Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrew Floyd Barnes, University of North Florida; Andrew McCoy, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods Division (ERM)

-0.08 No SIV 66 4.30 1.05 SIV 111 4.22 1.57 A- 0.23 No SIV 120 3.99 1.60 SIV 22 3.64 2.01 B+ -0.32 No SIV 28 3.96 1.71 SIV 25 3.36 1.63 B 0.00 1.118 0.351 No SIV 22 3.36 1.40 SIV 7 3.00 0.00 B

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)

students who want to pursue careers in academia.References[1] J. F. Kelly Kang, “Research Doctorate recipients with definite postgraduation commitments, by major field of doctorate,” NSF, https://ncses.nsf.gov/pubs/nsf24300/data-tables (accessed Feb. 2, 2024).[2] I. Mena, H. Diefes-Dux, and B. Capobianco, “Doctoral students as course instructors: Three engineering teaching assistants’ socialization experiences,” 2011 ASEE Annual Conference & Exposition Proceedings, 2011. doi:10.18260/1-2--17790[3] C. J. Finelli and J. E. Froyd, “Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment,” Advances in Engineering Education, 2019.[4] R. R. Baiduc, R. A. Linsenmeier

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Abasiafak Ndifreke Udosen, Purdue University ; Alejandra J. Magana, Purdue University ; Elsje Pienaar, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Commitments in the Context of Computational Projects’, 2023 IEEE Frontiers in Education Conference (FIE), pp. 1–5, Oct. 2023, doi: 10.1109/FIE58773.2023.10343201.[7] E. A. McGuier et al., ‘Advancing research on teams and team effectiveness in implementation science: An application of the Exploration, Preparation, Implementation, Sustainment (EPIS) framework’, Implement Res Pract, vol. 4, Jan. 2023, doi: 10.1177/26334895231190855.[8] E. A. McGuier, S. D. Rothenberger, K. A. Campbell, B. Keeshin, L. R. Weingart, and D. J. Kolko, ‘Team functioning and performance in Child Advocacy Center multidisciplinary teams’, Child Maltreat, vol. 29, no. 1, p. 106, Feb. 2024, doi: 10.1177/10775595221118933.[9] E. A. McGuier et

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, University at Buffalo, SUNY; Esther Komolafe, University at Buffalo, SUNY; Jessica E. S. Swenson, University at Buffalo, SUNY

Tagged Divisions

Educational Research and Methods Division (ERM)

Burnin’! Agency, Identity, and Science Learning,” Journal of the Learning Sciences, vol. 19, no. 2, pp. 187–229, Apr. 2010, doi: 10.1080/10508400903530044.[13] C. I. Damşa, P. A. Kirschner, J. E. B. Andriessen, G. Erkens, and P. H. M. Sins, “Shared Epistemic Agency: An Empirical Study of an Emergent Construct,” Journal of the Learning Sciences, vol. 19, no. 2, pp. 143–186, Apr. 2010, doi: 10.1080/10508401003708381.[14] A. Pickering, The Mangle of Practice: Time, Agency, & Science. Chicago, IL: University of Chicago Press, 1995.[15] V. Svihla, N. Kellam, and S. Davis, “The Consequential Agency of Faculty Seeking to Make Departmental Change,” in American Society of Engineering Education Conference

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Russell Korte, The George Washington University; Saniya Leblanc, The George Washington University

Tagged Divisions

Educational Research and Methods Division (ERM)

several categories, which were subsequently analyzed and labeled as thematic learning processes [25] (see Tables 1 and 2 in the Appendices).• Developing memos: We created memos to further analyze and describe the themes and begin answering the research questions of what the participants learned and how they learned. These memos were the basis for the presentation of the findings in the next section.Findings 1: Student Learning Experiences in the Educational EcosystemFrom the analysis of the students’ interviews, we identified five main themes characterizing thelearning processes in their university engineering studies: (a) Learning the science andapplication of engineering; (b) Learning beyond engineering; (c) Learning the

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

Tagged Divisions

Educational Research and Methods Division (ERM)

necessarily reflect the views of the National ScienceFoundation.References[1] J. A. Henderson, B. L. McGowan, J. Wawire, L. S. S. Benjamin, K. L. Schaefer, and J. D. Alarcón, “Photovoice: Visualizing the engineering identity experiences of sophomore students,” J. Eng. Educ., vol. 112, no. 4, pp. 1145–1166, Oct. 2023, doi: 10.1002/jee.20555.[2] D. T. Flynn, “STEM Field Persistence: The Impact of Engagement on Postsecondary STEM Persistence for Underrepresented Minority Students,” J. Educ. Issues, vol. 2, no. 1, p. 185, May 2016, doi: 10.5296/jei.v2i1.9245.[3] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, Engagement, and Migration in Engineering Programs,” J. Eng. Educ., vol. 97

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

STEM.Gutiérrez y Muhs, G., Niemann, Y. F., González, C. G., & Harris, A. P. (2012). Presumed incompetent: The intersections of race and class for women in academia. Utah State University Press.Herman, D., Phelan, J., Rabinowitz, P. J., Richardson, B., & Warhol, R. (2012). Narrative theory: Core concepts and critical debates. The Ohio State University Press.Hess, J. L., & Fila, N. D. (2016). The development and growth of empathy among engineering students Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana.Jones, S. R., Torres, V., & Arminio, J. (2013). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Management and Self-regulated Learning Processes,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Nov. 05, 2023. [Online]. Available: https://peer.asee.org/undergraduate-student-experience-with-research- facilitated-by-project-management-and-self-regulated-learning-processes[5] M. C. Linn, E. Palmer, A. Baranger, E. Gerard, and E. Stone, “Undergraduate research experiences: Impacts and opportunities,” Science, vol. 347, no. 6222, p. 1261757, Feb. 2015, doi: 10.1126/science.1261757.[6] K. W. Bauer and J. S. Bennett, “Alumni Perceptions Used to Assess Undergraduate Research Experience,” J. High. Educ., vol. 74, no. 2, pp. 210–230, 2003.[7] A.-B. Hunter, S. L. Laursen, and E. Seymour, “Becoming a

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Penn State University, State College; Sarah E. Zappe, Penn State University; Stephanie Cutler, Penn State University

Tagged Divisions

Educational Research and Methods Division (ERM)

, DC, pp. 1– 77, 2012.[5] National Research Council, “Promising Practices in Undergraduate Science, Technology, Engineering, and Mathematics Education: Summary of Two Workshops,” The National Academies Press, Washington, DC, 2011. Accessed on 13 June 2016 from http://www.nap.edu/catalog.php?record_id=13099[6] T. A. Litzinger and L. R. Lattuca, “Translating Research into Widespread Practice in Engineering Education,” in A. Johri and B. Olds. (Eds.), Cambridge Handbook of Engineering Education Research, Cambridge University Press, New York, pp. 375–392, 2014.[7] S. Zappe, K. Hochstedt, E. Kisenwether, & A. Shartrand, “Teaching to innovate: Beliefs and perceptions of instructors who teach

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joseph Francis Mirabelli, University of Illinois at Urbana-Champaign; Karin Jensen, University of Michigan; Jennifer Cromley, University of Illinois Urbana-Champaign; Sara Rose Vohra, University Of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

material are those of the authors and do not necessarilyreflect the views of the National Science Foundation. The authors thank the surveyparticipants for their insights and contributions to our research. The authors thank Study 1advisory board member Dr. Alison Godwin, who provided an example draft of a CIprotocol which we closely followed in developing the protocol for our initial Study 1cognitive interviews.References[1] P. C. Beatty and G. B. Willis, “Research synthesis: The practice of cognitive interviewing,” Public Opinion Quarterly, vol. 71, no. 2, pp. 287-311, 2007.[2] R. Tourangeau, L. J. Rips, and K. Rasinski, “The psychology of survey response,” Cambridge University Press, Cambridge, UK, 2000.[3] T. Li, E

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Asif Mohaisin Sadri, International Islamic University, Malaysia; Arif Mohaimin Sadri, University of Oklahoma; Khondhaker Al Momin, University of Oklahoma; Javeed Kittur, University of Oklahoma; Tahrima Rouf, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

sentiments of the tweets related toEE (n=3,605) with the most frequent topics. The data in Figure 2a) represents the racialdistribution in tweets, and Figure 2b) represents the tweets' originating location map. Figure2a) demonstrates that White individuals accounted for the majority (88.3%) of these tweets.Tweets from different racial categories were as follows: Asian (5.9%), Hispanic (5.3%),Black (0.3%), and American Indian (0.2%). It portrays that tweets in social media discussingEE have a very high racial disproportion.Figure 2: a) percentage of tweets by race and b) tweet location map with average sentiment (n=3,605)*Please note in the tweet map the data points show the tweet originating location and if therewere many tweets from same location

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Technology Research and Development, vol. 48. no. 4, pp. 43-85, 2000.[4]. M. E. Jordan, and R. R. McDaniel Jr, “Managing uncertainty during collaborative problem solving in elementary school teams: The role of peer influence in robotics engineering activity,” Journal of the Learning Sciences, vol. 23, no. 4, pp. 490-536, 2014.[5]. T. T. Yuen, M. Boecking,, J. Stone, E. P. Tiger, A. Gomez, and A. Arreguin, “Group tasks, activities, dynamics, and interactions in collaborative robotics projects with elementary and middle school children,” Journal of STEM Education, vol.15, no. 1, pp. 39-45, 2014.[6]. B. M. Capobianco, H. A. Diefes‐dux, I. Mena, and J. Weller, “What is an engineer? Implications

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew S. Sheppard, Clemson University; Alyssa Patrick; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

] D. Wilson, D. Jones, F. Bocell, J. Crawford, M. J. Kim, N. Veilleux, T. Floyd-Smith, R. Bates, and M. Plett, “Belonging and academic engagement among undergraduate STEM students: A multi-institutional study,” Research in Higher Education, vol. 56, no. 1, pp. 750-776, 2005, doi: 10.1007/s11162-9367-x.[7] E. Litzler and C. Samuelson, “How Underrepresented Minority Engineering Students Derive a Sense of Belonging from Engineering,” Proceedings of the 120th ASEE Annual Conference & Exposition, Atlanta, GA, June 23-26, 2013, doi: 10.18260/1-2--19688.[8] A. Vaccaro and B. Newman, “Development of a Sense of Belonging for Privileged and Minoritized Students: An Emergent Model,” Journal of College

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Andrea Hemmerich, McMaster University; Monica De Paoli, McMaster University; Robert V. Fleisig, McMaster University

Tagged Divisions

Educational Research and Methods Division (ERM)

Research, A. Johri and B. M. Olds, Eds. New York: Cambridge University Press, 2013, pp. 571–598. doi: 10.1017/CBO9781139013451.036.[4] J. A. Muskin, “Student Learning Assessment and the Curriculum issues and implications for policy, design and implementation.pdf.” UNESCO International Bureau of Education, 2015.[5] D. Henriksen, S. Gretter, and C. Richardson, “Design thinking and the practicing teacher: addressing problems of practice in teacher education,” Teach. Educ., vol. 31, no. 2, pp. 209– 229, Apr. 2020, doi: 10.1080/10476210.2018.1531841.[6] I. Luka, “Design Thinking in Pedagogy,” J. Educ. Cult. Soc., vol. 5, no. 2, pp. 63–74, Jan. 2020, doi: 10.15503/jecs20142.63.74.[7] L. Yiannakaris, “Reimagining Design Education

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

Tagged Divisions

Educational Research and Methods Division (ERM)

study. In 2014 ASEE Annual Conference & Exposition (pp. 24-1120).[11] Meaders, C. L., Toth, E. S., Lane, A. K., Shuman, J. K., Couch, B. A., Stains, M., ... & Smith, M. K. (2019). “What will I experience in my college STEM courses?” An investigation of student predictions about instructional practices in introductory courses. CBE—Life Sciences Education, 18(4), ar60.[12] Hofer, B. K. (2008). Personal epistemology and culture. Knowing, knowledge and beliefs: Epistemological studies across diverse cultures, 3-22.[13] Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of educational research, 67(1), 88-140

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lise Clara Mabour, Tufts University; Geling Xu, Tufts University; Brian Gravel, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, 2022.[4] H. S. Alim, D. Paris, and C. P. Wong, "Culturally sustaining pedagogy: A critical framework for centering communities," in Handbook of the Cultural Foundations of Learning, Routledge, 2020, pp. 261-276.[5] L. M. Vaughn and F. Jacquez, "Participatory Research Methods – Choice Points in the Research Process," Journal of Participatory Research Methods, vol. 1, no. 1, 2020. https://doi.org/10.35844/001c.13244.[6] D. N. Champion, E. Tucker-Raymond, A. Millner, B. Gravel, C. G. Wright, R. Likely, and T. M. Dandridge, "(Designing for) learning computational STEM and arts integration in culturally sustaining learning ecologies," Information and Learning Sciences, vol. 121, no. 9/10, pp. 785-804, 2020.[7] V. T. Lac and M

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew M. Grondin, University of Wisconsin - Madison; Michael I. Swart, University of Wisconsin - Madison; Arushi Renschler Pandey, University of Wisconsin-Madison; Katherine Fu, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Educational Research and Methods Division (ERM)

offered instructionally in Statics often results inan their inability to master the concepts in preparation for the subsequent Mechanics of Materialscourse. For example, a student quantifies external forces acting on an engineering object (Figure1.a) and uses these values to infer internal forces acting within an engineering object.Decomposed into principal components, the forces acting along the x, y, and z dimensions areformally represented using symbols, diagrams (e.g., free-body; Figure 1.b), and equations(Figure 1.c). While these formalized ways of quantifying and equating forces offer valuable toolsfor modeling and analysis, they also distance students from embodying their understandings.Progressive formalization advocates that physical

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taiwo Raphael Feyijimi, University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; ISAAC DAMILARE DUNMOYE, Engineering Education and Transformation Institute, College of Engineering, University of Georgia, Athens, GA, USA; Nathaniel Hunsu, University of Georgia

Tagged Divisions

Educational Research and Methods Division (ERM)

. T. L. Brown and L. R. Harris, "SAGE Handbook of Research on Classroom Assessment," Thousand OaksThousand Oaks, California: SAGE Publications, Inc., 2013. [Online]. Available: https://sk.sagepub.com/reference/hdbk_classroomassessment[4] E. Panadero, A. Jonsson, and J. Botella, "Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses," Educational Research Review, vol. 22, pp. 74-98, 2017.[5] H. Andrade and G. J. Cizek, Handbook of Formative Assessment. Routledge, Taylor & Francis Group, 2010.[6] L. A. Heidi, "A Critical Review of Research on Student Self-Assessment," Frontiers in Education, article vol. 4, 08/01/ 2019, doi: 10.3389/feduc.2019.00087.[7] B. J

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Education Conference, FIE, Institute of Electrical and Electronics Engineers Inc., 2022. doi: 10.1109/FIE56618.2022.9962536.[2] B. A. Danielak, A. Gupta, and A. Elby, “Marginalized Identities of Sense-Makers: Reframing Engineering Student Retention,” Journal of Engineering Education, vol. 103, no. 1, pp. 8–44, 2014, doi: 10.1002/jee.20035.[3] C. E. Foor, S. E. Walden, and D. A. Trytten, “‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” Journal of Engineering Education, vol. 96, no. 2, 2007.[4] O. Pierrakos, T. K. Beam, J. Constantz, A. Johri, and R. Anderson, “On the development of a professional identity: Engineering persisters vs engineering switchers,” in

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

.” Accessed: Jan. 05, 2024. [Online]. Available: https://new.nsf.gov/funding/opportunities/research-experiences-undergraduates-reu[6] L. Bosman et al., “Growing Entrepreneurially Minded Undergraduate Researchers with New Product Development in Applied Energy,” in 2022 ASEE Annual Conference & Exposition, 2022.[7] “REU - For Students | NSF - National Science Foundation.” Accessed: Jan. 05, 2024. [Online]. Available: https://www.nsf.gov/crssprgm/reu/[8] M. K. Eagan, S. Hurtado, M. J. Chang, G. A. Garcia, F. A. Herrera, and J. C. Garibay, “Making a Difference in Science Education: The Impact of Undergraduate Research Programs,” Am. Educ. Res. J., vol. 50, no. 4, pp. 683–713, Aug. 2013, doi: 10.3102/0002831213482038.[9] A.-B

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Debalina Maitra, Arizona State University, Polytechnic Campus; Brooke Charae Coley, Arizona State University, Polytechnic Campus; Diego Reyes

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

. 4, p. 233285841881665, Oct.2018, doi: https://doi.org/10.1177/2332858418816658.[5] P. J. Bowman, “Role Strain and Adaptation Issues in the Strength-Based Model,” The CounselingPsychologist, vol. 34, no. 1, pp. 118–133, Jan. 2006, doi: https://doi.org/10.1177/0011000005282374.[6] M. Ong, J. M. Smith, and L. T. Ko, “Counterspaces for women of color in STEM higher education:Marginal and central spaces for persistence and success,” Journal of Research in Science Teaching, vol.55, no. 2, pp. 206–245, Aug. 2017, doi: https://doi.org/10.1002/tea.21417.[7] W. A. Smith, J. B. Mustaffa, C. M. Jones, T. J. Curry, and W. R. Allen, “‘You make me wanna hollerand throw up both my hands!’: campus culture, Black misandric microaggressions, and racial

Conference Session

Advancing Diversity, Equity, and Inclusion

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Monica McGill, CSEdResearch.org

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Publications, 2016.[10] K. Charmaz, Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. London, UK: Sage Publications, 2006.[11] W. DuBow, S. Hug, B. Serafini, and E. Litzler, “Expanding our understanding of backbone organizations in collective impact initiatives,” Community Development, vol. 49, no. 3, pp. 256–273, 2018, doi: 10.1080/15575330.2018.1458744.

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

Tagged Divisions

Educational Research and Methods Division (ERM)

with engineers or computer scientists over that same timeperiod; and (b) worked for US companies or subsidiaries of non-US companies operating in theUS. Individuals from academia and non-academia and from a broad range of engineeringworkplace settings (both corporate and government) completed the survey; 210 total responseswere collected for the tool development phase.InstrumentsSurvey items used in this study were either (a) taken directly from existing workplace scales; or(b) adapted from scales used in higher education. Those taken directly from existing workplacescales included satisfaction and frustration of relatedness, competence, and autonomy needs inthe SDT literature [28][29]; an occupational belongingness scale [30]; and an

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University; Milo Koretsky, Tufts University

Tagged Divisions

Educational Research and Methods Division (ERM)

M. D. Koretsky, “Toward professional practice: student learning opportunities through participation in engineering clubs,” European Journal of Engineering Education, vol. 44, no. 6, pp. 906–922, Nov. 2019, doi: 10.1080/03043797.2018.1477119.[19] E. Michor and M. Koretsky, “Students’ Approaches to Studying through a Situative Lens,” Studies in Engineering Education, vol. 1, no. 1, p. 38, Nov. 2020, doi: 10.21061/see.3.[20] S. B. Nolen and M. D. Koretsky, “WIP: An Ecosystems Metaphor for Propagation,” in ASEE Annual Conference Proceedings, Montreal, 2020.[21] L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.[22] A. N. Leontiev, Problems of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

thecountry. A focus group occurred during Spring of 2023 at University A and University B and a secondfocus group at University A occurred during Fall 2023. Participants were selected from those whoresponded to an email that was sent to all public email addresses associated with project teams at the twouniversities. Students interested in participating signed consent forms that collected their contactinformation, project team name, and their role on their team. Only one student from each project teamwas invited to participate in each focus group. In the event that two students from the same project teamcompleted the form, the first student to sign up was contacted first to participate in the focus group. Atotal of 15 members of project teams

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicolás Amado-Moranchel, Tecnologico de Monterrey (ITESM); Gibrán Sayeg-Sánchez, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Educational Research and Methods Division (ERM)

: 10.1016/j.compedu.2021.104241.[12] K. Tomej, J. Liburd, B. S. Blichfeldt, and A. M. Hjalager, “Blended and (not so) splendid teaching and learning: Higher education insights from university teachers during the Covid-19 pandemic,” International Journal of Educational Research Open, vol. 3, p. 100144, Jan. 2022, doi: 10.1016/J.IJEDRO.2022.100144.[13] D. Mali and H. Lim, “How do students perceive face-to-face/blended learning as a result of the Covid-19 pandemic?,” The International Journal of Management Education, vol. 19, no. 3, p. 100552, Nov. 2021, doi: 10.1016/J.IJME.2021.100552.[14] V. Ratten, “The post COVID-19 pandemic era: Changes in teaching and learning methods for management educators,” The

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Miguel Alfonso Feijoo-Garcia, Purdue University ; Brittany Newell; Alejandra J. Magana, Purdue University ; Mark Holstrom, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

. Hannafin, “Scaffolding problem solving in technology-enhanced learning environments (teles): Bridging research and theory with practice,” Computers & Education, vol. 56, no. 2, pp. 403–417, 2011.[17] J. Singh, V. Perera, A. J. Magana, B. Newell, J. Wei-Kocsis, Y. Y. Seah, G. J. Strimel, and C. Xie, “Using machine learning to predict engineering technology students’ success with computer-aided design,” Computer Applications in Engineering Education, vol. 30, no. 3, pp. 852–862, 2022.

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

, teaching assistants). First, we asked students about their study tendencies and whetherthey study for the class (a) alone, (b) with classmates in the course or in another section of thecourse, (c) with members of the instructional team such as the instructor of record or TAs, or (d)with other peers in the collegiate community who had taken the course in the past. For this study,the outcome of interest was dichotomous, where 1 represented those students who reported studyrelationships with other students either enrolled in the course, another section of the course, orwho had enrolled in the course in the past, while 0 represented those students who reported thatthey studied alone.Demographic Characteristics. Additionally, given existing research

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

critique of flexible online learning and its “anytime anyplace” claims. British Journal of Educational Technology, 50(3), 1005-1018.[10] Kuo, Y. C., Walker, A. E., Belland, B. R., Schroder, K. E., & Kuo, Y. T. (2014). A case study of integrating Interwise: Interaction, internet self-efficacy, and satisfaction in synchronous online learning environments. International Review of Research in Open and Distributed Learning, 15(1), 161-181.[11] Humiston, J. P., Marshall, S. M., Hacker, N. L., & Cantu, L. M. (2020). Intentionally creating an inclusive and welcoming climate in the online learning classroom. In Handbook of Research on Creating Meaningful Experiences in Online Courses (pp. 173-186). IGI Global.[12] Martin, F

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Laura Biester; Ian Stewart; Laura Hirshfield, University of Michigan; Rada Mihalcea; Sara Pozzi

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

experience. These evaluations tend toinclude both numerical (Likert scale) and open-ended written feedback, although thoroughanalyses of written feedback are rare due to the lack of methods to rigorously analyze the largeamount of content with a teaching-specific lens. In this paper, we create a comprehensive lexiconto measure eight teaching qualities from the written feedback using a combination of naturallanguage processing (NLP) and manual filtering. We refer to this lexicon as “Lexicon forEvaluation of Education Quality” (LEEQ). We then validate LEEQ by analyzing how thefrequency of words in each dimension is correlated with (a) numerical ratings and (b) otherdimensions. Finally, we compare it with other sentiment analysis tools that are less