Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amy L. Brooks, Oregon State University; James L. Huff, Harding University

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Educational Research and Methods Division (ERM)

Paper ID #39066Evaluating the quality of interviews with a process-based,self-reflective toolDr. Amy L. Brooks, Oregon State University Dr. Amy Brooks is a Postdoctoral Scholar at the Oregon State University School of Civil and Construction Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating context- specific affordances and barriers faculty face when adopting evidence-based

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

. What are the different types of structures present in an engineering students’ timeline to major declaration? b. What is the exploratory curiosity of the activities present in an engineering students’ timeline to major declaration?RQ2: What are the different pathways engineering students took before declaring their major?4. MethodologyThe data were collected using semi-structured interviews of students enrolled in a generalengineering program within a Mid-Atlantic University. Seven students were interviewed by asenior, undergraduate, White woman student enrolled in the same engineering program at thesame university. In addition to engineering, the interviewer is working towards minors in honorsinterdisciplinary studies and

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

Hawaiian, or Pacific Islander.The summary statistics of the survey items were shown in Table A.1 (a) and (b) in the Appendix.Analysis and ResultsOur data, mostly consisted of Likert scores, or qualitative ranking, did not meet the normalityassumption that underpinned Pearson correlation analysis. Instead, we used the Spearman’scorrelation coefficients (Knapp 2018) to describe the associations within EI, teamworkdisagreement/conflict, and behaviors each, but also the cross correlation when they were paired. 3Spearman’s rho explained the monotonic correlation between two variables, producing a positivevalue when one variable always increased as the other rose, a negative value when one variablealways

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Wade H. Goodridge, Utah State University; Angela Minichiello, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

the NationalScience Foundation.References[1] D. F. Lohman, “Spatial Ability and G.” 1993.[2] K. S. McGrew, “CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research,” Intelligence, vol. 37, no. 1, pp. 1–10, Jan. 2009, doi: 10.1016/j.intell.2008.08.004.[3] H. B. Yilmaz, “On the Development and Measurement of Spatial Ability,” International Electronic Journal of Elementary Education, vol. 1, no. 2, pp. 83–96, Mar. 2009.[4] C. Julià and J. Ò. Antolì, “Enhancing Spatial Ability and Mechanical Reasoning through a STEM Course,” International Journal of Technology and Design Education, vol. 28, no. 4, pp. 957–983, Dec. 2018.[5] M. Stieff and D. Uttal, “How

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Educational Research and Methods Division (ERM)

, vol. 100, no. 3, pp. 613–628, Aug. 2008, doi: 10.1037/0022-0663.100.3.613.[22] J. P. Concannon, S. B. Serota, M. R. Fitzpatrick, and P. L. Brown, “How Interests, self- efficacy, and self-regulation impacted six undergraduate pre-engineering students’ persistence,” European Journal of engineering Education, vol. 44, no. 4, pp. 484–503, Jul. 2019, doi: 10.1080/03043797.2017.1422695.[23] G. Chen, S. M. Gully, and D. Eden, “Validation of a New General Self-Efficacy Scale,” Organizational Research Methods, vol. 4, no. 1, pp. 62–83, Jan. 2001, doi: 10.1177/109442810141004.[24] P.R. Pintrich, D. Smith, T. Garcia, and W. McKeachie, “A Manual for the Use of the Motivated Strategies for Learning

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leslie Bostwick, Franklin W. Olin College of Engineering; Alex George, Franklin W. Olin College of Engineering; Trinity Lee, Franklin W. Olin College of Engineering; Zachary Del Rosario, Franklin W. Olin College of Engineering

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Educational Research and Methods Division (ERM)

team arrived at a satisfactory framingand procedure to help mitigate the threat of power disparity.Our framing drew on ideas of relational ethics and ethical validation. Relational ethics refers toethical considerations in research involving close personal contacts, which commonly arise in(C)AE research [25]. Relational ethics requires researchers to “initiate and maintainconversations” with participants in a dynamic consent process. Ethical validation refers to theempirically-supported observation that actively seeking to do justice to all research stakeholderswill lead to higher-quality research outcomes [16]. These ideas guided us to collaborativelydesign an ongoing consent process (Appendix B), and convinced us that pursuing such

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chinedu Alexander Emeka; Craig Zilles, University of Illinois at Urbana-Champaign; Matthew West, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign; Timothy Bretl, University of Illinois at Urbana-Champaign

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Educational Research and Methods Division (ERM)

anxiety questions were not worded in a way that facilitated comparison between generaltest anxiety and test anxiety when a retake was available. Therefore, only data on test anxiety from the second surveyis reported. The data from the first survey, however, is consistent with these findings. (a) General test anxiety (b) Test anxiety for courses with SCTFigure 1: Comparison of distributions of student reported test anxiety for exams without and withsecond-chance testing. Our Likert scale goes from 6 to 30.Analysis and ResultsRQ1: How does second-chance testing influence test anxiety and student stress in general?In the interviews, a majority of students reported that second-chance testing led to a reduction

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan L. Amato-Henderson, Michigan Technological University; Jon Sticklen, Michigan Technological University

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Educational Research and Methods Division (ERM)

’ course perceptions, ease of course, and evaluations of teaching," AERA Open, vol. 8, p. 23328584211073167, 2022, doi https:// doi.org/10.1177/2332858421107316.[10] B. D. Jones, Motivating students by design: Practical strategies for professors. CreateSpace Independent Publishing Platform, 2018.[11] Wong, Z. Y., Liem, G. A. D., Chan, M., & Datu, J. A. D. (2024). Student engagement and its association with academic achievement and subjective well-being: A systematic review and meta-analysis. Journal of Educational Psychology, 116(1), 48–75. https://doi.org/10.1037/edu0000833[12] S. L. Amato-Henderson and J. Sticklen, "Work in Progress: Utilizing the MUSIC In- instrument to Gauge Progress in First-Year Engineering

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

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Educational Research and Methods Division (ERM)

) papers that were published within the timeframe of 2017 to2022 and (b) papers with a social media (specifically Facebook, Instagram, and Twitter) focus onengineering. The search was conducted using the Scopus, Web of Science, Science Direct, IEEEXplore, ERIC, and Google Scholar databases, specifically targeting articles with the terms'Facebook AND Engineering', ' Instagram AND Engineering' and 'Twitter AND Engineering' inthe article's title, abstract, or keywords. In this study, a total of 48 articles [7, 8, 16-19, 27-30, 42,44-80] were initially reviewed for full text, and after careful consideration and evaluation, 21 ofthem were ultimately selected for the systematic literature review. Figure 1 shows the detailedsteps followed in this

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

well are we doing?,” J. Appl. Soc. Psychol., vol. 28, no. 15, pp. 1317–1338, 1998, doi: 10.1111/j.1559- 1816.1998.tb01679.x.[46] I. Ajzen and S. Sheikh, “Action versus inaction: anticipated affect in the theory of planned behavior,” J. Appl. Soc. Psychol., vol. 43, no. 1, pp. 155–162, 2013, doi: 10.1111/j.1559- 1816.2012.00989.x.[47] A. Tversky and D. Kahneman, “Rational Choice and the Framing of Decisions,” in Multiple Criteria Decision Making and Risk Analysis Using Microcomputers, B. Karpak and S. Zionts, Eds., in NATO ASI Series. Berlin, Heidelberg: Springer, 1989, pp. 81–126. doi: 10.1007/978-3-642-74919-3_4.[48] B. Fischhoff, B. Goitein, and Z. Shapira, “The experienced utility of expected utility

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander V. Struck Jannini, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

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Educational Research and Methods Division (ERM)

,” Eur. J. Eng. Educ., vol. 39, no. 2, pp. 212–232, 2014, doi: 10.1080/03043797.2013.838543.[7] B. Finn, “Exploring Interactions Between Motivation and Cognition to Better Shape Self- Regulated Learning,” J. Appl. Res. Mem. Cogn., vol. 9, no. 4, pp. 461–467, 2020, doi: 10.1016/j.jarmac.2020.08.008.[8] M. D. Svinicki, Learning and motivation in the postsecondary classroom. Anker Publishing, 2004.[9] P. R. Brown, R. E. McCord, H. M. Matusovich, and R. L. Kajfez, “The use of motivation theory in engineering education research: A systematic review of literature,” Eur. J. Eng. Educ., vol. 40, no. 2, pp. 186–205, 2015, doi: 10.1080/03043797.2014.941339.[10] X. Gao, P. Li, J. Shen, and H. Sun, “Reviewing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Koolman, University of Texas at Austin; Audrey Boklage, University of Texas at Austin

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Educational Research and Methods Division (ERM)

. Rev., vol. 86, no. 2, pp. 206–232, Jun. 2016, doi: 10.17763/0017-8055.86.2.206.[14] L. Z. Yamout and M. S. Harb, “Engineering Students Managing a University Makerspace: A Means to Cultivate 21st Century Skills,” ISAM, 2023.[15] B. D. Chambers, Z. D. Dowell, and N. Bedard, “Evaluation of Undergraduate Staff Experiences and Infrastructure in a First-Year Engineering Makerspace,” 2023.[16] M. E. Andrews and A. Boklage, “Spaces and Practices within University Makerspaces,” in 2023 IEEE Frontiers in Education Conference (FIE), IEEE, 2023, pp. 1–5.[17] M. Melo, L. March, K. Hirsh, and E. Arnsberg, “Description framework of makerspaces: Examining the relationship between spatial arrangement and diverse user populations,” J

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Olivia Ryan, Virginia Tech Department of Engineering Education; Marin Jayne Fisher, Department of Engineering Education at Virginia Tech; Lisa Schibelius, Virginia Tech Department of Engineering Education; Mark Vincent Huerta, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Tech

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Educational Research and Methods Division (ERM)

dynamics for high performance teamwork,” Hum. Resour. Manag. Rev., vol. 28, no. 4, pp. 378–394, 2018, doi: 10.1016/j.hrmr.2017.06.002.[4] M. C. Paretti, J. J. Pembridge, S. C. Brozina, B. D. Lutz, and J. N. Phanthanousy, “Mentoring team conflicts in capstone design: Problems and solutions,” ASEE Annu. Conf. Expo. Conf. Proc., 2013, doi: 10.18260/1-2--22284.[5] M. C. Paretti, K. J. Cross, and H. M. Matusovich, “Match or Mismatch: Engineering Faculty Beliefs about Communication and Teamwork versus Published Criteria,” 2014.[6] G. A. Callanan and D. F. Perri, “Teaching Conflict Management Using a Scenario-Based Approach,” Httpsdoiorg103200JOEB813131-139, vol. 81, no. 3, pp. 131–139, 2010, doi

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Randi Sims, Clemson University; Kelsey Watts, Clemson University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca A. Bates, Minnesota State University, Mankato; Gary Lichtenstein, Arizona State University; Karin Jensen, University of Michigan; Lisa Benson, Clemson University

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Educational Research and Methods Division (ERM)

views of theNational Science Foundation.References[1] B. Álvarez-Bornstein and M. Bordons, “Is funding related to higher research impact? Exploring its relationship and the mediating role of collaboration in several disciplines,” J. Informetr., vol. 15, no. 1, p. 101102, Feb. 2021, doi: 10.1016/j.joi.2020.101102.[2] V. Warne, “Rewarding reviewers – sense or sensibility? A Wiley study explained,” Learn. Publ., vol. 29, no. 1, pp. 41–50, 2016, doi: 10.1002/leap.1002.[3] C. Y. Chen et al., “Systemic racial disparities in funding rates at the National Science Foundation,” eLife, vol. 11, p. e83071, Nov. 2022, doi: 10.7554/eLife.83071.[4] M. A. Taffe and N. W. Gilpin, “Racial inequity in grant funding from the US National

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Educational Research and Methods Division (ERM)

; I just felt lazier the second time and ended up writing less” . b. Pre-existing Views: The initial relativistic perspective of students towards the scientific method and knowledge limited the scope for substantial shifts in understanding. This was evident from the high baseline scores on items #5 and #11, suggesting that students already possessed a nuanced view of scientific knowledge. c. Reinforcement of Prior Knowledge: The observed increase in confidence was interpreted by students as reinforcement of their pre-existing understanding, attributed to their exposure to more examples illustrating the relationship between theory and hypothesis in General Chemistry II, as answered by

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Caitlin D. Wylie, University of Virginia; Kent A. Wayland, University of Virginia; Andy Wang, University of Virginia

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Diversity

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Educational Research and Methods Division (ERM)

): First Findings,” Cell Biology Education, vol. 3, no. 4, pp. 270–277, 2004, doi: 10.1187/cbe.04-07-0045. 6[5] S. Laursen, A.-B. Hunter, E. Seymour, H. Thiry, and G. Melton, Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco: John Wiley & Sons, Inc., 2010.[6] D. Lopatto, “Undergraduate Research as a High-Impact Student Experience,” Peer Review, vol. 12, no. 2, pp. 27–30, 2010.[7] C. D. Wylie, K. A. Neeley, and B. P. Helmke, “WIP: Undergraduate Research Experiences Survey (URES) and Engineering Identity,” in Proc Amer Soc for Eng Educ, 2020, doi: 10.18260/1-2--35697[8] N. G. Lederman, F. Abd-El

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoc T. Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #43195Breaking the Stigma: Fostering Mental Health Resilience in Engineering—ASystematic Literature ReviewMr. Hoc T. Nguyen, University of Oklahoma Hoc Nguyen is a dedicated undergraduate student enrolled in the esteemed Gallogly College of Engineering at The University of Oklahoma, where he is passionately pursuing a degree in computer science. Recognized for his academic diligence and intellectual curiosity, Hoc seeks to delve deeper into the knowledge of mental health research within the university community. With a strong commitment to understanding the intricacies of mental well-being among undergraduate

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

Paper ID #43787Bridging the Gap: The Impact of Social Media on Modern Engineering Education—ASystematic Literature ReviewMs. Arianna Gabriella Tobias, University of Oklahoma Arianna Tobias is a sophomore Computer Science major at the University of Oklahoma, where she is deeply engaged in undergraduate research. With a strong passion for advancing her field, Arianna focuses on projects that combine her technical skills with real-world applications. Her academic pursuits and commitment to her studies make her an emerging academic in the realm of computer science and engineering education.Dr. Javeed Kittur, University of

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joanna K. Garner, Old Dominion University; Melissa G. Kuhn, Old Dominion University; Jayme M. Cellitioci; Matthew Carter

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Diversity

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Educational Research and Methods Division (ERM)

Journal of STEM Education 9:34. https://doi.org/10.1186/s40594-022-00351-1Newman, A., Obschonka, M., Schwarz, S., Cohen, M. & Nielsen, I. (2019). Entrepreneurial self- efficacy: A systematic review of the literature on its theoretical foundations, measurement, antecedents, and outcomes, and an agenda for future research. Journal of Vocational Behavior 110 Part B, 403-319. https://doi.org/10.1016/j.jvb.2018.05.012Puente-Diaz, R. & Cavazos-Arroyo, J. (2017). Creative self-efficacy: the role of self-regulation for schoolwork and boredom as antecedents, and divergent thinking as a consequence. Social Psychology of Education: An International Journal 20, 347-359.Shavavina, L.V. & Seeratan, K.L. (2003

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kassandra Fernandez, University of Florida; Amy G Buhler, University of Florida; Sindia M Rivera-Jimenez, University of Florida

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Educational Research and Methods Division (ERM)

Education: Defining the Essentials,” J. High. Educ., vol. 59, no. 1, p. 2, Jan. 1988, doi: 10.2307/1981868.[2] A. J. Kezar and P. D. Eckel, “The Effect of Institutional Culture on Change Strategies in Higher Education: Universal Principles or Culturally Responsive Concepts?,” J. High. Educ., vol. 73, no. 4, pp. 435–460, 2002, doi: 10.1353/jhe.2002.0038.[3] P. Eckel, B. Hill, and M. Green, “En Route to Transformation. On Change: An Occasional Paper Series of the ACE Project on Leadership and Institutional Transformation.,” 1998.[4] M. L. Baba and D. Pawlowski, “Creating culture change: An ethnographic approach to the transformation of engineering education,” presented at the International Conference on Engineering Education

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eduardo Rodriguez Mejia, Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

Engineering Graduate Students, 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19391[16] Mosyjowski, E. A., Daly, S. R., Peters, D. L., Skerlos, S. J., & Baker, A. B. (2017). Engineering PhD Returners and Direct-Pathway Students: Comparing Expectancy, Value, and Cost. Journal of Engineering Education, 106(4), 639–676. https://doi.org/10.1002/jee.20182[17] Ritchie J, Lewis J, McNaughton Nicholls, C, and Ormston R (2014) Qualitative Research Practice: A Guide for Social Science Students & Researchers. 117-118, SAGE Publishing, Los Angeles, CA.[18] Collins, D. (2003). Pretesting Survey Instruments: An Overview of Cognitive Methods. Quality of life research, 12(3), 229-238. https

Conference Session

Supporting Students with Disabilities and Understanding Spatial Ability and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Lauren Fogg, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Katie Evans, Houston Baptist University; Mitzi Desselles, Louisiana Tech University

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #39300The Effects of a Spatial Thinking Curriculum on Low-Income SophomoreSummer ScholarsDr. Marisa K. Orr, Clemson University Marisa K. Orr is an Associate Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University.Ms. Lauren Fogg, Louisiana Tech University Lauren Fogg is a 3rd-year Ph.D. student in Engineering with a concentration in Engineering Education at Louisiana Tech University. She has a Bachelor’s degree in Mechanical Engineering and a Master’s degree in Mechanical Engineering. Her research interests are diversity, gender equity

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University Center for Engineering Education and Outreach; Greses Perez, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

Learning in STEM education,” Educ. Technol. Res. Dev., vol. 70, no. 4, pp. 1169– 1194, Aug. 2022, doi: 10.1007/s11423-022-10122-y.[8] S. L. Thorne, R. W. Black, and J. M. Sykes, “Second Language Use, Socialization, and Learning in Internet Interest Communities and Online Gaming,” Mod. Lang. J., vol. 93, pp. 802–821, Dec. 2009, doi: 10.1111/j.1540-4781.2009.00974.x.[9] M. Bravo and E. Garcia, “Learning to write like scientists: English language learners’ science inquiry and writing understandings in responsive learning contexts.,” presented at the American Educational Research Association, 2004.[10] B. A. Brown and K. Ryoo, “Teaching science as a language: A ‘content-first’ approach to science teaching,” J. Res. Sci. Teach

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

Complexity Typology as Tools for Faculty Development,” American Society for Engineering Education (ASEE) Annual Conference, Minneapolis, MN, June 2022.[11] G. Panther and H.A. Diefes-Dux, “Instructor Adaptability and the Course Complexity Typology as Tools for Faculty Development,” Australasian Engineering Education (AAEE) Annual Conference, Sydney, Australia, December 2022.[12] L.R. Lattuca, P. T. Terenzini, and J. F. Volkwein, “Engineering change: A study of the impact of EC2000.” ABET, 2006, https://www.abet.org/wp- content/uploads/2015/04/EngineeringChange-executive-summary.pdf[13] B. Pejcinovic, “Design of Rubrics for Student Outcomes in 2019-2020 ABET Criteria,” presented at the 43rd Int. Conv

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Morgan Haley McKie, Florida International University; Alexandra Coso Strong, Florida International University

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Diversity

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Educational Research and Methods Division (ERM)

SIGACCESSConference on Computers and Accessibility, Athens Greece: ACM, Oct. 2022, pp. 1–5. doi:10.1145/3517428.3550404.[18] C. M. Baker, Y. N. El-Glaly, and K. Shinohara, “A Systematic Analysis of Accessibility inComputing Education Research,” in Proceedings of the 51st ACM Technical Symposium onComputer Science Education, Portland OR USA: ACM, Feb. 2020, pp. 107–113. doi:10.1145/3328778.3366843.[19] T. B. McHugh and C. Barth, “Assistive Technology Design as a Computer ScienceLearning Experience,” in Proceedings of the 22nd International ACM SIGACCESS Conferenceon Computers and Accessibility, Virtual Event Greece: ACM, Oct. 2020, pp. 1–4. doi:10.1145/3373625.3417081.[20] A. Lazar, J. Lazar, and A. Pradhan, “Using Modules to Teach Accessibility in a User

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)

Competition (b) Sjngapore Cooperation Programme - Leadership course fellowship award (c) UNESCO Invitation to the Asia-Pacific Regional Seminar on MOOCs for Higher Education (d) Institution of Engineers, India - Young Engineer Award (e) American Society of Civil Engineering ©American Society for Engineering Education, 2024 Paper ID #43381 (ASCE) – Illinois Section – Geotechnical Award; (f) ASCE-UIC Travel Grant (g)Swiss Federal Institute of Technology (EPFL), Fellowship (h) University of Illinois – Doctoral Fellowship. He is a Member of American Society of Engineering Education, American Society of Civil

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Susan Sajadi, Virginia Tech; Nadia N. Kellam, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

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Educational Research and Methods Division (ERM)

power of stories (I): a discussion of why stories are powerful,” Int. J. Inf. Technol. Manag., vol. 2, no. 4, p. 377, 2003, doi: 10.1504/IJITM.2003.004233.[7] R. Willis, “How Members of Parliament understand and respond to climate change,” Sociol. Rev., vol. 66, no. 3, pp. 475–491, May 2018, doi: 10.1177/0038026117731658.[8] Z. McElhinney and C. Kennedy, “Enhancing the collective, protecting the personal: the valuable role of composite narratives in medical education research,” Perspect. Med. Educ., vol. 11, no. 4, pp. 220–227, Aug. 2022, doi: 10.1007/s40037-022-00723-x.[9] H. Clements, B. Benedict, A. Godwin, J. Rohde, and S. Chen, “‘Adversary or Ally’: Undergraduate Engineering Students

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Tugba Karabiyik, Purdue University at West Lafayette (COE); Lan Jin; Kris Acheson-Clair, Purdue University Programs

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Diversity

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Educational Research and Methods Division (ERM)

18:56:09, 2022, doi: 10.1186/s40594-022-00347-x.[13] S. Swartz, B. Barbosa, and I. Crawford, “Building intercultural competence through virtual team collaboration across global classrooms,” Bus. Prof. Commun. Q., vol. 83, no. 1, pp. 57–79, 2020.[14] P.-S. D. Chen, A. D. Lambert, and K. R. Guidry, “Engaging online learners: The impact of Web-based learning technology on college student engagement,” Comput. Educ., vol. 54, no. 4, pp. 1222–1232, 2010.[15] C. C. Robinson and H. Hullinger, “New benchmarks in higher education: Student engagement in online learning,” J. Educ. Bus., vol. 84, no. 2, pp. 101–109, 2008.[16] X. Du and A. Kolmos, “Increasing the diversity of engineering education–a gender analysis in a PBL

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee, Knoxville; Lorna Treffert, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee, Knoxville; Isabel A. Boyd, University of Tennessee, Knoxville; Chulin Chen, University of Tennessee, Knoxville

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #38936Work in Progress: Making Engineering Education Teams more Effective: AnExploration of a Nearly Epistemic NegotiationDr. Courtney June Faber, University of Tennessee, Knoxville Courtney Faber, Ph.D., is a Research Associate Professor and Senior Lecturer in Engineering Fundamen- tals at the University of Tennessee, Knoxville. She is also the Director of the Fundamentals of Engineering and Computing Teaching in Higher Education Certificate Program. Her research focuses on empowering engineering education scholars to be more effective at impacting transformational change in engineering and developing

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Experiences of African American Engineering Students at a PWIThrough the Lens of Navigational Capital’, in 2022 CoNECD (Collaborative Network for Engineering &Computing Diversity), 2022[7] J. Ge and E. Berger, "Thriving for Engineering Students and Institutions: Definition, Potential Impact,and Proposed Conceptual Framework", 2018 ASEE Annual Conference & Exposition Proceedings.Available: 10.18260/1-2--31141 [Accessed 20 November 2021].[8] ] S. Damas and L. Benson, ‘BSTiE: A Proposed Conceptual Framework for Black Student Thriving inEngineering,’ in 2022 ASEE Annual Conference & Exposition, 2022.[9] L. A. Schreiner, R. Kammer, B. Primrose, & D. Quick, “Predictors of thriving in students of color:Differential pathways to college