Displaying all 26 results
- Conference Session
- Student-led Research on Engineering Education - Quantitative Methodologies
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Mark Roger Haase, University of Cincinnati
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
from outreach work31. The act of communicating specialist knowledge, inplain language to non-specialists, is a learning experience in and of itself. This communicationdeepens the understanding of both parties.Armed with university7 and financial support3, and cognizant of the personal and publicbenefits15,18, the only remaining question is of specifics. What work can be done? For those withan inclination to educational research, museums can provide an excellent laboratory for the studyof human learning. Many already are engaged in this sort of work31. There is also room forcontributions to the development and evalulation of the practices in the design of outreachprograms27. For those less directly involve in educational research, there are
- Conference Session
- Student Division Diversity and Persistence Related Technical Session
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Katherine Elfer, Tulane University; Anastasia Marie Rynearson, Purdue University, West Lafayette (College of Engineering); Nathan M. Hicks, Purdue University, West Lafayette (College of Engineering); Elizabeth Marie Spingola, Virginia Tech Department of Engineering Education; Kaitlin Fair, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Accessibility Caucus, Purdue’s Student ASEE Chapter, andGeorgia Institute of Technology’s Lean In Chapter will present their ideas on what helps create asuccessful graduate community. The common findings of all organizations are consolidated intocategories of funding, recruitment, evaluation of success, and best practices for graduate studentorganizations.Tulane University: Women+ in Science and EngineeringBackground and DevelopmentTulane University’s Women+ in Science and Engineering (WISE), a graduate student andpostdoctoral fellow initiative, will conclude its first full year in June 2017. At the ASEE 2016conference, two graduate students and a Tulane Assistant Professor identified a critical need forgraduate student and postdoctoral peer
- Conference Session
- Tricks of the Trade - Experiences Designing Courses and Communities
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Aileen Tapia, University of Texas, El Paso; Jose Martinez, University of Texas, El Paso; Peter Golding P.E., University of Texas, El Paso
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
and as they graduate the goalis for them to continue developing their careers in STEM education and giving back to thecommunity. Also, we are glad to have almost half of our membership being females. In theSTEM fields, women can be underrepresented, however in our Jr. Chapter Program, womenclearly demystifies the current national statistics that women do not pursue STEM careers.Creation, Sustainability & Growth (i.e. Best Practices)In order to establish and develop a Jr. Chapter, a three-party agreement must be formed.Commitment from college member(s) to serve as Jr. Representative and be the bridge betweenthe college chapter and the Jr. Chapter. Secondly, obtaining support from the school staff andteacher(s) that would like to serve as
- Conference Session
- Student Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Stephen Secules, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Paper ID #28576How to Be a Graduate Student (Before I Forget): A Collection ofExperiential WisdomDr. Stephen Secules, Florida International University Stephen is an Assistant Professor Engineering and Computing Education at Florida International Univer- sity. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on engineering and education, including courses on engineering design, systems in society, and learning theories. Stephen’s research interests include equity, culture, and the sociocultural dimensions of engineering
- Conference Session
- Student Division Technical Session 4
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Alyssa Travitz, University of Michigan; Ayse Muniz, The University of Michigan; Joanne Kay Beckwith, University of Michigan; Rose K. Cersonsky, University of Michigan
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
. Cersonsky earned her PhD at the University of Michigan, and is currently working as a Postdoc- toral researcher at EPFL in Lausanne, Switzerland. c American Society for Engineering Education, 2020Bringing Science Education and Research together to REACTAbstractThis “Innovation in Engineering Teaching Practices” paper will describe the student led co-curricular REACT (Research Education and Activities for Classroom Teachers) program at theUniversity of Michigan. REACT was formed in 2017 to bring K-12 math and science teachersfrom Michigan together for a one-day, interactive learning experience to help incorporate researchinto their classrooms. Teachers listen to graduate student talks, go on research lab tours and
- Conference Session
- Student Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Melissa Shuey, Rensselaer Polytechnic Institute; Atsushi Akera, Rensselaer Polytechnic Institute; Sarah Appelhans, University at Albany-SUNY; Alan Cheville, Bucknell University; Thomas De Pree, University of New Mexico; Soheil Fatehiboroujeni, Cornell University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
and directives to move courses entirely online createdchaos in the higher education ecosystem and collapsed many of the support structures studentshad taken for granted, such as campus communities, study groups, and regular routines. As aresult, this research project conducted during the initial months of the pandemic reflects notmerely the challenges of working online, but rather working online under social isolation.MethodsOur study was based on utilizing semi-structured interviews from a broad spectrum of subjects.The interviews I conducted were part of a paired study design: a postdoctoral fellow to theproject, later joined by a graduate research assistant to the project, interviewed engineeringeducators, ed tech executives, and
- Conference Session
- Research on Diversification & Inclusion
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Michael Lachney, Rensselaer Polytechnic Institute; Dean Nieusma, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering
reform effort risks being undermined by the curricular and cultural practices thatpervasively shape student experience and outcomes and drive away too many could-be engineerswith diverse interests, aptitudes, lived experiences, and values.PDI’s response to the bait-and-switch problem employs design-oriented logics of engagement inparallel with the fundamentals-first approach, which provides a partial corrective to the logic ofexclusion. This configuration offers educators new avenues for thinking about explicit andimplicit connections between the design-centric emphasis in K-12 and the content-driven modelof fundamentals first. Moving forward, we hope to conduct empirical research using participantobservation and interviews to compare students
- Conference Session
- Student Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jennifer Shaffer Brown, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
, 2011.[3] E. M. Duffy and M. M. Cooper, “Assessing TA buy-in to expectations and alignment of actual teaching practices in a transformed general chemistry laboratory course,” Chem. Educ. Res. Pract., vol. 21, no. 1, pp. 189–208, 2020.[4] R. Tormey, C. Hardebolle, and S. Isaac, “The Teaching Toolkit: design of a one-day pedagogical workshop for engineering graduate teaching assistants,” Eur. J. Eng. Educ., vol. 45, no. 3, pp. 378–392, 2020.[5] T. Bourelle, “Preparing Graduate Students to Teach Online: Theoretical and Pedagogical Practices,” Writ. Progr. Adm., vol. 40, no. 1, pp. 90–113, 2016.[6] F. Marbouti, K. J. Rodgers, H. Jung, A. Moon, and H. A. Diefes-Dux, “Factors that help and hinder teaching assistants
- Conference Session
- Student Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Renee M. Desing, The Ohio State University; Rachel Louis Kajfez, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
best answer their research question, hypothesis, orpurpose of the study [1]. A mixed methods research methodology that a researcher may select isQ methodology. Q methodology is a social science research methodology focused onsystematically studying subjectivity utilizing both qualitative and quantitative researchtechniques [2]–[6]. While Q methodology has had limited use in engineering education research,it has been used in studies regarding the career paths of engineering education doctoral graduates[7], competencies for nanotechnology [8] and IT [9], curriculum design for information systems[10], construction engineering technology program assessment [11], and undergraduateengineering students’ out-of-class activities [12]. However, Q
- Conference Session
- Student Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Beau Vezino, University of Arizona; Alexander M Alvarez, University of Arizona Department of Biomedical Engineering; Byron Hempel, University of Arizona; Christina Julianne Loera, University of Arizona; Samantha Davidson, University of Arizona; Savannah Boyd, University of Arizona; Vignesh Subbian, University of Arizona
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
achapter’s membership, interest, purpose, and structure are related.In order for chapters to have a broad and meaningful impact on engineering education at theuniversity level and in the local community, chapters will benefit from broader involvement fromadministrators, faculty, staff, and community members from multiple disciplines. When lookingacross the active and dormant chapters, the majority of members are engineering students. Inaddition to the narrow range in membership, the majority of chapters appear to focus first onsupporting and encouraging undergraduate and graduate students in their educational endeavors,and second, on supporting teaching practices and outreach at the college and pre-college level.Few chapters seem to focus on or
- Conference Session
- Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering
in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and group members are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and re- cently tenured faculty and research staff primarily evaluated based on their engineering education research productivity. She can be contacted by email at
- Conference Session
- Student Division Technical Session 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Cassondra Wallwey, The Ohio State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
quickly gather data on the feedback practices being [9] J. W. Creswell and V. L. Plano Clark, Designing and conducting mixed methods research. Sage Publications, 2017. their motivation and course engagement? employed in specific courses. This data can then be logged for reference, output for comparisons, or [10] J. Fredricks, P. Blumenfeld, and A. Paris, “School Engagement: Potential of the Concept, State of further evaluated
- Conference Session
- Technical Session: Professional Development Opportunities for Students
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology; Holly M. Matusovich, Virginia Tech; Rachel E. McCord, University of Tennessee, Knoxville
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Department Head for Graduate Programs in Vir- ginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 8 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies. Matusovich has authored a book chapter, 10 journal
- Conference Session
- Student Division Poster Session
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jordan E. Trachtenberg, Rice University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Paper ID #20677Writing in the Disciplines for Engineers: Implementation and Assessment ofStudent LearningDr. Jordan E. Trachtenberg, Rice University Jordan Trachtenberg received her PhD in bioengineering from Rice University. She has been passion- ate about STEM education and outreach throughout her undergraduate and graduate studies. Her broad teaching interests include teaching K-12 outreach programs in 3D printing and computer-aided design, mentoring undergraduate laboratory and design teams, and organizing graduate professional development opportunities in science communication. She works on collaborative pedagogical
- Conference Session
- Student Division Technical Session 4
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Regina Palero Aleman, University of San Diego; Mireya Becker Roberto; Joel Alejandro Mejia, University of San Diego; Susan M. Lord, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Diana A. Chen, University of San Diego; Gordon D. Hoople, University of San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Foundation Grant ”Reimagin- ing Energy: Exploring Inclusive Practices for Teaching Energy Concepts to Undergraduate Engineering Majors.” He has also co-developed a unique interdisciplinary course, Drones for Good, where engineer- ing students partner with peace studies students to design a quadcopter that will have a positive impact on society. American c Society for Engineering Education, 2021 Mind the Gap: Exploring the perceived gap between social and technical aspects of engineering for undergraduate studentsAbstractWithin engineering education, there is a perceived distinct binary separating social and technicalthoughts. Students often
- Conference Session
- Two Body Solutions: Strategies for the Dual-Career Job Search
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Shannon Ciston, University of California, Berkeley; Katy Luchini-Colbry, Michigan State University; Christopher M Weyant, Drexel University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Amber L. Genau, University of Alabama at Birmingham; Kristina M. Wagstrom, University of Connecticut; Daina Briedis, Michigan State University
- Tagged Topics
- Diversity
- Tagged Divisions
- New Engineering Educators, Student, Women in Engineering
Luchini-Colbry is the Director for Graduate Initiatives at the College of Engineering at Michigan State University, where she completed degrees in political theory and computer science. A recipient of a NSF Graduate Research Fellowship, she earned Ph.D. and M.S.E. in computer science and engineering from the University of Michigan. She has published more than two dozen peer-reviewed works related to her interests in educational technology and enhancing undergraduate education through hands-on learn- ing. As a volunteer for Tau Beta Pi, the Engineering Honor Society, Luchini-Colbry facilitates interactive seminars on interpersonal communications and problem solving skills for engineering students across the U.S.Dr
Exploring the Meaning of Fun: A Missed Opportunity to Retain Underrepresented Groups in Engineering?
- Conference Session
- Student Division Diversity and Persistence Related Technical Session
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jeannie Marie Purchase, Virginia Tech ; Denise Rutledge Simmons P.E., Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
well as influencing students to pursue engineeringcareers after graduation.12,13 Some of the hesitation for pursuing out-of-class activities forengineering students include lack of time and motivation to participate in these activities.14By understanding students' perceived benefits and motivations for pursuing out-of-classactivities, we can begin to understand how these activities bolster student engagement in andoutside of the classroom. In turn, this can inform policies and practices that may lead toincreased retention rates of underrepresented groups in engineering. This case study wasdeveloped as a follow-up to a focus group that was part of a larger study designed to understandengineering undergraduate students’ motivations for pursuing
- Conference Session
- Student Division Diversity and Persistence Related Technical Session
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- James Blake Gegenheimer, Louisiana State University STEP ; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
American (7.7%), Hispanic (15.2%), Asian (17.6%), Female (20.7%), LSES (14.6%). Supplemental Instruction can now be counted as one of the many programs that successfullydecreases the academic performance gap between ethnic minority students and Caucasians. Thisgap was decreased to within 3% of course averages for all groups excluding African Americans.One of the most surprising things about these findings is that the SI program was not designed togive additional benefit to minority, female, or low-socioeconomic students. Through activelearning and inclusion, the SI program at LSU has shown to have a substantial impact on allpopulations of students7 References[1] E. Brothers, B. Knox, “Best Practices in Retention of Underrepresented
- Conference Session
- Student Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
faculty: “I think maybe like a Best Practices Guide for students taking online classes would bebeneficial, how to effectively manage one’s time since I think time management is really key. It'skey in any situation, especially for incoming students, not quite knowing how is college differentthan high school. Managing their time would be giving student a lot more freedom. So, I thinkimplementing Best Practices Guide, strategies for time management, as well as setting outschedules would give them ample opportunity for breaks as it hard for students to sit in front of acomputer all day long” (Research Participant 5)Conclusion & future work In this study, multiple common themes reflected faculty perceptions of studentexperiences and
- Conference Session
- Student Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Dolores Herrera; Claire Marie Leader, California Polytechnic State University, San Luis Obispo; Soham Patel; Anahid Behrouzi, California Polytechnic State University, San Luis Obispo
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Paper ID #34324Student-Led Summer Diversity Workshops for Built-Environment MajorsDolores Herrera, Dolores Herrera is a graduate student in architectural engineering at California Polytechnic State Univer- sity, San Luis Obispo. She serves as the co-chair of the Student Diversity, Equity and Inclusion (DEI) Committee in the College of Architecture and Environmental Design; she works closely with faculty, staff, and administrators to voice student concerns regarding curriculum, departmental operations, and student success. After graduation, she seeks to practice structural engineering in the United States.Claire Marie
- Conference Session
- Student Division Technical Session 5
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Amanda N. Quay, Stanford University; Callan E. Monette, Stanford University; Stacey A. Huang, Stanford University; Alexa Wnorowski, Stanford University; Anjali Mulchandani, Stanford University; Ronnie Miller, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
practices by learning from evidence-based techniques and approaches within the field. We work to help our community stay current on well-founded best practices by critically engaging with recent literature and hearing from experts within the engineering education sphere. · We grow through effort and persistence: We cultivate a growth mindset culture, seeking development and improvement in our understanding and practice of engineering pedagogy. The canon of engineering education research is always growing, so we continue to grow along with it and stay up to date via journal club and cutting-edge discussions. · Our community makes us strong: We strive to build a supportive space for students and educators alike to learn from one
- Conference Session
- Student Division Technical Session 4
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Pearl Elizabeth Ortega, Texas A&M University; Kristi J. Shryock, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
Paper ID #27377Work in Progress: Discovering Pathways of Engineering Undergraduate Stu-dents Related to Engineering IdentityMiss Pearl Elizabeth Ortega, Texas A&M University Pearl Ortega is a PhD student at Texas A&M University, College Station studying Interdisciplinary En- gineering with a focus on Engineering Education. Ms. Ortega received her undergraduate degree in Industrial Engineering from St. Mary’s University, San Antonio, TX and a M. Eng. degree in Industrial Engineering from Texas A&M University with a research focus in remote healthcare. She currently works as a graduate assistant for the Aerospace
- Conference Session
- Student Division Technical Session 3
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Jorge Jimenez, University of Pittsburgh; April A. Dukes, University of Pittsburgh; Morgan V. Fedorchak
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
research faculty with experience in clinical translation.3. Methods3.1 Course overview and study design At the University of Pittsburgh, a course entitled “Controlled Drug Delivery” is offered as a cross-discipline (bioengineering and chemical engineering), upper-division elective for undergraduate students, and an engineering elective for bioengineering graduate students. Upon completing the course, the student should be able to (1) state the constraints on material properties posed by the physiological environment; (2) use the fundamentals of polymers, diffusion, degradation, modeling and pharmacokinetics to solve problems specific to controlled drug delivery; and (3) demonstrate ability to search and summarize
- Conference Session
- Student Division Technical Session 1
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Amanda Vazquez, University of Nevada, Las Vegas; Erica J. Marti, University of Nevada, Las Vegas; Erdogan Kaya, University of Nevada, Las Vegas; Hasan Deniz, University of Nevada, Las Vegas
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
culture in which it is practiced. ○ If you believe that engineering reflects social and cultural values, explain why and how. Defend your answer with examples. ○ If you believe that engineering is universal, explain why and how. Defend your answer with examples. ● There is a variety of mobile phones commercially available in the market (e.g. iPhone, Galaxy, Huawei Mate, Nokia). Can there be a single best design for a smartphone? ○ If you believe that there is a single best design for a smartphone, please explain why. ○ If you believe that there is not a single best design for a smartphone, please explain why.Appendix C. NOE Aspects Scoring Rubric
- Conference Session
- Student Division Technical Session 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
let aloneteacher empathy.In engineering education, though the concept of empathy is implicitly present in engineeringthrough human-centered design and user design [19], active use of empathy as a skill to connectwith customers is not commonplace in engineering “as these terms traditionally do not mesh withthe dominant image of engineering” [20, p. 2]. Much of the research on empathy and its relatedterminology [20] is focused on teaching empathy to students and how students become moreempathetic [21]–[23]. For example, Walther et al. [21] introduced empathy modules in anundergraduate mechanical course to practice empathy as a skill and provided results of thesensitive nature and complexity of teaching empathy.While most of the research in
- Conference Session
- Student Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Atsushi Akera, Rensselaer Polytechnic Institute; Soheil Fatehiboroujeni, Purdue University, West Lafayette; Sarah Appelhans, University at Albany-SUNY; Joerene Acerrador Aviles, Rensselaer Polytechnic Institute; Eva Dibong; Beatrice Mendiola, Rensselaer Polytechnic Institute; Michelle Murray, Rensselaer Polytechnic Institute; Melissa Shuey, Rensselaer Polytechnic Institute; Marta Tsyndra, Rensselaer Polytechnic Institute; Makayla Wahaus, Rensselaer Polytechnic Institute
- Tagged Topics
- Diversity
- Tagged Divisions
- Student
embedded within our research design.Because engineering education researchers are also educators, the asymmetric relationshipbetween teacher and student can impact the quality of the interview data. For instance, there issomething potentially problematic about having faculty members interview students about thedifficulty they have speaking with faculty. While there may be other methods for facilitatingaccess, having students interview other students enabled us to tap more directly into studentexperiences.1 We also realized, through the course of this pilot study, that we were inviting ourstudent researchers to engage in a practice that was contiguous with a mode of interactionfamiliar to students—talking to friends about the challenges they were