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Developing a Human-Centered Engineering Design Self-Assessment Survey

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
Tagged Divisions: Educational Research and Methods Division (ERM)

sequences: A review and analysis,” Stud. Sci. Educ., vol. 47, pp. 123–182, Sep. 2011.[12] C. B. Zoltowski, W. C. Oakes, and A. E. Cardella, “Students’ ways of experiencing human-centered design,” J. Eng. Educ., vol. 101, no. 1, pp. 28–59, 2012.[13] E. A. Sanders, M. H. Goldstein, and J. L. Hess, “Assessing Ways of Experiencing Human- centered Design via Student Reflections,” ASEE Annu. Conf. Expo. Conf. Proc., 2021.[14] J. Hehn and F. Uebernickel, “Towards an understanding of the Role of Design Thinking for Requirements Elicitation - Findings from a Multiple-Case Study,” Am. Conf. Inf. Syst. 2018 Digit. Disruption, AMCIS 2018, pp. 1–10, 2018.[15] Stanford d.school, “Bootcamp Bootleg,” Stanford d.school, p. 47, 2010.[16] R. Razzouk

Relevance Score: 0.3491625

Engineering Students’ Engagement and Learning Outcomes: A Typological Approach

Conference Session: Educational Research and Methods Division (ERM) Technical Session 6
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Qin Liu, University of Toronto; Greg Evans P.Eng., University of Toronto; Oliver Pan, University of Toronto
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

may not be a consensus about thedefinition and measurement of student engagement [15, 16]. While some maintain that“[s]tudents always lie at the heart of conversations about student engagement” (p. 3) [17], othersbelieve that it is important to recognize the role of postsecondary institutions in student 2engagement [18-20]. Consequently, it is posited that student engagement consists of twocomponents: (a) the extent to which students participate in educationally effective activities; and(b) the institutional resources, learning opportunities and services, and students’ perceptions ofthe institutional environment that supports student learning and

Relevance Score: 0.349089

A Systematic Review of Instruments Measuring College Students’ Sense of Belonging

Conference Session: Reviewing Methods for Educational Research
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Xiaoye Yang, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Giovanni Bautista, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

—and greatefforts to fulfill this desire will be exerted [5, p. 381]. As with the other psychological theoriesand constructs, the concept of belonging is based on Maslow’s hierarchy of needs [6]. Later, Baumeister and Leary [4] broadened the construct of belonging with thebelongingness hypothesis. They defined belonging as a factor in developing and maintaininglasting, positive, and meaningful interpersonal bonds. Furthermore, this hypothesis is supportedby two characteristics: (a) that individuals maintain conflict-free interaction with others and (b)that individuals retain connections with others through stable, committed, and genuine concern.By developing long-term relationships, a person can satisfy their need for SB. According to

Relevance Score: 0.3488638

Narrative Inquiry in Engineering Education: A Systematic Literature Review

Conference Session: Reviewing Methods for Educational Research
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University
Tagged Topics: Diversity
Tagged Divisions: 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

Relevance Score: 0.3482655

Switching research labs: A phenomenological study of international graduate students.

Conference Session: Student Experiences and Development – Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Ifeoluwa Priscilla Babalola, Texas A&M University; Victor M. Ugaz, Texas A&M University; Bugrahan Yalvac, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

Mwangi, N. Changamire, and J. Mosselson, “An intersectional understanding of African international graduate students’ experiences in US higher education,” Journal of Diversity in Higher Education, vol. 12, no. 1, pp. 52, 2019.[2] C. Rodríguez, C. R. Chavez, and C. Klauber, “International graduate student challenges and support,” International research and review, vol. 8, no.2, pp. 49-64, 2019.[3] T. T. Tuma, J. D. Adams, B. C. Hultquist, and E. L. Dolan, “The dark side of development: A systems characterization of the negative mentoring experiences of doctoral students,” CBE—Life Sciences Education, vol. 20, no.2, pp. ar16, 2021.[4] Institute of International Education, “Fall 2022 snapshot on international

Relevance Score: 0.3482025

Creating Social Capital: Developing Resources in a Cohort Program

Conference Session: Engineering Programs and Institutional Factors
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kiara Lynn Steinhorst, University of Nevada, Reno ; Kelsey Scalaro, University of Nevada, Reno; Rachael Ciara Young; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno
Tagged Divisions: Educational Research and Methods Division (ERM)

H. Kyngäs, "The qualitative content analysis process," Journal of Advanced Nursing , vol. 62, no. 1, pp. 107-115, 2008.[25] J. A. Leydens, B. M. Moskal and M. J. Pavelich, "Qualitative methods used in the assessment of engineering education," Journal of Engineering Education, vol. 93, no. 1, pp. 65-72, 2004.[26] H. F. Hseih and S. E. Shannon, "Three approaches to qualitative content analysis," Qualitative Health Research , vol. 15, no. 9, pp. 1277-1288, 2005.[27] A. Assarroudi, F. Heshmati Nabavi, M. R. Armat , A. Ebadi and M. Vaismoradi, "Directed qualitative content analysis: the description and elaboration of its underpinning methods and data analysis process," Journal of Research in Nursing , vol. 23, no. 1, pp. 42-55

Relevance Score: 0.347316

Assessment of a Survey Instrument for Measuring Affective Pathways

Conference Session: Investigating Student Pathways to and through Undergraduate and Graduate Programs
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Emma Treadway, Trinity University; Kailey Tubbs, Trinity University; Melissa Joan Caserto, University at Buffalo, The State University of New York; Michelle Lee, Trinity University; Jessica E. S. Swenson, University at Buffalo, The State University of New York
Tagged Divisions: Educational Research and Methods Division (ERM)

, “The AEQ-S: A short version of the Achievement Emotions Questionnaire,” Contemp. Educ. Psychol., vol. 65, p. 101940, Apr. 2021, doi: 10.1016/j.cedpsych.2020.101940.[14] American Educational Research Association, American Psychological Association, and National Council on Measurement in Education, Standards for educational and psychological testing. Washington DC: American Educational Research Association, 2014.[15] W. Cobern and B. Adams, “Establishing survey validity: A practical guide,” Int. J. Assess. Tools Educ., pp. 404–419, Aug. 2020, doi: 10.21449/ijate.781366.

Relevance Score: 0.347316

A Gamification Framework for Exploratory Learning in Higher STEM Education

Conference Session: Framework Studies
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Yan Shi, University of Wisconsin - Platteville; Kyle S Horne, University of Wisconsin - Platteville; Yanwei Wu, UW Platteville
Tagged Divisions: Educational Research and Methods Division (ERM)

Intrinsic Motivation in the 21st Century”, Special Issue of selected papers from AFBE UNITEN Conference, 5 (3), pp.371-381, 2012.[5] R. Conaway and M.C. Garay, “Gamification and Service Marketing”, SpringerPlus, 3, pp.653, 2014.[6] F. Nah, B. Eschenbrenner, C. Claybaugh, and P. Koob, “Gamification of Enterprise Systems”, Systems, Vol. 7, No. 13, 2019. Available: https://doi.org/10.3390/systems7010013[7] F. Noorbehbahani, F.Salehi, and R. Jafar Zadeh, "A systematic mapping study on gamification applied to e-marketing", Journal of Research in Interactive Marketing, Vol. 13 No. 3, pp. 392-410, 2019. Available: https://doi.org/10.1108/JRIM-08-2018-0103[8] I. Prasetya, C. Leek, R. Oosenbrug, and P. Kostic, “Can Learning Formal

Relevance Score: 0.34706375

A Synthesis of Discoveries Spanning Ten Semesters of HyFlex

Conference Session: Educational Research and Methods Division (ERM) Technical Session 26
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University ; Adrie Koehler; Elnara Mammadova, Purdue University ; Shawn Farrington, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

with a range of 1 to 7, signifying a moderate belief in their ability to control effort and attention intheir HyFlex class. The non-significant Pearson correlation (r = 0.019, p = 0.773) indicated that students whoopted for face-to-face or remote participation had a comparable experience in effort regulation. Students, onaverage, scored 4.58 in peer learning, indicating a moderate belief in working and learning with peers in theirHyFlex class. The non-significant Pearson correlation (r = -0.020, p = 0.716) revealed that face-to-face orremote participants had similar experiences in peer learning.Study 8: Krishna, B. (2023). Effect of Modalities on Group Performance in Hyflex Environment (30685608)[Master’s thesis, Purdue University]. ProQuest

Relevance Score: 0.3463399

Pass-Fail Grading of Technical Writing in a Material Science Laboratory

Conference Session: Educational Research and Methods Division (ERM) Technical Session 8
Collection: 2024 ASEE Annual Conference & Exposition
Authors: John R. Rogers, Benedictine College; Taylor Goring; Joel Michael Iwanski
Tagged Divisions: Educational Research and Methods Division (ERM)

grader toprocess the work and provide feedback. Lengthy feedback times are suboptimal from a learningperspective since the student may miss opportunities to learn from the feedback. Faster feedbackresults in better learning because the feedback has better connection to the work when thememory of the work is fresh.One way to reduce grading time is to employ low-resolution grading, that is, grading methods thatuse low numbers of possible grade levels. Grading on a scale of 100% without fractionalpercentage points has 100 levels. Grading on an A-B-C-D-F scale without pluses and minuses hasfive levels. Miguel and Larson 1 recommend using the lowest number of grading levels that allowsan accurate assessment of student learning, and they state that

Relevance Score: 0.34609154

Comparing Computational Thinking Competencies Across Undergraduate Engineering Majors: A Qualitative Analysis

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)

Qualitative Researchers. Sage, 2015.[17] M. Shahin, C. Gonsalvez, J. Whittle, C. Chen, L. Li and X. Xia, “How Secondary SchoolGirls Perceive Computational Thinking Practices through Collaborative Programming with theMicro:Bit,” Journal of Systems and Software 183, 2022.[18] A. J. Magana and G. S. Coutinho, “Modeling and simulation practices for a computationalthinking-enabled engineering workforce,” Comput Appl Eng Educ 25, pp. 62-78, 2017.[19] G. Ardito, B. Czerkawski and L. Scollins, “Learning Computational Thinking Together:Effects of Gender Differences in Collaborative Middle School Robotics Program,” TechTrends64, pp. 373-387, 2020.[20] M. Zapata-Cáceres, N. Fanchamps, I. H. Yeter, P. Marcelino and E. Martín- Barroso,“Understanding Teachers

Relevance Score: 0.3455797

Enhancing Teamwork Skills in STEM Education: A Behavioral Theory-Based Approach

Conference Session: Educational Research and Methods Division (ERM) Technical Session 2
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Tazim Ahmed, The University of Texas at Arlington; Syed Mufid, The University of Texas at Arlington; Shuchisnigdha Deb, The University of Texas at Arlington; Mahmudur Rahman, The University of Texas at Arlington
Tagged Divisions: Educational Research and Methods Division (ERM)

Paper ID #42949Enhancing Teamwork Skills in STEM Education: A Behavioral Theory-BasedApproachTazim Ahmed, The University of Texas at Arlington Tazim Ahmed is currently a PhD student in Industrial Engineering at the University of Texas at Arlington. His research primarily focuses on Human Factors Engineering, Cognitive Engineering, and Engineering Education.Syed Mufid, The University of Texas at Arlington Syed Mufid is currently a Master’s student in Industrial Engineering at the University of Texas at Arlington. His research interests encompass Human Factors, Radio Frequency Identification (RFID) and Supply Chain

Relevance Score: 0.3455797

Teaching Effective Communication for Teamwork

Conference Session: Educational Research and Methods Division (ERM) Technical Session 2
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Joanna Tsenn, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Mohammad Waqar Mohiuddin; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University
Tagged Divisions: Educational Research and Methods Division (ERM)

engineers," Proceedings of the IEEE, vol. 88, no. 8, pp. 1367-1370, 2000.[2] L. Small, K. Shacklock, and T. Marchant, "Employability: a contemporary review for higher education stakeholders," Journal of Vocational Education & Training, vol. 70, no. 1, pp. 148-166, 2018.[3] R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, "Engineering soft skills vs. engineering entrepreneurial skills," The International Journal of Engineering Education, vol. 35, no. 4, pp. 988-998, 2019.[4] H. Jang, "Identifying 21st century STEM competencies using workplace data," Journal of Science Education and Technology, vol. 25, pp. 284-301, 2016.[5] L. Ballesteros-Sanchez, I. Ortiz-Marcos, and R. Rodriguez-Rivero

Relevance Score: 0.3419961

A Kickstart to Smart Living in Undergraduate Engineering: Proposing Goals and Objectives for a First-Year Happiness and Well-Being Course

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)

mental health and help-seeking by race/ethnicity: Findings from the national healthy minds study, 2013–2021,” Journal of Affective Disorders, vol. 306, pp. 138–147, Jun. 2022, doi: https://doi.org/10.1016/j.jad.2022.03.038. 3. C. Son, S. Hegde, A. Smith, X. Wang, and F. Sasangohar, “Effects of COVID-19 on college students’ mental health in the united states: Interview survey study,” Journal of Medical Internet Research, vol. 22, no. 9, pp. 1–14, Sep. 2020, doi: https://doi.org/10.2196/21279. 4. B. Coley and M. Jennings, “The price of persistence: Investigating the impact of pursuing engineering on undergraduate student mental health,” presented at the IEEE Frontiers in Education Conference, Covington, KY, USA

Relevance Score: 0.33257142

A Qualitative Methods Primer: A Resource to Assist Engineering Education Scholars in Mentoring Traditionally Trained Engineering Faculty to Educational Research

Conference Session: Research Methodologies – Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Matthew Bahnson, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University
Tagged Divisions: Educational Research and Methods Division (ERM)

construction in qualitative research: From grounded theory to abductive analysis,” Sociol. Theory, vol. 30, no. 3, pp. 167–186, 2012.[8] C. Marshall and G. B. Rossman, Designing Qualitative Research, 5th ed. London: Sage Publications, 2012.[9] K. A. Hallgren, “Computing Inter-Rater REliability for Observational Data: An Overview and Tutorial,” Tutor Quant. Methods Psychol., vol. 8, no. 1, pp. 23–34, 2012.[10] H.-F. Hsieh and S. E. Shannon, “Three Approaches to Qualitative Content Analysis,” Qual. Health Res., vol. 15, no. 9, pp. 1277–1288, 2005.[11] K. Krippendorff, Content Analysis: An Introduction to its Methodology, 3rd ed. Thousand Oaks, CA: SAGE Publications Inc., 2013.[12] R. Tesch, Qualitative Research

Relevance Score: 0.32775685

Work-in-Progress: Effect of Instructional Practices on Students' Engagement and Performance

Conference Session: Educational Research and Methods Division (ERM) Technical Session 3
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Umer Farooq, Texas A&M University; Saira Anwar, Texas A and M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

practices in US classrooms," Teach. Teach. Educ., vol. 99, p. 103273, Mar. 2021, doi: 10.1016/j.tate.2020.103273[3] M. J. Hannafin, J. R. Hill, S. M. Land, and E. Lee, "Student-centered, open learning environments: Research, theory, and practice," Handbook of Research on Educational Communications and Technology, pp. 641-651, May 2013, doi: 10.1007/978-1-4614- 3185-5_51[4] B. L. McCombs and J. S. Whisler, The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. San Francisco, CA: Jossey-Bass Inc., 1997.[5] J. N. Agumba¹ and T. Haupt, "Collaboration as a strategy of student-centered learning in construction technology

Relevance Score: 0.32516673

WIP: Assessment of Student Retention and Satisfaction in Computer Science Service Courses When Using Competency-Based Grading and Assignment Choice

Conference Session: Educational Research and Methods Division (ERM) Technical Session 18
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Robert Harold Lightfoot Jr., Texas A&M University; Tracy Anne Hammond, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

Paper ID #41332WIP: Assessment of Student Retention and Satisfaction in Computer ScienceService Courses When Using Competency-Based Grading and AssignmentChoiceMr. Robert Harold Lightfoot Jr., Texas A&M University Robert Lightfoot received his master’s degree in software engineering from Southern Methodist University and his bachelor’s degree in computer science from Texas A&M. Before joining Texas A&M, he worked at Ericsson (now Sony-Ericsson), then with DSC (Motorola) deploying Cellular network infrastructure. Now, a Professor of Practice, teaching Computer Science at Texas A&M University.Dr. Tracy Anne

Relevance Score: 0.32107213

Student Persistence in Engineering Majors: A Description of Engineering Students at Two Universities before and during COVID-19

Conference Session: Student Experiences and Development – Session 1
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Karen E. Rambo-Hernandez, Texas A&M University; Olukayode E. Apata, Texas A&M University; Syahrul Amin, Texas A&M University; Blaine Austin Pedersen, Texas A&M University; Camille S. Burnett, Prairie View A&M University; Bimal P. Nepal, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

examinedfour cohorts of students for three semesters: (a) fall 2018 sophomore students, (b) fall 2019sophomore students, (c) fall 2018 junior students, and (d) fall 2019 junior students. Thesophomore and junior students’ persistence was tracked over a period of three semesters— thusthe pre-COVID-19 cohorts (i.e., fall 2018 cohorts) did not have their education disrupted overthis time frame (fall 2018 to fall 2019) by COVID-19 while the COVID-19 cohorts (i.e., fall2019 cohorts) did have their education disrupted in spring 2020. Next, due to our large sample,we were able to break down and examine student persistence rate by student demographic groups(i.e., gender, financial need, first generation status, and race/ethnicity).Plan of Analysis We

Relevance Score: 0.30451667

Development of a Questionnaire to Measure Students' Attitudes and Perceptions of Sociotechnical Engineering

Conference Session: Instrument Design and Development
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Felicity Bilow, Clarkson University; Mohammad Meysami, Clarkson University ; Jan DeWaters, Clarkson University
Tagged Divisions: Educational Research and Methods Division (ERM)

. More importantly, a consistent scale will better facilitate the calculation and comparison of average mean factor scores when the survey is implemented. 2. Several items can be improved with better rewording: a. Q18 - separate the terms “teamwork” and “collaboration” into individual items. This may help improve the item’s low discrimination index. b. Re-write negatively worded items to be the exact opposite, or antonym, of a positively worded item [83], thereby creating positive/negative item pairs. For example, positively worded item: “Engineering decisions are influenced by the societal context in which they take place”; negatively worded antonym: “Engineering

Relevance Score: 0.29700083

A tag-based framework for collecting, processing, and visualizing student learning outcomes

Conference Session: Framework Studies
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Tonghui Xu, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts Lowell; Melissa Nemon, University of Massachusetts Lowell; Christopher Hansen, University of Massachusetts Lowell; John Hunter Mack, University of Massachusetts Lowell; David J. Willis, University of Massachusetts Lowell
Tagged Divisions: Educational Research and Methods Division (ERM)

their support. MethodsAn electronic data mining/learning analytics (EDM/LA) knowledge discovery cycle model (Romero &Ventura, 2020) is applied. EDM/LA is one type of knowledge discovery (KDD) in a databases processmodel. KDD is a process model that applies data mining methods to discover the knowledge pattern behindlarge databases (Fayyad et al., 1996). According to Romero and Ventura (2020), the EDM/LA processmodel typically includes the (a) education environment (e.g., face-to-face classroom education, andinformation system used (e.g., blackboard or gradescope), (b) education data (e.g., school, course, student),(c) processing the data (e.g., remove irrelevant variables, imput missing

Relevance Score: 0.29644224

Work-in-Progress: A Scoping Literature Review of Theoretical Frameworks on Discrimination Against Asian Engineering Students

Conference Session: Educational Research and Methods Division (ERM) Technical Session 11
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Anjing Dai, Arizona State University; Xingchen Xu, Arizona State University; Li Tan, Arizona State University, Polytechnic Campus
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

discrimination faced byAsian engineering students in postsecondary education. The identified relevantstudies need to be consistent with this research scope. In order to do that, we focus onboth Asian American and Asian international college students within the engineeringdiscipline, reflecting our centered research interest. Considering the scope of ourstudy and the research questions, we established relevant studies in our review asstudies that satisfy the following three conditions: a) the presence of Asian students,b) a focus on college engineering majors, and c) relevance to experiences ofdiscrimination.Selecting Studies We conducted the literature search using a variety of scholarly databases,including Semantic Scholar, Google Scholar, ERIC

Relevance Score: 0.2957458

Work in Progress: Transferability of a Neurodivergent Codebook Developed from TikTok to Neurodivergent Engineers

Conference Session: Work-in-Progress Session: Emergent Methods for Engineering Education Research
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Autumn Cuellar, Utah State University; Sarah Principato; Sakshi Solanki; Catherine McGough Spence, Minnesota State University, Mankato; Marissa A Tsugawa, Utah State University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

. Carroll, C. J. Finelli, and S. L. DesJardins, “Academic success of college students with ADHD: the first year of college,” Network for Engineering & …, 2022.[6] A. Cuellar, B. Webster, S. Solanki, C. Spence, and M. Tsugawa, “Examination of Ableist Educational Systems and Structures that Limit Access to Engineering Education through Narratives,” in 2022 ASEE Annual Conference & Exposition, 2022.[7] M. L. Sánchez-Peña, N. Ramirez, X. (rose) Xu, and D. B. Samuel, “Work in progress: Measuring stigma of mental health conditions and its impact in help-seeking behaviors among engineering students.pdf,” in 2021 ASEE Virtual Conference Content Access, 2021.[8] M. Chrysochoou et al., “Redesigning engineering education for

Relevance Score: 0.2951311

Addressing the Needs of Hispanic/Latino(a) Students with the Flipped Classroom Model

Conference Session: Supporting Underrepresented and LGBTQ Students
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Alberto Cureg Cruz, California State University, Bakersfield; Amin Malek, California State University, Bakersfield; Andrea Medina, California State University, Bakersfield; Melissa Danforth, California State University, Bakersfield
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

in flipped classroom methods, the team includes a third-personeducational researcher (Andrea Medina) focusing on high-impact classroom practices. There arethree instructors in the study: Instructor A, Instructor B and Instructor C. Instructor A is the leadinstructional designer and learned FC and active learning from the Transforming STEMTeaching Faculty Learning Program (FLP) hosted virtually by the University of California,Berkley. Instructor A has publications in iterations of the flipped classroom model [20], [21].Instructor C received a grant on diversity-centric learning and project-based learning. InstructorA and C taught years of courses in the flipped classroom modality before the study. Instructor Bhas less training than Instructor

Relevance Score: 0.2949089

Initial Validity Evidence for a Survey of Skill and Attitude Development on Engineering Teams

Conference Session: Educational Research and Methods Division (ERM) Technical Session 29
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Justin Charles Major, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

Sciences. The International Journal of Assessment and Evaluation. 24(1). 1-24.Renshaw, T. L., & Bolognino, S. J. (2016). The college student subjective wellbeing questionnaire: A brief, multidimensional measure of undergraduate's covitality. Journal of Happiness Studies, 17(2), 463-484. https://doi.org/10.1007/s10902-014-9606-4Rodríguez-Simmonds, H. E., Pearson, N. S., Jackson, B. P., Langus, T. C., Major, J. C., Kirn, A., & Godwin, A. (2018). Interpersonal interactions that foster inclusion: Building supports for diversity in engineering teams. ASEE Annual Conference and Exposition.Scheidt, M., Godwin, A., Berger, E., Chen, J., Self, B. P., Widmann, J. M., & Gates, A. Q. (2021). Engineering students

Relevance Score: 0.29457283

Design and Testing of a Quantitative Instrument to Evaluate Engineering Research Center Participation

Conference Session: Instrument Design and Development
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Zhen Zhao, Massachusetts Institute of Technology; Allison Godwin, Purdue University at West Lafayette (COE); Wilhelmina C. Savenye, Arizona State University; Christopher Barr
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

theminimum threshold of 0.60 to assess sample adequacy. Bartlett’s test of sphericity wassignificant for all datasets (p < 0.001), indicating a sufficient correlation between variables toproceed with the analyses.We used an exploratory factor analysis (EFA) approach to investigate the underlying structure ofthe measured items [15]. This statistical method is frequently used to optimize instruments byeliminating statistically ambiguous items and grouping variables in latent constructs. Accordingto Brown [17] and Howard [18], the EFA procedure can be divided into: a) choosing a factorextraction method, b) determining the number of factors to extract, c) choosing a factor rotationmethod, d) running the factor analysis, e) interpreting the factors

Relevance Score: 0.29415327

Work In Progress: Development of a Taxonomy of Undergraduate Engineering Admissions Practices and Protocols

Conference Session: Educational Research and Methods Division (ERM) Technical Session 5
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Trevor Franklin, Cornell University
Tagged Topics: Diversity
Tagged Divisions: Educational Research and Methods Division (ERM)

. Bilec, A. Dukes, A. Nave, A. Landis, and K. Parrish, “Developing and Sustaining Inclusive Engineering Learning Communities and Classrooms.” In 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022.[3] D. T. Rover, M. Mina, A. R. Herron-Martinez, S. L. Rodriguez, M. L. Espino, and B. D. Le, “Improving the Student Experience to Broaden Participation in Electrical, Computer and Software Engineering,” in 2020 IEEE Frontiers in Education Conference (FIE), 2020, pp. 1–7.[4] L. Long and J. A. Mejia, “Conversations about Diversity: Institutional Barriers for Underrepresented Engineering Students,” J. Eng., vol. 105, no. 2, 2016.[5] M. E. Matters, C. B. Zoltowski, A. O. Brightman, and P. M. Buzzanell