Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Autumn Cuellar, Utah State University; Sarah Principato; Sakshi Solanki; Catherine McGough Spence, Minnesota State University, Mankato; Marissa A Tsugawa, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

et al., “Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community,” J. Eng. Educ., vol. 110, no. 1, pp. 19–43, Jan. 2021.[41] B. Bourke, “Positionality: Reflecting on the research process,” The Qualitative Report, Oct. 2014.[42] T. Armstrong, “The Myth of the Normal Brain: Embracing Neurodiversity,” AMA Journal f Ethics, vol. 17, no. 5, pp. 348–352, 2015.[43] L. Clouder, M. Karakus, A. Cinotti, M. V. Ferreyra, G. A. Fierros, and P. Rojo, “Neurodiversity in higher education: a narrative synthesis,” Higher Education, vol. 80, no. 4, pp. 757–778, Oct. 2020.[44] C. Nicolaidis, “What can physicians learn from the neurodiversity movement?,” Virtual Mentor

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jessica Allison Manning, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc

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Diversity

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Educational Research and Methods Division (ERM)

multiple styles or languages.Resistant capital reflects the abilities that are created through opposing behaviors, with the goalof challenging the current inequities. Navigational capital is the ability to maneuver throughsocial systems that were not created for People of Color. Social capital refers to the groups,connections, and networks of people that a person can access for assistance. Finally, aspirationalcapital, the focus of this paper, is the individual’s abilities to keep their goals intact despiteobstacles [5].The EST framework contains five layers: the microsystem, mesosystem, exosystem,macrosystem, and chronosystem. The microsystem is “a pattern of activities, roles, andinterpersonal relations experienced by the developing person” [5

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dorian Bobbett, University of Nebraska - Lincoln; Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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Educational Research and Methods Division (ERM)

engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners. ©American Society for Engineering Education, 2023 Detecting Dimensions of Significant Learning in Syllabi using a Course Change TypologyAbstractThis research paper addresses the need for an instrument to detect the changes in the use ofresearch-based approaches over time. Change occurs within three

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Zain ul Abideen, Utah State University Logan Utah, USA ; Talha Naqash, Utah State University; Assad Iqbal, Arizona State University

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Educational Research and Methods Division (ERM)

items on a 5-point Likert scale ranging from 1 (never true of myself) to 5 (always true ofmyself). Instruments will be tailored by restating discipline specific terms (i.e., “Physics” wasrestated as “Engineering Statics or “Ordinary Differential Equations”) to reflect the appropriateEM courses context. Table 1. Revised Physics Metacognition Inventory (PMI) SRC Features Number of Items Interpreting Task 2 Planning 3 Evaluating 5 Monitoring 3 Adjusting

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Utah State University

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Educational Research and Methods Division (ERM)

the joint space and access toverbally and non-verbally communicate in the group [24]. As a result, social and cognitiveregulating factors are also an important determinant for a group of individuals to effectivelyengage in discourse (and thereby co-construct).Self-Regulation and Co-RegulationPrior to co-regulation, one or more individuals co-constructing must engage in at least some self-regulation. Self-regulation, as described by Zimmerman [25], [26] is a cyclical processcomposed of three phases: forethought (including analyzing the task, and acting according togoals/motivation), performance (including deploying strategies and making intermediate stepsobservable), and reflection (including evaluating the processes and results, and

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

David Pabst; Lee A. Dosse, University of Pittsburgh; Samantha E Wismer, University of Maryland; Matthew M. Barry, University of Pittsburgh

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Educational Research and Methods Division (ERM)

for a lesser cost [11].Some textbooks have the option of renting a digital version as well. Students may also be piratingtextbooks online. Nonetheless, this continual increase in textbook cost has resulted in decreasedtextbook purchases. A survey of 1,067 students in 2016 found 66% of students claiming they didnot purchase the required textbook for a given class [12]. Another study from 2020 yielded similarresults with 65% of students claiming they did not buy a required textbook for class due to costs[7]. Cost may not be the only issue at fault, as there is still a lack of usage from students who doacquire the required textbook.Lack of textbook usage is reflected in a 2008 study where undergraduate finance students weresurveyed on the

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington Ph.D., Duke University; Anna Romanova, Winthrop University; Philip Nelson; Siobahn Day Grady, North Carolina Central University; Legand Burge, Howard University

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Diversity

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Educational Research and Methods Division (ERM)

white and Asian, and 80% identify as men [3]. Usinga sample representative of the discipline would result in an instrument that not only did notaccurately reflect participants who are neither white, Asian, or men, but also would notaccurately reflect the nuance within minoritized groups. For example, Black computingundergraduates attending an HBCU may have differing academic experiences (as part of thedominant racial group on campus) from those attending PWIs (who are part of a non-dominantgroup both in computing and on campus). Students may also be part of a non-dominant group(e.g., race) and dominant group (e.g., gender or ability) based on different parts of their identity.In addition, Cross et al. [1] note that because people from non

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie A Damas, Clemson University; Lisa Benson, Clemson University

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Educational Research and Methods Division (ERM)

acknowledges the unique experiences and identity development of male andfemale students who identify as Black. How they have achieved different stages of their racial identitydevelopment affects their STEM reflective identity, competence/ability, value/interest, and assimilationinto STEM culture [10]. Black males and females construct their STEM identities as they develop theirgender identities. Collins [10] notes how racial identity development and gender identity begin to formbefore the development of any STEM interest. The relationship between Black students' gender-basedracial identity and their interest and persistence in STEM is complex. Collins [10] places the gender-basedracial identity of a student in the center of the visualization to mirror

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Georgia Institute of Technology; Marissa Christina Owens, University of Nevada - Las Vegas; Jasmine Choi, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

hadcollected. This was followed by each team conceptualizing, designing, and testing theirprototype. Finally, in the fifth stage, each team had to give an approximately 10-minutepresentation. They shared their model, identified the materials they utilized for their prototype,and explained their solution to the problem. For the high-rise activity, during the presentation,the teams had to simulate an earthquake shake test to demonstrate the building’s ability towithstand a possible earthquake. Once every group had presented, the entire class reflected onthe problem and discussed each team’s prototype or model [10], [11]. Throughout the study, theteacher facilitated the learning through questioning and engaging in student discussions whilemonitoring

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Liang Wang, School of Public Affairs, Zhejiang University; 帅 王, the School of Public Affairs, Zhejiang University

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Educational Research and Methods Division (ERM)

demands[14].Moreover, authentic learning can enhance students’ personal competencies. Under authentic learning,students have the chance to participate in real-world simulated work, acquire complex information, engagein deep inquiry and ongoing reflection about the “real problems” during the collaborative learning process,which facilitates the higher-order thinking, such as critical thinking, reasoning skills, and engineeringcreativity. Further, authentic engineering learning provides dynamic and interactive engineering scenariosthat involve interdisciplinary knowledge and multidisciplinary collaboration, helping students to becomefamiliar with, understand, and solve real, unstructured, complex engineering problems. Students could gainexperience

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University; Assad Iqbal, Arizona State University

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Educational Research and Methods Division (ERM)

. Across campuses andcolleges, dissemination of MHW and other academic support-related information throughcomprehensive and organized means has been advised by the Hunt Institute of public education aswell [26]. Dissemination of such information could be vital to create MHW awareness in highereducation and hence result in reduced stigmatization of students suffering from mental healthproblems [27].Students expected institutional intervention to improve their first-year experiences. MHW andlifelong learning skills integration in first-year engineering courses have been advised byresearchers for student success [28]. In its simplest form, the integration of MHW and personallearning reflections in first-year engineering courses may have positive

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] Council of Graduate Schools, “Ph.D. completion and attrition: Analysis of baseline data from the Ph.D. completion project,” Council of Graduate Schools, Washington, DC, USA, 2008.[2] C. Wendler et al., “The path forward: The future of graduate education in the United States,” Educational Testing Service, Princeton, NJ, USA, 2010.[3] J. M. Jones, “The dual pandemics of COVID-19 and systemic racism: Navigating our path forward,” School Psychol., vol. 36, no. 5, pp. 427-431, Sep. 2021, doi: 10.1037/spq0000472.[4] C. Davies, C. A. Arbeit, and M. Yamaner

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alex Phan, University of California, San Diego; Minju Kim, University of California, San Diego; Marko V. Lubarda, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

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Educational Research and Methods Division (ERM)

.,instructors and teaching assistants) were guided to take training and were provided withguidelines to effectively administer the oral exams. In terms of training, online modules weredeveloped and were followed up with reflection activities on relevant topics (e.g., reducingstudents’ anxiety; effective communication and making the student comfortable whenadministering the oral exams). Assessors were encouraged to implement grading rubrics and 5scripts that incorporated those practices (e.g., anxiety-reducing gestures, scaffolding studentswith expectations, minimizing time pressure) to standardize the procedures and fully capture thestudents

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew David Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L. Matz, University of Michigan; Spencer JaQuay, University of California, Irvine

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Educational Research and Methods Division (ERM)

by one researcher, reflecting the exploratory nature of thiswork: this methodological choice is discussed further at the end of this paper.Table 1 - Descriptions and examples of interactional positioning codes, taken from [10].Positional move (code) Description Example from data Firm statements of fact or firm or strong “The least amount of time is gonna be the kidExpert (C1) disagreement [shoveling]”. Softened statements or softened disagreement,Intermediate expert (C2) “Safety should probably be first

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Behlul Kula, Michigan State University; Andreana Louise Roxas; Kristen Sara Cetin P.E., Michigan State University; Annick Anctil; George Berghorn, Michigan State University; Ryan Patrick Gallagher

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Educational Research and Methods Division (ERM)

, or work presented herein was funded in part by the U.S. Department ofEnergy’s Industrial Assessment Centers, under Award Number DE-EE0009734. The views andopinions of authors expressed herein do not necessarily state or reflect those of the United StatesGovernment or any agency thereof.References[1] S. Truitt, J. Elsworth, J. Williams, D. Keyser, A. Moe, J. Sullivan and K. Wu, "State-Level Employment Projections for Four Clean Energy Technologies in 2025 and 2030," 2022.[2] DOE’s IAC, “Industrial Assessment Centers”. Available: https://iac.university/#overview [Accessed Feb. 12, 2023].[3] C. Kurnik and C. Woodley, "NREL job task analysis: Energy auditor," 2011.[4] M. M. Mohamad, A. R. Jamali, M. I. Mukhtar, L. C. Sern and A

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jiafu Niu, University of Cincinnati; David Reeping, University of Cincinnati

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Diversity

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Educational Research and Methods Division (ERM)

(2021) introduced the concept of person-centered approaches to the engineeringeducation community, which originated in the context of longitudinal analyses. A person-centered approach recognizes heterogeneity and attempts to identify latent groupings amongindividuals in the sample based on the relationships among variables which reflect thecharacteristics of individuals and their environment. In contrast, a variable-centered approach isfocused on prediction and relationships between variables (Laursen & Hoff, 2006). Althoughperson-centered approaches may use data-driven methods to fulfill these tasks, not all data-driven methods can be used in a person-centered fashion without more critical thought (Godwinet al., 2021). For example

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

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Educational Research and Methods Division (ERM)

internationally trained minoritized women.Our study will expand the ongoing conversation into the Canadian landscape.Theoretical PerspectivesOur study adapted Carlson and team’s [1] conceptual model of professional identity developmentwhich include: 1) Program Expectations; 2) Teaching and Supervision; 3) Research; 4)Publication; 5) Grants and Funding; 6) Service; and 7) Conferences, Networking, and ProfessionalDevelopment. We chose this model because it was suited for examining the professional identitydevelopment of doctoral programs, was extendable to include ECR and allowed specific elementsof the model to be woven into our interview questions and narratives. We choose duoethnography[18] because of its collaborative, reflective, dialogic, and

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Claussen, San Francisco State University; Fatemeh Khalkhal; Xiaorong Zhang, San Francisco State University; Ana Karen Biviano; Yiyi Wang, San Francisco State University

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Diversity

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Educational Research and Methods Division (ERM)

-structured interview protocol with four sections:introduction and warm-up, engineering identity, teamwork, and conclusion. When timepermitted, we asked the interviewees to reflect on the stories of the practicing engineers. Thesestories were developed from publicly-available accounts of the day-to-day experiences ofpracticing engineers. The interview protocol and other applicable parts of our study design wereapproved by our institution’s human subjects review process.Two mock interviews were performed to evaluate the clarity (or ambiguity) of the questions andthe total time required to perform the interview. It also served as an opportunity for our team tofamiliarize ourselves with the interview process. Two students volunteered for the

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Zhen Zhao, Massachusetts Institute of Technology; Allison Godwin, Purdue University at West Lafayette (COE); Wilhelmina C. Savenye, Arizona State University; Christopher Barr

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Diversity

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Educational Research and Methods Division (ERM)

assess the perceivedimpact of participating in such centers. The in-progress validation process has providedinsightful reflections on multiple items regarding the way the items were written, theirappropriateness, and their alignment with participants' experiences. This work improvesconsistency in how ERCs evaluate the effectiveness of their education and diversityprogramming.Next steps will involve further distribution of the instrument and increasing its use amonginterested centers to further the validity evaluation of the instrument. It is expected that thisinstrument will facilitate greater cooperation between ERCs and other large, STEM researchcenters. Our future work will continue to gather validity evidence for the use of this instrumentin

Conference Session

Work-in-Progress Session: Exploring Learning and Development in Engineering Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; OnKee Min, Tufts University; Jessica Ostrow Michel

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Educational Research and Methods Division (ERM)

-related behaviors.Recent literature suggests active learning strategies in sustainability education can help promotestudents’ sustainability behaviors. The term active learning has been used to describe a broadrange of student- or learner-centered instructional methods. For example, Felder and Brent [11]argued that active learning is “a teaching approach that encompasses anything students might becalled on to do in class besides watching and listening to an instructor and taking notes” (p. 111).While definitions of active learning vary, most scholars agree that active learning involvesstudents’ active engagement, continuous participation, action, and reflection [12-13].For decades, scholars have called for college educators to incorporate more

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jorge A. Baier, Pontificia Universidad Catholica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Ximena Hidalgo; Matías Alonso Piña, Pontificia Universidad Catholica de Chile; Gabriel Astudillo, Pontifica Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

Frontiers in Education (p. 208). Frontiers.Juntunen, H., Tuominen, H., Viljaranta, J., Hirvonen, R., Toom, A., & Niemivirta, M. (2022).Feeling exhausted and isolated? The connections between university students’ remote teachingand learning experiences, motivation, and psychological well-being during the COVID-19pandemic. Educational Psychology, 1-21.Khraishi, T. (2021). Teaching in the COVID-19 Era: Personal Reflections, Student Surveys andPre-COVID Comparative Data. Open Journal of Social Sciences, 9(2), 39-53.Larcombe, W., Baik, C., & Finch, S. (2022). Exploring course experiences that predictpsychological distress and mental wellbeing in Australian undergraduate and graduatecoursework students. Higher Education Research & Development

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

analyzing student written responses to conceptually challenging problems. • Gather more text samples that center written responses to conceptually challenging problems from underrepresented groups to adequately train algorithms.AcknowledgmentsWe acknowledge support from the National Science Foundation (NSF) through the NRT DGE2021874 and DUE 2135190. Any opinions, findings, conclusions, or recommendationsexpressed are those of the authors and do not necessarily reflect the views of the NSF.References[1] H. Auby, N. Shivagunde, A. Rumshisky, and M. D. Koretsky, “WIP: Using machine learning to automate coding of student explanations to challenging mechanics concept questions,” presented at the American Society for

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie Dow; Ryan Lee; Zihui Zhu, Embry-Riddle Aeronautical University - Prescott; Kaela M Martin, Embry-Riddle Aeronautical University - Prescott; Elif Miskioglu, Bucknell University; Adam R Carberry, Arizona State University

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Educational Research and Methods Division (ERM)

demonstrates thedirect influence of prior knowledge on her problem-solving approaches. In justifying her answeron the instrument, Olivia responded, “Probably not perform calculations, that’s usually not myfirst jump to. I kind of like to physically demonstrate the system. I’m very tactile so I like to seehow something would work.” Olivia’s response reflects a level of self-awareness (recognitionthat she is tactile) as a factor that influences her problem-solving approaches.The other four participants with prior engineering experience similarly appeared influenced bytheir recent engineering experiences in their approach to the problems. Other research has shownthat students often use their lived experiences to approach problem solving [17]. All four

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; P.K. Imbrie, University of Cincinnati

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Educational Research and Methods Division (ERM)

., code of cooperation) to hold each member accountable.At any particular time, I knew each team member's role, so I knew what to expect from them.An outside observer would have concluded our team had an effective process to complete ourassignments.Team members arrived on time to team meetings.Team members were prepared for team meetings.My teammates displayed appropriate interpersonal skills when conflict arose.GOAL SETTINGMy team used clear, long term goals to complete tasks.My team reflected upon its goals in order to plan for future work.My team made use of incremental goals (i.e., we set short term goals) in order to completecourse assignments on time.My input was used to set our team goals.This team helped me accomplish my individual goals

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo

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Educational Research and Methods Division (ERM)

. Andrew Olewnik, University at Buffalo Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the Univer- sity at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection practices in supporting engineering undergraduates as they transition from student to professional. ©American Society for Engineering Education, 2023 Using Directional Graphs to Explore the Engineering Co-curricular Navigation Profiles of Student GroupsIntroductionThe goal of this work-in-progress (WIP) paper

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Jennifer J. VanAntwerp, Calvin University; Shruti Misra, University of Washington

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Educational Research and Methods Division (ERM)

scale was retained without reservation for this study. Table 6: Confirmatory Factor Analysis for Autonomy Subscales Item Loading Goodness of Fit Indicators Satisfaction of Autonomy Needs At work, I feel a sense of choice and freedom in degrees of freedom (df) = 2 the things I undertake 0.656 c2 = 1.828 (p = 0.401) I feel that my decisions on my job reflect what I 0.820 RMSEA = 0.000 really want I feel my choices on my job express who I really

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sakshi Solanki, Utah State University; kiana kheiri; Marissa A Tsugawa, Utah State University ; Hamid Karimi, Utah State University

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Educational Research and Methods Division (ERM)

: Reflecting on the research process,” The Qualitative Report, Oct. 2014.[48] J. Feldkamp, “The Rise of TikTok: The Evolution of a Social Media Platform During COVID-19,” in Digital Responses to Covid-19: Digital Innovation, Transformation, and Entrepreneurship During Pandemic Outbreaks, C. Hovestadt, J. Recker, J. Richter, and K. Werder, Eds. Cham: Springer International Publishing, 2021, pp. 73–85.[49] A. Bhandari and S. Bimo, “Why’s everyone on TikTok now? The algorithmized self and the future of self-making on social media,” Soc. Media Soc., vol. 8, no. 1, p. 205630512210862, Jan. 2022.[50] E. Simpson, A. Hamann, and B. Semaan, “How to Tame ‘Your’ Algorithm: LGBTQ+ Users’ Domestication of TikTok,” Proc. ACM Hum. Comput

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katrina Marie Robertson; Hadi Ali, Embry-Riddle Aeronautical University; Jonathan M. Adams, Embry-Riddle Aeronautical University - Prescott; Elizabeth Ashley Rea, Embry-Riddle Aeronautical University - Prescott

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Educational Research and Methods Division (ERM)

teaching in his life. This was when his views of issues of equity started to surface.Each participant’s experiences contribute to a fuller sense of the challenges facing gendered and/orracially-minoritized students in introductory engineering programming courses. Interestingly, theauthority and social infrastructures proved to be the most important for the three student participants,reflecting existing scholarship about the importance of community, mentorship, and student dispositionsof confidence in programming education. The physical and operational infrastructures also discouragedactive participation by all students, while challenges with the economic infrastructure didn’t surface inthese interviews. 7. Future workOur ongoing research and

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

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Educational Research and Methods Division (ERM)

, contextual, and perception-based phenomena of interest, asemi-structured approach was used when collecting data [51]. Focus groups consisted of four tofive participants, lasted about one hour, and were conducted at the end of each semester. Thefirst author led all focus groups, with the second or last author as a secondary interviewer andnotetaker. At the end of each focus group, the first author compiled these notes, information onhow the focus group went, and initial impressions of the data into summarized memos.Guiding questions prompted participants to reflect on their interest in their current majors andminors (if applicable) as well as how this interest has changed since the previous focus group.The guiding questions targeting interest were

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alberto Cureg Cruz, California State University, Bakersfield; Amin Malek, California State University, Bakersfield; Andrea Medina, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield

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Educational Research and Methods Division (ERM)

studyattitudes for face-to-face classes, but it appears that our model is at least somewhat effective atengaging groups of minority students who, according to literature, may not prefer peer activities.VI. AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.(2122442). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.VII. References[1] A. P. Carnevale and N. Smith, ‘Working Learners-The New Normal’, 2018. [Online]. Available: http://proquest.umi.com/pqdlink?did=842878281&Fmt=7&clientId=10461&RQT=309& VName=PQD[2] D. A. Santiago