Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natasha Lagoudas Wilkerson, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Rachelle Pedersen, Texas A&M University

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Diversity

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Educational Research and Methods Division (ERM)

learning goals for pre-college engineering are stillbeing contested. One argument, which is promoted in science standards, is that engineeringdesign provides an authentic context to apply science concepts [4] [5] [6]. However, others arguethat this represents too narrow a view of engineering and promotes misconceptions [7] [8]. Inresponse to these concerns, the American Society for Engineering Education (ASEE) andAdvancing Excellence in P12 Engineering Education introduced a Framework for P-12Engineering Learning [9]. This framework outlines learning goals for engineering literacy thatmove beyond a narrow focus on practices, including engineering habits of mind and knowledge.In addition, the authors call for further research to scaffold learning

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Jamison, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University

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Diversity

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Educational Research and Methods Division (ERM)

students’engagement and factors they consider when making engagement decisions through a compilationof survey items from multiple co-curricular engagement surveys and frameworks [12], [13], [18].In future work of this project, findings from the pilot survey will be used to prototype the co-curricular engagement guide. To further explore engagement decisions of the student population,stakeholder interviews will be conducted and inform iterations of the engagement guide, thusimproving its usability and potential adoption as a resource.Study Context. The student population studied is an undergraduate engineering population at amid-Atlantic research institution. Majors that students can enroll in include biomedicalengineering, chemical engineering, civil and

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Jamison, Rowan University; Justin Charles Major, Rowan University ; Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

University Alexandra Jackson is a second year PhD student at Rowan University seeking a specialization in Engi- neering Education. She began her research in Rowan’s Experiential Engineering Education Department in the Fall of 2019, and has developed interests in entrepreneurial mindset and student development. In particular, she is interested in assessment of entrepreneurial mindset through both quantitative and quali- tative methods, and is currently working in both survey and concept map assessment. She was awarded an NSF Graduate Research Fellowship in April, 2022, and hopes to continue her research in entrepreneurial mindset assessment using narrative inquiry.Dr. Cheryl A. Bodnar, Rowan University Dr. Bodnar is an

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, The Ohio State University; Victoria Bill, New York University ; Julie P Martin, The Ohio State University; Tiantian Li, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette; Eric Holloway, Purdue University, West Lafayette

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Educational Research and Methods Division (ERM)

, 2005, doi: 10.1002/j.2168-9830.2005.tb00832.x.[2] J. P. Martin, S. D. Garrett, S. G. Adams, and J. Hamilton, "A qualitative look at African American students’ perceptions of developing engineer of 2020 traits through non- curricular activities," presented at the 2015 ASEE Annu. Conf. Expo., Seattle, WA, USA, Jun. 14-17, 2015.[3] C. A. Smith, H. Wao, G. Kersaint, and R. Campbell-Montalvo, "Social capital from professional engineering organizations and the persistence of women and underrepresented minority undergraduates," Front. Sociol., vol. 6, p. 671856, 2021.[4] J. P. Martin, R. A. Revelo, S. K. Stefl, S. D. Garrett, and S. G. Adams, "Ethnic student organizations in engineering: Implications

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janet Aderemi Omitoyin, The University of Illinois at Chicago; Renata A. Revelo, The University of Illinois, Chicago; Musab Kazi; Betul Bilgin, The University of Illinois, Chicago; Justin Merchan; Houshang Darabi, The University of Illinois, Chicago

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Diversity

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Educational Research and Methods Division (ERM)

and V. Tinto, “Moving beyond access: College success for low-income, first- generation students.,” Pell Institute for the Study of Opportunity in Higher Education, 2008.[5] S. D. Museus, R. T. Palmer, R. J. Davis, and D. C. Maramba, “Racial and Ethnic Minority Students’ Success in STEM Education.,” ASHE Higher Education Report, vol. 36, no. 6, pp. 1–140, 2011, doi: 10.1002/aehe.3606.[6] T. Melguizo and G. Wolniak, “The Earnings Benefits of Majoring in STEM Fields Among High Achieving Minority Students,” Research in Higher Education, vol. 53, no. 4, pp. 383– 405, Jun. 2012, doi: 10.1007/s11162-011-9238-z.[7] M. Jury, A. Smeding, N. M. Stephens, J. E. Nelson, C. Aelenei, and C. Darnon, “The experience of low-SES students

Conference Session

Work-in-Progress Session: Supporting Students To, Through, and Beyond Transitions

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emily Kostolansky, Tufts University; Kristen B Wendell, Tufts University; Nicole Alexandra Batrouny, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

," 2010 IEEE Frontiers in Education Conference (FIE), 2010, pp. S3G-1-S3G-6, doi: 10.1109/FIE.2010.5673256. 2. Rahman, F., & Andrews, C., & Wendell, K. B., & Batrouny, N. A., & Dalvi, T. S. (2019, June), Elementary Students Navigating the Demands of Giving Engineering Design Peer Feedback (Fundamental) Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2--32699 3. Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33 4. Pintrich, P. R., Marx, R., & Boyle, R. (1993). Beyond

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Collette Patricia Higgins; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University & Carthage College

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Diversity

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Educational Research and Methods Division (ERM)

interest in STEMthroughout their K-12 timelines prior to the decision to obtain an engineering degree.2. BackgroundWhen examining the pathways of engineering students through their K-12 timelines, it becomesnecessary to understand the types of influences present and the impact of the noted influences.Inclusionary practices in STEM have been a topic of great interest, with an increase in researchand activities completed from the perspective of diversity, equity, and inclusion [6]. Historically,gender and race have been primary targets of these initiatives seeking increased diversity inhistorically White-male dominated spaces; just 21.9% of undergraduate engineering studentsidentify as female and 17.1% identify as non-White [7]. Examining gender

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinfeng (Kevin) Quan, Westlake University; Chaoyi Wang, Zhejiang Normal University ; Chenhui Zhang, Self-employed

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Diversity

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Educational Research and Methods Division (ERM)

courses, all in English, Dr. Quan has a keen interest in employing active learning strategies and inductive teaching methodologies. Beyond content acquisition, he believes in nurturing students’ higher-order thinking and communication skills. At the core of his pedagogical philosophy is a commitment to amplifying students’ learning efficacy and holistic development.Chaoyi Wang, Zhejiang Normal University Assistant ProfessorChenhui Zhang, Self-employed Chenhui Zhang, transitioning from law to education, holds a Master of Laws from Duquesne University in the US and a Bachelor of Law from Southwest University of Political Science And Law in China. Chenhui has been enriching her educational expertise through Coursera

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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Diversity

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Educational Research and Methods Division (ERM)

value it inrelation to their future [35], [36]. Engineering interest typically focuses on the emotional orfeelings aspect of interest and includes whether or not a student likes or enjoys the subject [7],[24]. This interest is initiated through a situational interaction between a person and momentary,environmental stimuli. This interest may or may not persist over time and develop into anindividual interest. An individual interest is an interest that exists separate from the initiatingstimuli and describes an abiding desire to engage with the content over time [35]. For this work,engineering and disciplinary interests are interpreted as an established, individual interest sinceparticipants made decisions extending beyond a situational

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University, University Park; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

rely on the growth of technology to improve their researchcapabilities and further their findings within studies. Qualitative research fields, specifically, havebenefitted from growing technology, especially relating data collection (e.g. audio/visualrecordings, transcription services) and analysis (e.g. statistical software packages, word processingtechnology) [1]. However, an area that is underutilized by qualitative researchers is artificialintelligence (AI). AI and its sub-fields present a space for qualitative researchers to build uponexisting research to enhance future studies through computational methods and modeling. In thispaper we will focus on the potential for agent-based modeling (ABM), one such sub-field of AI,to contribute to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

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Educational Research and Methods Division (ERM)

the impact of EC2000," ExecutiveSummary, (Center for the Study of Higher Education, The Pennsylvania State University), pp.1-20, 2006.[46] A. Jain, "Data clustering: 50 years beyond k-means," Pattern Recognition Letters, vol. 31,no. 8, pp. 651-666, June 2010.[47] C. B. Zoltowski and W. C. Oakes, "Learning by doing: Reflections of the EPICS program,"International Journal for Service Learning in Engineering, Humanitarian Engineering andSocial Entrepreneurship, pp. 1-32, 2014.[48] T. Carleton and L. Leifer, "Stanford’s ME310 course as an evolution of engineering design,"in Proceedings of the 19th CIRP design conference–Competitive design, 2009.[49] S. R. Barley and J. E. Orr, "Between craft and science: Technical work in US settings,"Cornell

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods Division (ERM)

, 2000.[10] National Academy of Engineering, “The engineer of 2020: Visions of engineering in the new century,” Washington, DC, 2004. doi: http://www.nap.edu/catalog/10999.html.[11] L. Jamieson and J. Lohmann, Creating a culture for scholarly and systematic innovation in engineering education. Washington, DC: American Society of Engineering Education (ASEE), 2009.[12] L. L. Long III, “Toward an antiracist engineering classroom for 2020 and beyond: A starter kit,” J. Eng. Educ., vol. 109, no. 4, pp. 636–639, 2020, doi: 10.1002/jee.20363.[13] K. A. Douglas, A. Rynearson, Ş. Purzer, and J. Strobel, “Reliability, validity, and fairness: A content analysis of assessment development publications in major

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

to provide coaching, scaffoldingaround design projects is justifiable, as learning at the graduate level, above and beyond theengineering fundamentals, and engineering science, to the practical application, the preparationof people, the guidance through a design process, with an artifact produced in the end.Future exploration can do well to make it even clearer of what the people-process-productbalance for be. The expansive iteration to explore both the problem space and solution space ofthe global Design course is to be considered very different than the recursive iteration(successively through making tech to work) of the Smart Product Design course. The authorityfor leaning too can develop self-regulated learners and transfer

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sakhi Aggrawal, Purdue University ; Lisa Bosman, Purdue University; Alejandra J. Magana, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

,possibly through workshops or mentor-led discussions. These sessions should focus ondeveloping students' skills in negotiation, empathy, and problem-solving within a team context.Additionally, the role of mentors should be expanded beyond subject matter expertise to includethe facilitation of team dynamics. Training mentors in effective communication strategies andinclusive practices will contribute significantly to a supportive and productive researchenvironment. This training can help mentors identify and address potential team issuesproactively, fostering a more cohesive and efficient team.Policies governing URPs should promote the formation of interdisciplinary teams. By bringingtogether students from different academic backgrounds, URPs can

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alfred C. H. Tan, Singapore Institute of Technology; Christian Della, University of Glasgow; Jamil Jasin, Singapore Institute of Technology; Li Hong Idris Lim, National University of Singapore; Victor Wang; Chee Ming Ong; Yun Mei Elisa Ang; Arturo Molina-Cristobal, University of Glasgow

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Diversity

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Educational Research and Methods Division (ERM)

' knowledge anddevelops their ability to apply it effectively beyond their textbooks. Elements of authenticassessments that promote the transfer of KSAs have been theorized [7] but require furtherexamination. Simulation-based learning has been applied to enhance education of variousdisciplines and prepare students to undertake critical decisions, especially in engineering [8]– [10]. As a form of experiential learning, engineering simulations further provides a widerange of opportunities to practice complex skills in higher education to facilitate effectivelearning [11]. Like authentic assessments, simulations have the potential to enhance thetransfer of learning by providing students opportunities to explore real-life conditions and testtheir ideas

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Adetoun Yeaman, Northeastern University; Diana Bairaktarova, Virginia Tech

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Diversity

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Educational Research and Methods Division (ERM)

peer reviewedjournals and conference proceedings.The literature review drew from various disciplines to look at the relationship between empathyand mindfulness through a holistic lens. The search with the keywords mentioned generatedarticles from disciplines including engineering education, learning sciences, design science, andpsychology. The reviewed papers have been categorized in the following table according todiscipline. After review, the insights have been presented in conversation with each other. Table 1. Literature reviewed in disciplinary categories. Engineering Education 1. Bairaktarova, D., Bernstein, W. Z., Reid, T., & Ramani, K. (2016). Beyond surface knowledge: An exploration of how empathic

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio

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Diversity

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Educational Research and Methods Division (ERM)

, and challenge thecontradictions within authoritative figures and groups. It embraces diverse forms ofcognition, perspectives, worldviews, and belief systems while serving as a liberatory spacefor understanding our multifaceted realities [23]. Nepantla is not merely a framework forexploring conflicting lived experiences, sociopolitical influences, and liberatory journeys butalso a tool for theorizing identity transformation amidst adversity [21].Within Nepantla, we attain la facultad—the ability to perceive beyond surface appearances,delving into the hidden layers of existence [16]. La facultad represents heightened awarenesscultivated through the tumultuous vortex where realities collide. According to Anzaldúa’swritings [21], la facultad

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Fernandez, Utah Valley University; Walker Eads, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University

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Diversity

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Educational Research and Methods Division (ERM)

learning, transforming their predisposition towards learning and highereducation, and attitudes for becoming a professional in their discipline (Bamber & Tett, 2010).Three important teaching strategies for ensuring non-traditional student success are: (i) teach thevalue of advanced/higher education, (ii) teach self-worth and empowerment, and (iii) teach thetransformative power of education (Johnson, 2022).One of the pathways that enriches the non-traditional student’s undergraduate experience,thereby also widening pathways beyond graduation, is via undergraduate research. Studies havefound that undergraduates who participate in research obtain better grades and have a higherlikelihood of graduating. It has been proven to improve retention

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Carlos Luis Perez, Arizona State University; Sharona Krinsky, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles

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Diversity

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Educational Research and Methods Division (ERM)

assessment after an engineering-related learning unit [9].More recently, several studies have used growth mindset interventions on undergraduateengineering students; however, the studies have produced mixed to null effects. Rhee andJohnson’s [10] longitudinal study examining the impact of a growth mindset intervention foundno significant difference in academic performance or retention among women, minoritizedstudents, or Pell-eligible students. Frary [11], who implemented various growth mindset-relatedactivities throughout the semester in her Thermodynamics of Materials course, found that studentsdescribed their approach to learning through the lens of a growth mindset at the end of the semester,which was a shift from their beginning semester

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Ben Zoghi P.E., Texas A&M University

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Educational Research and Methods Division (ERM)

Paper ID #44348Using Generative AI for a Graduate Level Capstone Course Design—a CaseStudyDr. Wei Lu, Texas A&M University Dr. Wei Lu is a Postdoctoral Researcher at the Department of Engineering Technology & Industrial Distribution at Texas A&M University. Her research focuses on Higher Education in Agriculture & Engineering, K-12 (STEM) Education, Communications, MarketingDr. Behbood ”Ben” Ben Zoghi P.E., Texas A&M University Ben Zoghi is the Victor H. Thompson endowed Chair Professor of electronics engineering at Texas A&M University, where he directs the College of Engineering RFID Oil & Gas

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ziliang Zhou, California Baptist University; Xiuhua Si, California Baptist University

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Educational Research and Methods Division (ERM)

on the isentropic compression of a gas. Herrington [13] modified a lab experimentto assist students make better connections between their personal experiences and the definitionsand mathematical equations related to the concept of Specific Heat.This type of research went beyond Specific Heat and covered the broad area of thermal fluidscience to help students master the thermodynamics concepts. Based on their survey results,Robbins and Ardebili [14] saw that after traditional physics instruction many engineering studentshad not emerged with an effective understanding that would prepare them for a course inengineering thermodynamics. Various innovative teaching methods were employed in teachingthis course, such as the active learning method by

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fadhla B. Junus, Purdue University ; Junior Anthony Bennett, Purdue University ; Theresa Green, Purdue University ; Jason Morphew, Purdue University ; Ruth Wertz, Purdue University

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Educational Research and Methods Division (ERM)

: science learning beyond digital/analogue dichotomies,” in EDULEARN19 Proceedings, Jul. 2019, vol. 1, no. July, pp. 5159–5163, doi: 10.21125/edulearn.2019.1276.[15] W. Sung, J. Ahn, and J. B. Black, “Introducing Computational Thinking to Young Learners: Practicing Computational Perspectives Through Embodiment in Mathematics Education,” Technol. Knowl. Learn., vol. 22, no. 3, pp. 443 – 463, 2017, doi: 10.1007/s10758-017-9328-x.[16] M. Blüchel, J. Lehmann, J. Kellner, and P. Jansen, “The improvement in mental rotation performance in primary school-aged children after a two-week motor- training,” Educ. Psychol., vol. 33, no. 1, pp. 75 – 86, 2013, doi: 10.1080/01443410.2012.707612.[17] H. Burte, A

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

teaching. 2004.[24] G. J. Posner, K. A. Strike, P. W. Hewson, and W. A. Gertzog, "Accommodation of a scientific conception: Toward a theory of conceptual change," Science education, vol. 66, no. 2, pp. 211- 227, 1982.[25] C. Foster, "A slippery slope: Resolving cognitive conflict in mechanics," Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 30, no. 4, pp. 216-221, 2011.[26] K. A. Strike and G. J. Posner, "A revisionist theory of conceptual change," Philosophy of science, cognitive psychology, and educational theory and practice, vol. 176, 1992.[27] P. R. Pintrich, R. W. Marx, and R. A. Boyle, "Beyond cold conceptual change: The role of motivational beliefs and classroom

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)

Process for Energy Audit EducationAbstractThis paper is a work-in-progress (WIP) and an evidence-based practice paper. As efforts todecarbonize buildings increase, energy workforce development efforts are greatly needed to trainthe next generation of professionals. One such program that is training this new energyworkforce is the Department of Energy’s Industrial Assessment Center (IAC) program whichaims to increase the efficiency and productivity of small and medium sized industrial facilitiesand commercial buildings through conducting energy audits. Student training is an integral partof this program, where students participate in all aspects of these audits. However, trainingparticipants to be prepared for field

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University

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Diversity

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Educational Research and Methods Division (ERM)

Education, vol. 98, no. 1, pp. 53–66, Jan. 2009, doi: https://doi.org/10.1002/j.2168-9830.2009.tb01005.x.[2] K. Kelly and B. Bowe, “Qualitative research in engineering education,” ASEE Annual Conference and Exposition, Conference Proceedings, 2011.[3] R. L. Jackson, D. K. Drummond, and S. Camara, “What is qualitative research?,” Qualitative Research Reports in Communication, vol. 8, no. 1, pp. 21–28, 2007, doi: 10.1080/17459430701617879.[4] A. L. Pawley, “Learning from small numbers of underrepresented students’ stories: Discussing a method to learn about institutional structure through narrative,” ASEE Annual Conference and Exposition, Conference Proceedings, 2013, doi: 10.18260/1-2--19030.[5] L. H

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

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Educational Research and Methods Division (ERM)

and gain confidence as they move through theirundergraduate careers. Ideally, this effect will be measured in future work in two ways. First, bycollected data from students who are not receiving significant training in human-centeredengineering design, and second, by including questions to measure background maturation andincreases in confidence unrelated to engineering design education. Future work will also focuson the generalizability of these items, and their validity beyond our context of use.References[1] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, “Engineering design thinking, teaching, and learning,” J. Eng. Educ., vol. 34, no. 1, pp. 65–65, 2006.[2] Board of Delegates Engineering Area Delegation

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hudson James Harris, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

insights to educators,policymakers, and curriculum architects, ensuring that future engineers are not only well-versedin their core disciplines but also adept in leveraging AI's expansive capabilities. This researchstudy answers the following research question, “What is the current state, trends, and future ofgenerative AI in undergraduate engineering?” and this will be accomplished through a systematicliterature review (SLR).The SLR included the following phases (I) Explore different academic databases including GoogleScholar, IEEE Explorer, Web of Science, Engineering Village, ERIC, Science Direct, and WileyOnline Library to retrieve articles using the search terms. The search terms include Generative AIor Artificial Intelligence + College

Conference Session

Computer Science Education and AI research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Na Zhao, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Cristina Diordieva, Nanyang Technological University

Tagged Divisions

Educational Research and Methods Division (ERM)

are also presented with challenges that demand a broader scope of considerations dueto digitalization in the field [2]. Thus, engineering has taken on a new dimension that requires amultifaceted approach to the analysis of problems and a sensitivity to the interaction betweenpeople and technical infrastructure. As a universally applicable problem-solving approach, CTcan help engineering students navigate through complex situations. The practice of CTcompetencies (i.e., abstraction, algorithms, problem decomposition, pattern recognition,troubleshooting/debugging) is advantageous for developing analytical ability [3]. Additionally,CT is comprehensive rather than restrictive, as it builds upon computing processes [4]. As such,CT skills are

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cheryl A. Bodnar, Rowan University; Rocio C. Chavela Guerra, Rowan University; Adrienne Decker, University at Buffalo, The State University of New York; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Senay Purzer, Purdue University

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Educational Research and Methods Division (ERM)

as well because they only need to attend one event to get lots of information about many schools.In July, a call for participation followed through both the graduate program sub-committee andthe EECHA list. At that time, ten (10) schools had agreed to participate, and other schools weresolicited for participation. Commitment from the schools involved in the event included: ● Providing input on the timing of the event ● Attending a planning meeting for the event ● Providing input on the name of the event ● Providing input on the information collected from prospective students who register for the event ● Volunteering to participate in one of two panels for the event ○ Graduate school application tips

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Daniel Kane, Utah State University; Angela Minichiello P.E., Utah State University; Wade H Goodridge, Utah State University

Tagged Divisions

Educational Research and Methods Division (ERM)

wellbeing. Students were of the view that multipleinstitutional, social, and personal factors contributed to their SWB. For example, institutionalfactors like quality learning experiences offered by their institute, availability of financialresources through their college, the existence of an overall support environment, and engineering 5practice opportunities at their institute helped towards their happiness and life satisfaction. Inaddition, social factors like financial help from home and personal factors like the ability toefficiently organize academic tasks and a unique ability to be oriented towards academic goalsobjectively were also contributing