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Write from the Start in Engineering: Mixed-Methods Results of a Collaboration between a First-Year Biomedical Engineering Class and a University Writing Center

Conference Session: Exploration of Written and Team Communication
Collection: 2023 ASEE Annual Conference & Exposition
Authors: D'Arcy Randall, Dept. of Mechanical Engineering, The University of Texas at Austin; Hyesun You, The University of Iowa; Daniel S. Puperi, The University of Texas at Austin; Thomas E. Lindsay, The University of Texas at Austin; Rhya Moffitt Brooke, The University of Texas at Austin
Tagged Divisions: Educational Research and Methods Division (ERM)

research introductions. Class homework: Students apply what they learned in the workshop to their second draft. Students begin meeting UWC consultants. At the UWC: The BME writing instructor runs training sessions for consultants. Consultants begin working with students. Week 3 In class: Students bring to class the second draft for peer review. (This second draft is not included in the Assessment.) Week 4 Students submit their final (third) draft. Week 5 Students complete the first set of short reflections on their UWC consultation Post-Semester The BME writing instructor administers the second self

Relevance Score: 1.6696297

Work in Progress: Motivational Differences Between Civil and Environmental Engineering Doctoral Students in the Pre-writing and Writing Phases

Conference Session: Educational Research and Methods Division (ERM) Technical Session 20
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Eduardo Rodriguez Mejia M.Sc., Rowan University; Cheryl A. Bodnar, Rowan University
Tagged Divisions: Educational Research and Methods Division (ERM)

research courses could also considerincluding references related to the dissertation writing process (e.g., institutional templates, writing centerinformation, online resources) to better prepare students for the transition to the writing phase of theirdoctoral program. Finally, gatherings could be offered for those students in the writing phase (e.g.,,writing retreat or writing day) to provide a space for them to share with their peers and make meaningfulprogress on their dissertation.Future work will focus upon completing interviews with doctoral students of the program during theSpring 2024 semester to better understand the results obtained about their experiences and perceptions ofcoursework and research activities (i.e., pre-writing and

Relevance Score: 1.6661781

Improving Peer Feedback in Project-Based Learning Contexts: An Investigation into a First-Year Engineering Intervention

Conference Session: Educational Research and Methods Division (ERM) Technical Session 29
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Marin Jayne Fisher Hale, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
Tagged Divisions: Educational Research and Methods Division (ERM)

feedback quality (Task, Gap, and Action) forstudents who received the intervention, with the largest gain in students writing peer commentswith more actionable feedback We also found a significant difference in the length of peerfeedback comments between the class with the intervention and the class without theintervention. However, throughout data analysis, we observed gaps in our chosen framework,and as such, we are developing and testing an improved rubric to quantitatively rate studentfeedback. This paper will help instructors learn an approach toward aiding students in writingactionable feedback, improving the overall quality of qualitative peer comments. Further, wepresent the development of a rubric that can be used to assess peer feedback

Relevance Score: 1.4542522

Investigating the Impact of College Students’ Personal Characteristics on Peer Assessment: A Multilevel Linear Modeling Approach

Conference Session: Educational Research and Methods Division (ERM) Technical Session 10
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

can change the ways we collaborate, learn, read, and write. Teaching engineering communication allows her to apply this work as she coaches students through collaboration, design thinking, and design communication. She is part of a team of faculty innovators who originated Tandem (tandem.ai.umich.edu), a tool designed to help facilitate equitable and inclusive teamwork environments.Mark Mills, University of Michigan Mark Mills (he/him) is a Data Scientist on the Research & Analytics team at University of Michigan’s Center for Academic Innovation. He directs and supports analytics across CAI’s portfolio of educational technologies. His experience is in prediction and classification of longitudinal and hierarchically

Relevance Score: 1.4469882

Board 76: Expansion of Peer Tutoring Program to In-Class Sessions in Multiple Disciplines

Conference Session: Educational Research and Methods Division (ERM) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Cara J Poor P.E., University of Portland
Tagged Divisions: Educational Research and Methods Division (ERM)

Paper ID #40991Board 76: Expansion of Peer Tutoring Program to In-Class Sessions in MultipleDisciplinesDr. Cara J Poor P.E., University of Portland Dr. Poor teaches many of the integral undergraduate civil engineering courses at University of Portland, including hydraulics, fluids, and environmental engineering. Dr. Poor is a licensed professional engineer with ongoing research in green infrastructure. ©American Society for Engineering Education, 2024 Expansion of Peer Tutoring Program to In-Class Sessions in Multiple DisciplinesAbstractPeer tutoring has been used for

Relevance Score: 1.4469882

Overlooked, Underlying: Understanding tacit criteria of proposal reviewing during a mock panel review

Conference Session: Exploration of Written and Team Communication
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Randi Sims, Clemson University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca A. Bates, Minnesota State University, Mankato; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Michigan; Lisa Benson, Clemson University
Tagged Divisions: Educational Research and Methods Division (ERM)

Paper ID #38448Overlooked, Underlying: Understanding tacit criteria of proposalreviewing during a mock panel reviewMs. Randi Sims, Clemson UniversityKelsey Watts, Clemson University Kelsey Watts is a recent graduate from Clemson University. She is part of the Engineering Education Research Peer Review Training (EER PERT) team and has also developed Systems Biology outreach modules for high school students.Ms. Evan Ko, University of Illinois at Urbana - Champaign Evan is recent undergraduate graduate in Bioengineering with a minor in Material Science and Engineer- ing at the University of Illinois at Urbana Champaign.Prof

Relevance Score: 0.048006065

Creating Social Capital: Developing Resources in a Cohort Program

Conference Session: Engineering Programs and Institutional Factors
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kiara Lynn Steinhorst, University of Nevada, Reno ; Kelsey Scalaro, University of Nevada, Reno; Rachael Ciara Young; 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)

' experiences within a cohort regarding theirutilization of social capital, we leveraged these definitions to characterize students' networks andhow they used social capital. Specifically, this paper focuses on the support provided to studentsinside and outside of structured institutional support mechanisms (i.e., the cohort program), suchas the connections provided by relationships to faculty or professional contacts and the emotionalsupport of peers and advisors.MethodsThis paper uses qualitative data from an ongoing NSF-funded mixed methods study (NSFgrant #EHR-1833738) which looks at a cohort of academically talented engineering studentswith demonstrated financial need. This larger study used semi-structured focus group interviewsto learn more

Relevance Score: 0.03547208

Introducing The Focus & Action of Students & Teachers Observation Protocol (FASTOP)

Conference Session: Instrument Design and Development
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Clifton L. Kussmaul, Green Mango Associates, LLC; Patricia B. Campbell, Campbell-Kibler Associates; Maria Torres-Demas, Westminster College of Salt Lake City; Chris Mayfield, James Madison University; Helen Hu, Westminster College of Salt Lake City
Tagged Divisions: Educational Research and Methods Division (ERM)

differentresults. For example, the Reformed Teaching Observation Protocol (RTOP) [19]–[21] includes25 elements grouped into “Classroom design and implementation”, “Content”, and “Classroomculture”, each rated on a scale from 0 (never occurred) to 4 (very descriptive). The TeachingDimensions Observation Protocol (TDOP) [22], [23] identifies observed activities every twominutes, using codes such as “Lecturing while writing” and “Lecturing from pre-made visuals”.The Classroom Observation Protocol for Undergraduate STEM (COPUS) [24] was adaptedfrom TDOP, and includes Peer Instruction practices such as “individual thinking/problemsolving” and “discuss clicker question in groups”. The Science and Engineering ClassroomLearning Observation Protocol (SEcLO) [25

Relevance Score: 0.028405193

Validating the Use of Epistemic Network Analysis to Describe the Nature of Learning in Practice-Based Learning Settings

Conference Session: Educational Research and Methods Division (ERM) Technical Session 15
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lauren Singelmann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is ”A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.Dr. Elizabeth Pluskwik, Minnesota State University, Mankato Elizabeth leads the Engineering Management and Statistics competencies at Iron Range

Relevance Score: 0.025888454

Death by 1000 cuts: Workshopping from Black engineering narratives from interview to stage

Conference Session: Research Methodologies – Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Debalina Maitra, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

students in STEM (Ong et al., 2018; McGee, 2018), understanding how Black PhDstudents navigate their engineering studies could be particularly insightful in boosting the enrollment rateand retention. However, all the information related to engineering experiences are only disseminatedtraditionally in the form of peer-reviewed scholarly manuscripts, which has limited impact to those whochoose to read such literature. Given the current socio-political climate in the aftermath of two pandemics(i.e., racism-20 and COVID -19), greater awareness of the ways students from traditionally marginalizedgroups in higher education interact and make sense of their environments is of paramountimportance. Black students have shared stories of microaggressions

Relevance Score: 0.025004674

Nonbinary Engineering Students' Access to Resources Through Cis* and Trans* Alters

Conference Session: Educational Research and Methods Division (ERM) Technical Session 30
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Adrian Nat Gentry, Purdue University ; Julie P. Martin, University of Georgia; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University; Cole Thompson, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

their identities in cis-heteronormative and masculine society andengineering spaces [12], nonbinary students in higher education experience frequent gender-based discrimination [11], microaggressions [13], and even fear of victimization in hostileenvironments [14]. Frequent exposure to hostile environments can result in nonbinary studentsexperiencing heightened levels of minority stress [15], [16], isolation [17], depression andanxiety [18]. Unsurprisingly, trans* and gender nonconforming students have 10% lower rates ofretention than cisgender and heterosexual peers, while LGBQ students have 7% lower rates ofretention than cisgender and heterosexual peers [19].It is well established that support networks created for cisgender students promote

Relevance Score: 0.024364658

Applied Ethics via Encouraging Intuitive Reflection and Deliberate Discourse

Conference Session: Educational Research and Methods Division (ERM) Technical Session 19
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University
Tagged Divisions: Educational Research and Methods Division (ERM)

ethical decision-making as they are carried out into deliberate discourse in asocial space amongst peers. To investigate the SIMDE framework, students were asked tosolve a professional AI ethics problem in a dilemma-based seven-step learning activity.The qualitative results of this paper examine how constructs in the SIMDE conceptualframework were present in student responses, and what students learned from peerdiscourse that led them to either justify their gut-reaction decision or change their mind.We found that students are impacted by perspective-taking, they use reasoning to defendtheir position rather than seek and appraise truth, and moral self-reflection helps themlearn more about themselves. Moreover, even when students learn new

Relevance Score: 0.024055932

Perceptions of Engineering College Instructors and Their Students Towards Generative Artificial Intelligence (GenAI) Tools: A Preliminary Qualitative Analysis

Conference Session: Educational Research and Methods Division (ERM) Technical Session 22
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Dhruv Gambhir, Nanyang Technological University; Yifan Xie, University College London; Ibrahim H. Yeter, Nanyang Technological University; Junaid Qadir, Qatar University; Andy Khong, Nanyang Technological University
Tagged Divisions: Educational Research and Methods Division (ERM)

research interests include STEM+C education, specifically artificial intelligence literacy, computational thinking, and engineering.Junaid Qadir, Qatar University Junaid Qadir is a Professor of Computer Engineering at Qatar University, Doha, Qatar, where he leads the IHSAN Research Lab. His research interests include computer systems, networking, machine learning applications, and ICT for development (ICT4D). With over 150 peer-reviewed publications in leading journals such as IEEE Communication Magazine and IEEE Transactions on Mobile Computing, he has received prestigious teaching awards and research grants from organizations like Facebook Research and Qatar National Research Fund. Junaid Qadir is also an ACM

Relevance Score: 0.02381339

Self-Evaluation of the Introduction to Scientific Research Course Design Based on the Affinity Research Groups (ARG) Model

Conference Session: Educational Research and Methods Division (ERM) Technical Session 18
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

afriendly and encouraging environment for female undergraduate students. Some of the reasons are:(1) Female students are not invited to join a team of male students.(2) Female students feel shy or discouraged from joining a team.(3) Female students are assigned note-taking or report-writing tasks, while male students work inteams on computing and project development.(4) The team members may not consider Female students' ideas or suggestions.(5) Teams schedule their meetings on days/times at a location that female students do not prefer.(6) Course instructors do not observe the team dynamics, so they are unaware of female students'struggles and challenges in teams and fitting into the profession.(7) The course instructor/male students are biased

Relevance Score: 0.023553684

Shifting Views in Changing Times: Towards a Mixed Methods Study Examining Faculty and Student Perceptions on Engineering Ethics

Conference Session: Educational Research and Methods Division (ERM) Technical Session 24
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bradley J. Sottile, The Pennsylvania State University
Tagged Divisions: Educational Research and Methods Division (ERM)

. When a member of your team asks about the resolution to the design concerns, the P.E. tells your colleague that if they raise the concern again the P.E. will have them fired. [Question 1. Likert scale, responses choices: very unethical, somewhat unethical, neither ethical or unethical, somewhat ethical, very ethical] Please select the response that best describes how you interpret the ethics of this scenario. • [Q01.1] How ethical do you think it is for the P.E. to act this way? • [Q01.2] How ethical would your peers think it is for the P.E. to act this way? • [Q01.3] How ethical would current engineering professionals think it is for the P.E. to act this way?Scenario 2: Code SharingHaving been edited since the

Relevance Score: 0.023404751

Evaluation of the Effect of Anonymous Grading on Student Performance on High-Stakes Assessments

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

improvegender-based performance. However, this could also be due to the sampling bias.The analysis from the second class showed similar trends; hence, we do not elaborate on theresults from the second class here.Summary: We draw two conclusions from our evaluation. First, we observe that anonymousgrading can lead to better grades for certain ethnicities (Ethnicity 2). Secondly, we observe thatanonymous grading does not lead to better grades when considering gender. Figure 7: Grade differences between two genders considered for the two groups.Potential PitfallsWe have found three main limitations of our study. 1) Writing style: The assessments we are considering are handwritten in-person submissions. Some identifiers, like handwriting or

Relevance Score: 0.022786094

A Systematic Implementation of Four Versions of a Course-Based Intervention to Reduce Attrition Among Civil Engineering Students: Overall Study Design and Implementation of First Version

Conference Session: Disciplinary Engineering Education Research – Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Beth (Ann Elizabeth) Wittig, City University of New York, City College of New York, Department of Civil Engineering
Tagged Divisions: Educational Research and Methods Division (ERM)

talk about their responsibilities as college-level learners (e.g., know what is expected,do the work, manage time, present work clearly, write effectively, create productive groups, andcommunicate professionally). A “lack of social integration” is addressed by providing weeklyopportunities to connect with their peers (e.g., partnered in class activities, peer tutoring), withfaculty (e.g., office hours, one-on-one advisement sessions), and with major resources (e.g.,study rooms, major events like mixers, college events like career fairs).The content delivery is designed to be engaging and student-centered. Experiential learningapproaches such as active learning, project-based learning, and service learning are the norm inthe intervention, as is

Relevance Score: 0.02251321

A Comparative Literature Review: Comparing Approaches to Teamwork Assessment in Engineering Education in the US and China

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

, interviews, self-reflection, and peer assessment [22] are common and valuable approaches to assessingindividuals' teamwork performance. Critical Team Behaviors Form (CTBF) measures teamworkskills in tactical decision-making teams, in which the critical skill dimensions and behaviorsmust be identified and presented in reports. Multiple raters strive for consistency in theirjudgments on assessment reports (David Kraus). Furthermore, the format for the measurementmethodology must be readily understandable and usable [20]. Teamwork assessment tools usedin engineering education have also been studied in the existing literature, for example, self-reflections [23], peer assessment [24], e-portfolio [25], online assessment tools [26].3.2 Methodological

Relevance Score: 0.022373237

Design and Development of Survey Instrument to Measure Engineering Doctoral Students’ Perceptions of Their Teaching Preparedness

Conference Session: Educational Research and Methods Division (ERM) Technical Session 16
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma
Tagged Divisions: Educational Research and Methods Division (ERM)

and importance of keeping studentsengaged and motivated, effective teaching philosophy, and the importance of inclusion regardingstudent diversity. This scale included nine items.Course Design & Delivery scale measured participants’ perceptions of their ability to incorporateeffective teaching practices, writing student learning outcomes, course design and implementation.This scale also included aspects like designing and implementing blended classes, catering forstudents with diverse needs, etc. Eight items were a part of this scale. Table 1. Overview of Scales within the Instrument Scale (# of items) Definition Example Items The Teaching- Students

Relevance Score: 0.022373237

Developing Research Identity: Experiences and Influences Leading to Undergraduate Students’ Growth as Researchers

Conference Session: Educational Research and Methods Division (ERM) Technical Session 12
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Samantha Splendido, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Karen A. Thole, Pennsylvania State University; Jacqueline O'Connor, Pennsylvania State University
Tagged Divisions: Educational Research and Methods Division (ERM)

Engineering at Pennsylvania State University. She earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering and her PhD in Engineering Education from Purdue University. Her research expertise lies in characterizing graduate-level attrition, persistence, and career trajectories; engineering writing and communication; and methodological development.Prof. Karen A. Thole, Pennsylvania State University Karen A. Thole is a Professor of Mechanical Engineering and the Department Head of Mechanical and Nuclear Engineering at the Pennsylvania State University.She was recognized by the White House for being a Champion of a Change in her efforts to help establProf

Relevance Score: 0.02222674

Unmasking Cognitive Engagement: A Systematized Literature Review of the Relationships Between Students' Facial Expressions and Learning Outcomes

Conference Session: Educational Research and Methods Division (ERM) Technical Session 23
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Talha Naqash, Utah State University, Logan ; Oenardi Lawanto, Utah State University; Zain ul Abideen, Utah State University; Angela Minichiello, Utah State University
Tagged Divisions: Educational Research and Methods Division (ERM)

and scholarly approach. The structured framework has guided the comprehensiveexamination of relevant literature in a manner reflective of best practices in scholarly writing. Thereview used research databases, search strings, and inclusion criteria for an unbiased search toprovide a narrative description that elaborates meaning full story about the existing research in thisfield.Search ProcedureMultiple search databases were queried to select papers to write a literature survey. EBSCO host,Wiley Library, and IEEE Xplore databases were selected because they provide the advanced searchoption to apply practically identical search strings to select papers to ensure that the chosen papersalign with the objectives and focus of your research. EBSCO

Relevance Score: 0.021497082

Engineering Doctoral Students’ Expectations, Reflections, and Concerns Regarding Future in Academia

Conference Session: Educational Research and Methods Division (ERM) Technical Session 16
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma
Tagged Divisions: Educational Research and Methods Division (ERM)

either experiences with mentors, peers, and/or other instructors as having influenced theirprocess of preparation, though a large portion of respondents specified that interactions withinstructors influenced their process of preparation, but not peers or mentors. Many respondentsdescribed their experiences in seeking and receiving feedback as a TA from both peers and mentorsas beneficial. A few respondents stated that no one has helped them prepare. Regarding concernsfor a career in academia, many expressed worries regarding the pressures of research, potentiallack in work-life balance, low salaries, and the difficulties of finding a faculty position.Additionally, some expressed concerns regarding the culture of academia; including factors

Relevance Score: 0.021462161

Undergraduate Research Summer Residency Program

Conference Session: Educational Research and Methods Division (ERM) Technical Session 7
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Djedjiga Belfadel, Fairfield University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

and Use Committee (IACUC), and grant writing and proposalpreparation. Additionally, a session on technology transfer is provided.A mid-term report is due after 4 weeks, and at the end of the program a presentation poster is tobe presented to the public, faculty, and fellow students, with a demonstration of the projectdesigned.The program has been successfully conducted in the summers of 2022 and 2023, with intentionsto proceed into summer 2024. The current year's participation data is encouraging, featuring 31undergraduate students, which constitutes 10% of the school's undergraduate body. Thedistribution across academic years includes 3 seniors, 8 juniors, 14 sophomores, and 6 freshmen.Fairfield University's summer research initiative

Relevance Score: 0.02135244

Work in Progress: A Trio-Ethnography on Professional Identity Development of Internationally-Trained Minoritized Women Early-Career Researchers in Canada

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

us to conduct research “with” and not “on”another, situating the Other as equals not to change the other but to change self [18].MethodsAnuli and Glory discovered that they had similar interests at an online conference and thereafterthe idea of writing a duoethnography emerged, they then invited Kelly to join the team, and webecame a trio-ethnography. Our research process started in July 2022 when we participated in a 5-week workshop where we worked with mentors to refine our research plan. Thereafter, we metevery Monday for an hour over 6 months to execute our study. Collaboration tools utilized wereZoom, Google Drive, WhatsApp, and emails. After our interview questions were drafted to guideour dialogue, we emailed them to a faculty member

Relevance Score: 0.020267643

Work in Progress: Developing Methods from Feminist Standpoint Perspectives to Analyze a Panel Discussion and Promote Enduring Impact

Conference Session: Work-in-Progress Session: Emergent Methods for Engineering Education Research
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Renee M. Desing, Oregon State University; Susan Sajadi, Virginia Tech ; Christina Anlynette Alston, Rice University; Stephanie A Damas, Clemson University; Gabriella Torres; Corin L. Bowen, California State University, Los Angeles
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

to provide diverse perspectives on pressing topicswithin academic and non-academic communities. Individuals participating in panels are usuallybrought together to express a wide range of viewpoints and to combine ideas, research, andexperiences. We see an opportunity to extend panel discussions to have enduring impact bybroadly distributing the data synthesized during the panel discussions. The use of paneldiscussions as a research endeavor has the potential to broaden researchers' ways of knowing, yetknowledge transfer from panel conversations to peer-reviewed publications has to this point beenminimal.This paper highlights a methodology for analyzing panel discussions, discourse content, andpanelist reflection to produce research results

Relevance Score: 0.0200404

REU Program Evaluation: A Valuable Tool for Studying Undergraduate Socialization in Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

what we consider to be higher-level research tasks. (Ten of 12 studentsresponded to the pre survey, while nine responded to the post survey. Seven responded to both.)Initially, students reported they were “somewhat” or “very” comfortable in their ability to dogeneral tasks such as “working independently,” “problem solving in general,” and “managing mytime.” This is contrasted with their lower initial comfort levels in doing more specific—perhapshigher-level—research skills , such as “defending an argument when asked questions,”“identifying limitations of research methods and designs,” “understanding journal articles,” and“writing scientific reports and papers.” Following the REU program, however, the resultsshowed a change. On average, they