VA, 2018.[25] *Z. Boda, T. Elmer, A. Vörös, and C

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Department at the University of Florida (UF). Her research focuses on self-efficacy and critical mentoring. She is passionate about broadening participation in engineering, leveraging evidence-based approaches to improve the engineering education environment. ©American Society for Engineering Education, 2025 Self-Awareness and Mentoring in STEMM Research: Faculty PerspectivesBackground Self-awareness is a psychological construct described within the confines ofphilosophical underpinnings of psychology, and its definition is generally accepted by manydisciplines. Self-awareness is our ability to see ourselves by becoming the object of our attention[1], [2], [3

Conference Session

ERM Technical Session: Improving Assessment in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Coulter Jangraw, University of Vermont; Anneliese Marie Shoudt; Courtney D Giles, University of Vermont

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

week’s classes? Figure 1. Sample Ticket Home form. 3. How could we make this week’s classes more effective?Question 1 is a “muddiest point” reflection to promote metacognition and anchor responses inthe material [1]. Question 2 encourages positive feedback, which can support self-efficacy andacceptance of feedback [17]. Question 3 solicits barriers to learning. Instructors’ substantive useof these survey responses may improve students’ sense of belonging by helping students’ voicesto be heard and valued [14], [15].We administered this survey at a scale unprecedented in our college. Nine instructors of elevenclasses in five departments (primarily Biomedical Engineering and Computer Science),requested to use the Ticket Home system in Fall

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayt Frisch, George Fox University; Chris Sharp, George Fox University; Jeffrey Walters, University of Washington

Tagged Divisions

Educational Research and Methods Division (ERM)

explore the long-term effects on student learning and faculty researchproductivity.INTRODUCTIONIntegrating research into undergraduate engineering pedagogy has many benefits, includingimproving both students’ technical skills and self-efficacy [1]. Studies have shown that studentswho participate in undergraduate research have more enthusiasm towards STEM research, reportincreased feelings of belonging in their field, and demonstrate improvement in their ability tothink like a scientist [2], [3]. These benefits are especially meaningful in the case of developingunderrepresented or minority students [4], [5], [6]. Undergraduate research experiences also leadto greater retention rates [7], more students pursuing graduate level education [8], [9

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Narjes Khorsandi Koujel, Rowan University; Sowmya Panuganti, Purdue Engineering Education; Justin Charles Major, Rowan University

Tagged Divisions

Educational Research and Methods Division (ERM)

mentorship. Observingher siblings' success provided her with tangible examples of academic achievement and timemanagement, reinforcing her sense of belonging and self-efficacy in STEM. This aligns withpsychosocial support functions in mentoring theory, where mentors help mentees developconfidence and manage stress.Subtheme 2: Providing Mentorship to Younger SiblingsWhile many students received mentorship from older siblings, others found themselvestransitioning into the role of mentor for their younger siblings. This shift was particularlysignificant as it reinforced their own academic knowledge and leadership skills.For instance, Savannah described her experience mentoring her younger brother: Cole is a junior in high school, I think. And

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, Cornell University ; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

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