Conference Session

ERM Technical Session: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tyler Milburn, Virginia Polytechnic Institute and State University; Krista M Kecskemety, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

students’ perceptions of what affected their application to a specific engineeringmajor and how these perceptions related to their motivation to persist in engineering. Previousresearch has examined how students learn about, select, and apply to engineering majors acrossvarious universities and disciplines, but not all students get into their first-choice major,disrupting their academic plan. Understanding how this disruption affects student motivation isimportant in the continued work in attracting a diverse range of students to engineering andcreating an inclusive and supportive environment to promote student success, retention, andgraduation. An academic plan disruption, such as not being admitted into their major or programof choice, may

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

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Educational Research and Methods Division (ERM)

larger project (not just the subpart they were working on). Figure 1. The cyclical “wheel” conceptualization of the research process domains presented to CURE implementers.Separate survey data on CURE implementation was collected over two academic years (2022and 2023). Prior to starting their CUREs, faculty completed a pre-survey where they were askedto provide demographic information and basic plans for their courses. Following completion oftheir CURE, the faculty members answered a mix of Likert-type and open-ended survey 2questions to provide a more detailed picture of each faculty’s CURE, including

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

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Diversity

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Educational Research and Methods Division (ERM)

, Engineering and Mathematics) grant at a Northeastern USinstitution, is in its second year of a four-year plan. Grounded in Tinto’s conceptual model ofstudent motivation and persistence, the project emphasizes early interventions, which are criticalfor low-income students facing external challenges that may impact their decision to stay incollege or enter the workforce. We developed and integrated the SSTEM project aiming toincrease four key elements, which based on Tinto will also increase persistence. The SSTEM project includes scholarships, an Engineering Learning Community (ELC)that promotes cohort-based learning and living, mentorship, and participation in personal andprofessional development seminars. Additionally, inclusive practices

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)

metacognition and told them that they wouldbe engaging in metacognitive activities within the course. Students then articulated a learninggoal, personal goal, and professional goal for the course. They wrote a plan for meeting thesegoals, what support they would need, and what concerns they have about the course. They werealso instructed that they would be discussing their reflective writing with peers in-class.The second reflective metacognitive writing activity required student participants to reflect ontheir learning so far and to assess their progress toward their stated goals. Additionally, studentswere asked to evaluate where they need to put more effort toward meeting their goals, to outlinea strategy that would support their continued progress

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

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Diversity

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Educational Research and Methods Division (ERM)

. Indeed, meta-analyses have confirmed correlations between variables in the model [14], including a meta-analytic path analysis of diverse students in STEM domains [16]. In addition to explaining how career choices develop, SCCT is used to design andevaluate career planning interventions. In a recent systematic review of SCCT’s application tointervention studies [17], the model was used in 18 articles primarily in the United States. Acrossrural and urban settings, the interventions targeted self-efficacy. Self-efficacy1 is the bedrock ofthe theory and a mainstay short-term outcome selected by education practitioners for evaluation. While SCCT is widely used for explaining outcomes and designing interventions,numerous studies using

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ting Jun Lin, Royal Institute of Technology (KTH); Ibrahim H. Yeter, Nanyang Technological University

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Diversity

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Educational Research and Methods Division (ERM)

design process. The study analyses reflection journals from14 third-year material science and engineering students using a qualitative, inductive approach.Results identify four key aspects of problem scoping: (a) gathering information about clients,problem context, and the designers themselves; (b) setting goals based on gathered data; (c)developing solutions using divergent, convergent, and logical thinking; and (d) evaluating andmanaging design outcomes by reflecting on solutions by envisioning outcomes or creatingbackup plans. Both male and female students show similar approaches. Findings contribute tounderstanding students’ problem-scoping processes and highlight opportunities for futureresearch into engineering design education.Keywords

Conference Session

ERM Technical Session: Faculty Influences on Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Campbell James McColley, Cornell University; Alexandra Werth, Cornell University

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Educational Research and Methods Division (ERM)

“This course uses the team-based Function effectively on a team learning method. Most of the content is whose members together provide introduced outside of class as readings leadership, create a collaborative and pre-application exercise problems, Aligns with Open Response and inclusive environment, and most of the application activities, establish goals, plan tasks, and conventionally done as homework and meet objectives outside-of-class group projects, are done

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)

will contributeto refining the survey tool and guiding future interventions to promote a culture of inclusivity,collaboration, and equity in engineering education.Future WorkThe National Science Foundation grant funding supporting this work was terminated on April25, 2025. We are including the following plans for future work that were established prior to thistermination. The research team hopes to carry out these plans in some capacity and encouragesthe broader research community to develop tools for assessing cultural transformation withinengineering education. The next steps in this research involve analyzing the collected survey datato identify trends and insights regarding the dominator-to-partnership spectrum within theCollege of

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Patrick Mountain, University of Kentucky; Gabriella Pitcher, University of Kentucky; Kelsey Elizabeth Everman; Joseph H Hammer; Sarah A Wilson, University of Kentucky

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Educational Research and Methods Division (ERM)

collaborators in the research [9].Group Level Assessment (GLA) is a process that guides participants through brainstorming theirchallenges, thematically analyzing their responses, and developing action plans to address theissues they have identified [10]. The seven-step process of a GLA is shown below in Table 1.Table 1. Description of Group Level Assessment process steps Step Description Climate Setting GLA process is described to participants Generating Participants respond to prompts placed around room on boards Appreciating Participants make notes on the boards to analyze the initial responses Reflecting Participants individually analyze the data and begin to find shared themes Understanding Participants share

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin C. Flores, University of Texas at El Paso; Dessaray Gorbett

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Diversity

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Educational Research and Methods Division (ERM)

, training, andencouragement throughout an eight-to-ten-week period. Students met with their mentors weeklyto report progress, receive feedback, and discuss the next steps. For students conducting researchabroad, pre-departure programming was provided during the semester before their travels,covering topics such as housing logistics, cultural adjustment, and travel preparation.The second most utilized model was the small cohort mentoring model in which one or twoprofessors mentored a group of proteges while working on related projects [5]. In this model,students were given programming that helped them with the research they were about to conductin the form of a boot camp. The team would meet regularly, sometimes daily, to discuss progressand to plan

Conference Session

ERM WIP III: Post-Undergraduate Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

earlier stages asneeded to refine the review process (Borrego et al., 2014). To facilitate transparency and replicability, weinclude a summary table outlining the objectives and expected outcomes for each stage of the review. Thisframework serves as both a roadmap for our study and a resource for others conducting similar review. Table 1: Stages of ScLR Framework for Exploring Engineering Students’ STW Transition Stage Process Task per the Research Plan Define a clear focus on school-to-work transition experiences of 1 Identifying the research question undergraduate engineering students. Identifying relevant studies

Conference Session

ERM Technical Session: Examining Identity

Collection

2025 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Danielle V. Lewis; Kayleigh Merz, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

encouraged by DeVellis and Thorpe [19], we discussed ourprocess and sample items with an expert in generating survey items from qualitative data whoprovided us with standard root text of possible items (e.g., I want to; I enjoy; I plan to),supporting the refinement of the initial item list. FindingsIn deriving our item pool directly from qualitative data, we ensured that each item would be anaccurate reflection of students’ experiences and perceptions as they related to interest. Table 1highlights sample items and the data that informed the development of the item. We expect thateach item will utilize a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree).Table 1 Interest Items/Measures

Conference Session

ERM Technical Session: Student Mental Health & Wellbeing I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Whitwer, University of Kentucky; Sarah A Wilson, University of Kentucky; Joseph H Hammer, University of Kentucky; Jerrod A Henderson, University of Houston - William A. Brookshire Department of Chemical & Biomolecular Engineering; Sherri S Frizell, Prairie View A&M University

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Diversity

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Educational Research and Methods Division (ERM)

from a mentalhealth professional the next three months would…” and asked to indicate how much they agreedwith each statement using a 6-point Likert-scale response.Planned MissingnessTo reduce the active length of the instrument, participants were provided with a version of theinstrument subject to a planned missingness strategy wherein each respondent randomly sawonly 66% of the items in each direct measure category, and approximately half of the beliefitems. The belief items were split into two groups that were equally distributed in a randomassignment to each respondent. Group one saw the outcome and experiential belief items, whilegroup two saw the items associated with beliefs about others’ expectations and behaviors andbeliefs about

Conference Session

ERM Technical Session: Developing Engineering Competencies III

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

example, to capture how students utilize feedback information, the code‘Use Feedback Information to Inform Teamwork Behaviors’ was broken into three subcodes thatcapture (1) what students planned to change about their behaviors, (2) actual changes made, and(3) the resulting impact on the team. We believe that the codebook effectively captures theelements of feedback literacy, as applied to our PFR feedback process.Implications and Future WorkThe extension of feedback literacy theory provides several implications for our larger study andthe field of engineering education. The codebook derived from feedback literacy theory has beenused to code the reflection data. We found that this codebook is a useful way to understandstudent perceptions 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)

engineering programs. It uses findings from a pan-Canadian survey oncareer motivations and aspirations of undergraduate engineering students conducted in 2023.Background and Literature ReviewStudents struggle with career decisions throughout their undergraduate years, oftencontemplating options with no direct relationship to their undergraduate major [6]. Studies havealso found that declaring an engineering major is unrelated to plans to persist in engineeringpost-graduation, and satisfaction with an engineering major does not necessarily translate to astudent pursuing an engineering career [7] [8]. On the other hand, Masi et al. found that“although a student’s major is not always directly linked to his or her career choices, it is oftenan accurate

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)

44 undergraduate students from CS,computer engineering, and mechanical engineering enrolled in the course in Spring 2024.Research Foundation for New Drone-Centric CurriculumWe designed this course based on recent CS research on drones, specifically leveraging drones toprotect users from privacy invasion and information leakage [4], [5]. Each drone is treated as anautonomous object, designed to preserve its own privacy through pre-programmed movementsand control via a remote user’s smartphone. Multiple cameras and sensors can be embedded intothe smartphone for enhanced portability and usability. Here, SoPT facilitates planned operationswhile safeguarding privacy- and security-sensitive information from adversaries, whether inexisting or

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

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Educational Research and Methods Division (ERM)

concentratedpresentation. This raises important questions about how publication venues might need to evolve toaccommodate different types of RtD work.The contrast between Shroyer's planned RtD approach and Coppola and Turns’ retrospectiveapplication demonstrates RtD's versatility. While Shroyer explicitly embraced RtD during her designefforts, Coppola and Turns retrospectively applied RtD frameworks to understand existing practice.This suggests RtD's value not just for new design work but for making sense of establishededucational practices. Despite these different approaches, both studies culminated in frameworks -Shroyer's framework for configuring a seeing-across-projects experience and Coppola's temporalframework - showing a specific way that RtD can create

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leila Elizabeth Williams, Clemson University; Theodore Colby Arden, Clemson University; Kylie Nicole Avitabile, Clemson University; Alec Jon Bauer, Clemson University; London Hoxworth, Clemson University; Jeffrey Nathaniel Moody, Clemson University; Katherine Ann Rockett, Clemson University ; Paige O Winkler; D. Matthew Boyer, Clemson University

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Diversity

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Educational Research and Methods Division (ERM)

more insight on the level of understanding and familiarity that neurotypicalparticipants have with neurodivergence. Figure 2For the distribution of the survey, we again sent the survey to various clubs and organizations oncampus, including academic clubs, honors societies, social organizations, athletic groups,residential hall groups, and various classes. In addition to this, we also posted QR codes for asurvey at several different locations on campus and social media to reach a larger audience.Going forward, we plan to distribute the survey institutionally to further expand participantengagement.ResultsTo evaluate the data collected from the revised survey and better understand the experiences

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)

account of themethodological and conceptual decisions underpinning a research design of a planned andongoing study. This methods paper underscores the importance of research design as a reflexiveand intentional practice, contributing to the growing scholarship on inclusive methodologies andlaying the groundwork for future empirical studies on the professional formation and retention ofwomen of color in engineering.Objectives and ContributionsThe primary objective of this paper is to provide a detailed account of a reflexive andintentionally constructed research design, with the aim of: 1. Aligning methodological choices with the study’s goal of uncovering the strategies women of color use to navigate engineering cultures; 2. Contributing

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maryann R. Hebda, Baylor University; Morgan R Castillo, Baylor University; Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; Tracey Sulak, Baylor University; Anne Marie Spence, Baylor University

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Educational Research and Methods Division (ERM)

calculate agreement.AnalysisResearch questions required both quantitative and qualitative analyses of participants’ responses.The free-response question was analyzed deductively using Villanueva and Nadelson’s threecategories: Mediator, Designer, and 21st Century conceptualizations of engineering. 1. Mediator: Engineers use science, math, and technology. 2. Designer: Engineers solve problems and invent, plan, and design industrial processes. 3. 21st Century: Engineers’ work has real-world applications in service of society [10].Responses were coded using framework analysis [13] and the categories were expanded toinclude overlapping conceptualizations as shown in Figure 2. Participant responses wereanalyzed for categorical alignment and

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

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Diversity

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Educational Research and Methods Division (ERM)

student fosters SRL, and motivation andemotion serve as possible internal factors a student engages when fostering SRL.Information Processing Theory of SRLThe Information Processing Theory of SRL [4] is a cyclical process in which a student (1)identifies a learning task (e.g., studying for an upcoming test), (2) plans accordingly (e.g.,determines when and how to study), (3) performs the learning task (e.g., engages in specificstudying activities or taking the test), (4) and reflects in order to adapt appropriately to achievetheir learning goals more effectively. This process is distinct for each student, but in general,students engage in this cyclical process to foster adaptive learning behaviors. In challengingcourses in particular, it is

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

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Diversity

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Educational Research and Methods Division (ERM)

complicating their ability to engagemeaningfully. Item MCQ5, “I develop action plans before interacting with people from adifferent culture in my research group,” was the most contentious in the metacognitive CQ, oftensparking confusion. P11 described item 5 as “too formal and ambiguous.” This situationhighlights the overlooked issue of assuming that all participants would inherently understandthese terms. Clear definitions or primers are essential to ensure comprehension, emphasizing theneed to either introduce key terms upfront or incorporate explanatory elements within the survey.Another recurring issue was the specificity of questions. For instance, P15 initially struggled tointerpret the question about preparing for intercultural interactions but

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tabe Ako Abane, Purdue University at West Lafayette (COE); Matthew Bahnson, Purdue University at West Lafayette (COE)

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Diversity

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Educational Research and Methods Division (ERM)

thesediscussions. If students perceive their current advisor as less supportive or engaged, they may beless inclined to initiate discussions about changing labs [3], contributing to the lower percentageof students who report discussing their plans with their current advisors. Additionally, thecompetitive nature of academic environments, particularly in STEM fields, may furtherdiscourage open communication between students and advisors [11]. Students might fear thatdiscussing their desire to change labs could be interpreted as a lack of commitment ordissatisfaction with their current research group, leading them to avoid such conversations [33].While both women and men engage in a variety of lab change behaviors, women did not reportdiscussing with

Conference Session

ERM Technical Session: Methods in Graduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Penn State; Catherine G. P. Berdanier, The Pennsylvania State University

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Educational Research and Methods Division (ERM)

with faculty affiliated with the program,and peer/near-peer mentoring. At the time of data collection, the program was in its third cohort.Participants and Recruitment: All participants in this study are first- or second-year MS studentsenrolled in an engineering field at the institution of focus in this study. All M.S. students arerequired to do research and write a Master’s paper or thesis. All participants for this study recruitedwere part of the SSTEM, although participation in this particular study was optional. IRB approvalwas obtained for the entire project and all data collection; the interviews collected and analyzed inthis study are part of the broader engineering education research plan in the funded SSTEM project.Six students

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)

underscoredthe need to balance technical and non-technical competencies in the Industry 5.0 era. Byaffirming a comprehensive framework of cognitive, functional, social, and meta-competencies,this study bridges theoretical understanding with practical demands. Moving forward, thevalidated model offers a foundation for designing responsive curricula and training programs thatprepare engineers for complex socio-technical environments. Future research should furthervalidate the model through importance ranking and structural analysis to strengthen its utility incurriculum development, workforce planning, and policy formulation. Continued collaborationamong innovation actors remains essential to align competencies with the needs of Industry 5.0

Conference Session

ERM WIP IV: Examining Undergraduate Recruitment & Retention

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlie Cooper M.Ed., University of Georgia; Herman Ronald Clements III, Purdue Polytechnic Institute, Purdue University – West Lafayette; Danielle V. Lewis, University at Buffalo; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

of myself]. [But]one of the reasons I was hesitant to switch [out of] engineering [was] the idea that I could justkeep my bachelor's and be very marketable after I graduated, being a female, a minority, [I’d]get a decent job just from that with a pretty decent salary. I just wanted to get my bachelor's andthen go into the workforce. But with epidemiology, if I made the switch, I knew I'd have to get mymaster's as well and possibly my PhD. [So] my plan right now [is] doing the four plus oneprogram to get my MPH.[Now that I’m in public health], it doesn't feel isolating. I feel like you see a lot more women ofcolor. There's a lot more groups that I have found and a little bit bigger of a community. So I justfeel like there's more support going

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)

panel approval of any updates following the pilot testing. Followingthis, we plan to disseminate our definition and framework more broadly to our education andindustry partners, as stated in the NSF proposal. This dissemination will occur in the form ofeducational/professional development modules and seminars/information sessions with thesepartners. This will naturally result in further “testing” and validation of the framework anddefinition. We will recruit additional industry partners (beyond the panel members) atconferences and through our professional contacts to assist in dissemination and validation.References 1. Cleland, D. (1990). Project management: Strategic design and implementation. New York: McGraw-Hill, 333-334. 2

Conference Session

ERM Technical Session: Professional Formation & Career Aspirations

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; René Marie Rosalie Marius

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Diversity

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Educational Research and Methods Division (ERM)

discrimination as it requires a level of boldness that is not easily measured inLikert-scaled items. Also, differences in HEP experiences are not included in this quantitative analysis.Lastly, the quantitative analysis, though separated by participation in HEPs for comparison, does notprovide insight on how the HEPs might have impacted these attitudes and behaviors toward professionalresponsibility or inclusive behaviors.Note that alongside this analysis, the research team has performed interviews to complement and betterexplain the quantitative results. The qualitative results from the interviews are planned for publicationelsewhere with thorough analysis and reference to conclusions from the survey. Many dimensions in thesurvey were excluded from this

Conference Session

ERM WIP I: Methodological Applications in the Disciplines

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University - Bozeman; Emmanuel Tetteh Teye

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Diversity

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Educational Research and Methods Division (ERM)

students in STEM majors were recruited for this study, which encompasses twointerviews over the 2024-25 academic year. To date, 29 students, 13 of whom are engineeringmajors, have participated in their first interview, which focused on their science or engineeringidentities. We plan to conduct second round interviews with these participants in the comingspring, which will focus on possible selves [18]. Open-ended, semi-structured interviews lasted approximately 30-60 minutes in lengthand were transcribed, with one exception for a participant who wished not to be recorded. Thetranscripts were summarized and then analyzed using a combination of deductive and inductiveapproaches [19]. Transcript data was first categorized according to Godwin’s

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

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Educational Research and Methods Division (ERM)

.2022.05.008[5] Oberski, D. (2016). Mixture models: Latent profile and latent class analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Springer International Publishing. https://doi.org/10.1007/978-3-319-26633-6_12[6] Weller, B. E., Bowen, N. K., & Faubert, S. J. (2020). Latent class analysis: A guide to best practice. Journal of Black Psychology, 46(4), 287–311. https://doi.org/10.1177/0095798420930932[7] D. E. Montaño and D. Kasprzyk, "Theory of reasoned action, theory of planned behavior, and the integrated behavioral model," in Health behavior: Theory, research, and practice 5 ed., San Francisco, Jossey-Bass, 2015, pp. 95-124.[8] Wilson, S., Huth, A., Lamer, S., Hammer, J