Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yunmeng Han, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati

Tagged Divisions

Educational Research and Methods Division (ERM)

preliminary.Potential applications of threshold concepts in interdisciplinary engineering education includeintegrating them into curriculum design. Research-guided teaching practices suggest thatthreshold concepts can serve as focal points for curriculum renewal by structuring learningexperiences around transformative ideas that shift students’ cognitive frameworks. Although weare not quite at such a stage in engineering education, we get closer and closer to suchapplications as we continue to break down methodological barriers. AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant No.IIS-2302787 and IIS-2302788. Any opinions, findings, and conclusions or

Conference Session

ERM Technical Session: Broadening Methodological Impacts

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amirreza Mehrabi, Purdue Engineering Education & Electronic and Computer Engineering; Jason Morphew, Purdue University at West Lafayette (PPI)

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Educational Research and Methods Division (ERM)

requires targeted and theoretically informedapproaches to teaching [5, 6].Different from other disciplines, engineering requires students to integrate foundational scientificprinciples, technological innovation, and computational reasoning to address complex andill-defined real-world problems. This combination makes misconceptions particularlyproblematic in engineering contexts as conceptual misconceptions may not be evident whenstudents are calculating values, but rather emerge when reasoning about a problem conceptually[7, 8, 9]. In addition, errors in basic physics can lead to flawed assumptions in technology anddesign reasoning [10]. Misconceptions in science like physics, such as those assessed in the ForceConcept Inventory (FCI), are not

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mayar Madboly, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

Paper ID #43738Enhancing Teaching Evaluation in Engineering Education: An Explorationof the Theory of RatingMayar Madboly, Virginia Polytechnic Institute and State University Mayar Madboly is currently a PhD student in the department of Engineering Education at Virginia Polytechnic Institute and University. Her research focuses on the issues in teaching evaluation, teaching effectiveness, and teamwork dynamics in engineering student and practitioner teams. She received her Bachelor’s and Master’s degrees in Electrical Energy Engineering from the faculty of Engineering in Cairo University in Egypt.Dr. Nicole P

Conference Session

ERM Technical Session: Quantitative Instrument Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexa Ray Ronsairo Fernando, National University, Philippines; Nurzal Effiyana binti Ghazali, Universiti Teknologi Malaysia; Fatin Aliah Phang FASc, Centre for Engineering Education, Universiti Teknologi Malaysia; Nor Farahwahidah Abdul Rahman, Universiti Teknologi Malaysia

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Educational Research and Methods Division (ERM)

Paper ID #46622Validating Future Engineering Competencies: An Innovation System Approachin Competency Modeling through Delphi MethodMr. Alexa Ray Ronsairo Fernando, National University, Philippines Alexa Ray R. Fernando is the Senior Research Management and Publication Director and an Associate Professor I at the College of Engineering, National University, Philippines. Previously, he served as Dean of the College of Engineering at the same institution. As a PhD candidate in Engineering Education at Universiti Teknologi Malaysia, his research focuses on competency modeling, curriculum development, competency-based learning

Conference Session

ERM Technical Session: Developing Engineering Competencies II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Buten, University of Michigan; Jack Boomer Perry, University of Michigan; Aaron W. Johnson, University of Michigan

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Educational Research and Methods Division (ERM)

Paper ID #47153Understanding the Development of Professional Skills in Extracurricular EngineeringProject TeamsEmily Buten, University of Michigan Emily (she/her) is a Ph.D. student in the Engineering Education Research program at the University of Michigan and received her B.S. in Mechanical Engineering from University of Dayton. Her research focuses on individuals’ development from students to professional engineers. She is particularly interested in studying co-op/internship programs, experiential learning opportunities, professional skills development, and diverse student experiences in experiential learning

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington

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Educational Research and Methods Division (ERM)

Paper ID #48439Beyond Implementation: Exploring Research through Design to Elevate EverydayEducational Innovation in Engineering EducationDr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

thus must be undergirded by strong and explicitly communicated philosophical, theoretical, and methodological foundations.Concluding RemarksIn summary, while “still evolving,” narrative research holds remarkable promise for generatingnew knowledge and innovating new representational forms to support engineering education’sown evolution into an inclusive and empathic educational system. While its human-centerednature and focus on reading and writing stories can be overtly enticing in a numbers dominantdiscipline, engineering education researchers are cautioned not to assume that narrative researchis light work simply because its medium is stories. On the contrary, narrative research requiresongoing and explicit commitments to the

Conference Session

ERM Technical Session: A Focus on Faculty Experiences & Perceptions

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign

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Diversity

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Educational Research and Methods Division (ERM)

, resulting inresistance from colleagues and students [6]. The women faculty members in this studyexemplify how participation in CoPs can support them to overcome these challenges. Throughtheir engagement in CoPs, these participants reflected on their teaching practices, aligned themwith their values, and explored pathways to foster innovation within their contexts. Theirexperiences offer insights into how CoPs can support women faculty in negotiating their rolesand contributing to systemic change in engineering education.We investigate the experiences of three women engineering teaching faculty members whoparticipated in CoPs aimed at fostering teaching innovation in a research-intensive university.By using CoPs framework, we examine how these

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)

: Articles pertaining exclusively to the teaching of deep learning algorithms(III) The articles that made it to the final phase were reviewed in detail. (IV) This information wasconsolidated, synthesized, and examined to find the emergent themes.Keywords: ChatGPT, engineering education, GenAI, large language models, undergraduateengineeringIntroductionThe dawn of the Fourth Industrial Revolution heralds an unprecedented era of technologicalconvergence, where the integration of digital, physical, and biological systems becomes a definingcharacteristic of societal and economic transformations. Artificial Intelligence (AI), especiallygenerative AI, stands at the vanguard of this revolution, driving innovations that blur the traditionalboundaries across

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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Diversity

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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

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malliga P, National Institute of Technical Teachers Training and Research, Chennai; Dinesh Kumar KSA; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research Chennai, ; Shanmuganeethi Velu P.E.; Arivalagan S

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Educational Research and Methods Division (ERM)

Paper ID #43381Comparative Analysis of Traditional Instruction and POGIL: A Student-CenteredLearning Approach in Civil EngineeringDr. Malliga P, National Institute of Technical Teachers Training and Research, Chennai Prof. P. Malliga has around 30 years of teaching, training, and research experiences. She is a Professor of Computer Science and Engineering and heading the Dept. of Educational Media and Technology, NITTTR, Chennai. Coordinated around 350 Professional Deelopment Programs in Computer Science and Engineering Education for the benefit of faculty members in the field of Technical Education. Coordinated Twelve

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods Division (ERM)

to do with research outcomes, and the difficulty of “playing thegame” or “following the money,” aligning our research goals with those we know would havethe best chance of receiving recognition, funding, and career mobility. In our experience, wenoticed that this approach could limit how we frame the work in which we engage. I find myselfperpetuating and acting within this system regularly as an engineering education researcher,often questioning the “so what” of work I do, attempting to frame any work I do to the NSF’sgoal of developing a diverse, innovative body of engineers for U.S. global competitiveness.There are tangible benefits that are gained from these endeavors, but these underlying valuesdirectly or indirectly influence any

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. She is currently working with Dr. Marissa Tsugawa on Neurodiversity Research and Education. She believes that neurodiversity can help her better understand her younger brother’s condition (Asphyxiation) and respond to his basic needs because his mind works differently from everybody else’s due to which he unable to express his feelings and pain.kiana kheiriDr. Marissa A Tsugawa, Utah State University Marissa Tsugawa is an assistant professor at Utah State University focusing on neurodiversity and identity and motivation. She completed her Ph.D. in Engineering Education focusing on motivation and identity for engineering graduate students.Hamid Karimi, Utah State University I completed my Ph.D. in Computer

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorothy Decontee Gocol, Florida International University; Helen Urpi Wagner-Coello, Florida International University; Monica E. Cardella, Florida International University

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Educational Research and Methods Division (ERM)

K. Yasuhara, “Storytelling In Engineering Education,” in Proceedings of the American Society for Engineering Education Annual Conference & Exposition, ASEE 2007, 2007, Honolulu, HI, https://doi.org/10.18260/1-2--2904.[2] M. Sandelowski M. “Telling stories: narrative approaches in qualitative research,” Image--the journal of nursing scholarship, Vol 23, No. 3, pp. 161-6, 1991.[3] J. A. Archibald, Indigenous storywork: Educating the heart, mind, body, and spirit. Vancouver, BC: UBCPress, 2008.[4] B.M.J. Brayboy, B. M. J., “Toward a tribal critical race theory in education,” The Urban Review, Vol 37, No. 5, pp. 425–446, 2005.[5] S. Bird and N. Kellam N “Teaching Journeys of Engineering Faculty

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Wade H Goodridge, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

significant advancement in assessing spatial ability for blind and low-vision populations. His research has helped inform teaching methods and develop strategies for improving STEM education accessibility. Currently, he is studying how AI tools are utilized by students across USU’s colleges to optimize their educational value. Daniel has also served as president of the ASEE student chapter at USU where he initiated outreach activities at local K-12 schools and promoted student engagement in research.Dr. Wade H Goodridge, Utah State University Wade Goodridge is a tenured Associate Professor in the Department of Engineering Education at Utah State University. His research lies in spatial thinking and ability, curriculum

Conference Session

ERM WIP II: Equity & Accessibility in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark Okoth Onyango, University of Cincinnati; Elahe Vahidi, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Adam Kirn, University of Nevada, Reno; Whitney Gaskins, University of Cincinnati

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Diversity

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Educational Research and Methods Division (ERM)

teaching in technical and vocational training institutions, my research centers on engineering workforce development among underrepresented groups with a focus on efforts to advance solutions on broadening participation in engineering spaces in college.Elahe Vahidi, University of CincinnatiKaitlyn Anne Thomas, University of Nevada, Reno Ms. Thomas is a doctoral student at University of Nevada, Reno in Engineering Education. Her background is in structural engineering. She received her bachelor’s and master’s degrees in civil engineering from Southern Methodist University. Her research focus is in epistemology and epistemic injustice in engineering.Dr. Kelly J Cross, Georgia Institute of Technology Dr. Cross is currently an

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University; Mi Song Kim, University of Western Ontario; Jingyi Liu, Nanyang Technological University

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Diversity

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Educational Research and Methods Division (ERM)

innovation development,” Journal of Cleaner Production, vol. 231, pp. 1248–1257, Sep. 2019, doi: 10.1016/j.jclepro.2019.05.259.[28] D. M.-S. Kleber, “Design Thinking for Creating an Increased Value Proposition to Improve Customer Experience,” Etikonomi, Aug. 2018, doi: 10.15408/etk.v17i2.7311.[29] T. Young, J. Pang, and M. A. Ferguson, “Hearing From You: Design Thinking in Audiological Research,” American Journal of Audiology, vol. 31, no. 3S, pp. 1003–1012, Mar. 2022, doi: 10.1044/2022_aja-21-00222.[30] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. Leifer, “Engineering Design Thinking, Teaching, and Learning,” Journal of Engineering Education, vol. 94, no. 1, pp. 103–120, Jan. 2005, doi: 10.1002/j.2168-9830.2005.tb00832.x.[31

Conference Session

Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Georgia Institute of Technology; Shayla Ellington, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

. ©American Society for Engineering Education, 2023 (WIP) Caring Means Clear Explanations: The Epistemic Value of Engineering Students’ Descriptions of Good TeachingIntroduction and BackgroundThis work in progress paper explores engineering students’ beliefs about teaching and learning in the context ofongoing efforts at educational innovation. Within the literature on education, there is a clear consensus on theprinciples that increase learning. At the core is a shift in principle from the post-positivism of ‘instructor-centered’teaching practices to the constructivism of ‘student-centered’ ones, often implemented via ‘Research BasedInstructional Practices’ (RBIS) [1,2]. Efforts to improve engineering

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

An Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

mining and learning analytics in engineering education, broadening student participation in engineering, faculty preparedness in cognitive, affective, and psychomotor domains of learning, and faculty experiences in teaching online courses. He has published papers at several engineering education research conferences and journals. Particularly, his work is published in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Justine Chasmar, Minnesota State University, Mankato; Katie Scherf, Minnesota State University, Mankato

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Educational Research and Methods Division (ERM)

, 2011.[48] *S. Snyder, D. Ozkan, D. Bairaktarova, T. Staley, and S. Biscotte, “Teaching across boundaries: Examining the institutional process of establishing multidisciplinary courses,” in ASEE Annual Conference & Exposition Proceedings, 2019. doi: 10.18260/1-2–33339.[49] *M. Vujovic, I. Amarasinghe, and D. Hernández-Leo, “Studying collaboration dynamics in physical learning spaces: Considering the temporal perspective through epistemic network analysis,” Sensors, vol. 21, no. 9, 2021, doi: 10.3390/s21092898.[50] *L. Berhan, A. Adams, W. McKether, and R. Kumar, “Social networks analysis of African American engineering students at a PWI and an HBCU – A Comparative study,” in ASEE Annual Conference

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma; Arif Mohaimin Sadri, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

, broadening student participation in engineering, faculty preparedness in cognitive, affective, and psychomotor domains of learning, faculty experiences in teaching online courses. He has published papers in several engineering education research conferences and journals. Particularly, his work is pub- lished in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transforma- tions (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals

Conference Session

ERM Technical Session: Evolution of Engineering Education Research Methods

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tahlia Aviva Altgold, The Ohio State University; Emily Dringenberg, The Ohio State University; David A. Delaine, Florida International University; Amena Shermadou, The Ohio State University

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Educational Research and Methods Division (ERM)

, 2015, Accessed: Sep. 24, 2023. [Online]. Available: https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01588[13] A. Smith, Cognitive mechanisms of belief change. London: Palgrave Macmillan, 2016.[14] L. A. Bryan, “Nestedness of beliefs: Examining a prospective elementary teacher’s belief system about science teaching and learning,” Journal of Research in Science Teaching, vol. 40, no. 9, pp. 835–868, 2003, doi: 10.1002/tea.10113.[15] J. L. Hess, J. Beever, C. B. Zoltowski, L. Kisselburgh, and A. O. Brightman, “Enhancing engineering students’ ethical reasoning: Situating reflexive principlism within the SIRA framework,” Journal of Engineering Education, vol. 108, no. 1, pp. 82–102, 2019, doi: 10.1002/jee.20249.[16

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Neha Kardam, University of Washington

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

Paper ID #44099How Should Teaching Assistants Teach? Differences in Student Perspectivesby Gender, Race/Ethnicity, and Country of OriginDr. Denise Wilson, University of Washington Denise Wilson is a professor and associate chair of diversity, equity, and inclusion in electrical and computer engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and instructional support on engagement and motivation in the classroom while her engineering workplace research focuses on the role of relatedness, autonomy, and competence needs on

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Md Abu Shohag, University of North Alabama

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Educational Research and Methods Division (ERM)

Paper ID #37954Engaging Students with Gamification in Online Engineering Graduate CoursesDr. Md Abu Shohag, University of North Alabama Dr. Md Abu Shohag is an Assistant Professor in the Department of Engineering and Industrial Professions at the University of North Alabama. He is passionate about teaching and mentoring students. He likes to use innovative pedagogical techniques to facilitate student learning. Dr. Shohag’s expertise is in the broad area of manufacturing particularly in developing sensors for structural health monitoring, additive manufacturing, multifunctional materials and composites, and data analytics

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vincent Oluwaseto Fakiyesi , University of Georgia; Deborah Gbemisola Fabiyi, Washington State University; Isaac Damilare Dunmoye , University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

engineering education [1].Concept inventories have been used copiously in the extant research literature to assessknowledge misconception, conceptual understanding, and conceptual knowledge gain [2].Concept inventories (CIs) are assessment instruments for gauging students' comprehension offundamental engineering concepts and identifying misconceptions [2, 3]. Concept inventoriesfacilitate scientific literacy, support teaching improvements, and foster curricular reform [4]. Forexample, by using CI, engineering instructors can tailor their teaching to address specificstudents’ misconceptions that the CI identifies.Previous studies have acknowledged the effectiveness of CIs in evaluating students'understanding of concepts, highlighting their role in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

, broadening student participation in engineering, faculty preparedness in cognitive, affective, and psychomotor domains of learning, and faculty experiences in teaching online courses. He has published papers at several engineering education research conferences and journals. Particularly, his work is published in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alyndra Mary Plagge, Trinity University; Emma Treadway, Trinity University; Jessica E. S. Swenson, University at Buffalo, The State University of New York; Danielle Francine Usinski, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

-recognition and high interest inengineering. However, he had some negative recognition from others and also had lowperformance: during the spring semester, he withdrew from Physics II and was failing CalculusII. When asked if he felt like he belonged in engineering, he responded, “There are a couple ofpeople in my major who I’m not so friendly with, who have at points told me that I don’t belong.And I have responded to them back with, ‘I’m here.’ Even if I don’t belong, I have theperspective of, ‘I’m going to be here no matter what.’” He knows that his performance is notwhat other people expect. He focuses more on the communication aspect of engineering. Thisquote also shows his strong interest in engineering. He separated his performance

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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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. From the point of Expectancy-Value Theory (EVT), themodel captures the physical, financial, and psychological costs incurred by graduate students;goals (and changing goals); advisor relationship; support network; quality of life and work (whichincludes mental health); and perceptions by others. It is these factors that our team has been ininterested in studying in participants over time. The research questions for the study are: 1. How do engineering graduate students’ intentions to persist in engineering Ph.D. programs vary over the course of a year? 2. What factors correlate with engineering graduate students’ intentions to persistence decisions? 3. How, if at all, do the experiences of students who choose to leave their Ph.D

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

learning, and faculty experiences in teaching online courses. He has published papers at several engineering education research conferences and journals. Particularly, his work is published in the International Conference on Transformations in Engineering Education (ICTIEE), American Society for Engineering Education (ASEE), Computer Applications in Engineering Education (CAEE), International Journal of Engineering Education (IJEE), Journal of Engineering Education Transformations (JEET), and IEEE Transactions on Education. He is also serving as a reviewer for a number of conferences and journals focused on engineering education research. ©American Society for Engineering Education, 2024

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Berenice A. Cabrera, University of Michigan; Shannon M. Clancy, University of Michigan; Vibhavari Vempala, University of Michigan; Jingfeng Wu, University of Michigan; Erika Mosyjowski, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-lynn Mondisa, University of Michigan; Shanna R. Daly, University of Michigan

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Educational Research and Methods Division (ERM)

Michigan. Her current research focuses on idea development and ideation tools, divergent thinking, and engineering curricular practices and culture. Her research interests include front-end design practices, sociotechnical knowledge and skills in engineering, and queer student experiences in engineering. Their work is motivated by their passion for and experiences with inclusive teaching and holistic mentorship of students, seeking to reimagine what an engineer looks like, does, and who they are, especially for queer folks, women, and people of color, through empowerment, collaboration, and co-development for a more equitable world. Shannon is also a Senior Graduate Facilitator and Lab Manager with the Center for