Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jasmine Smith, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Educational Research and Methods Division (ERM)

Paper ID #42110The State of Engineering Graduate Student Researcher Self-AwarenessJasmine Smith, University of Florida Ms. Smith is an engineering education doctoral student at the University of Florida. She received her Bachelors degree in Biochemistry with a minor in Biological Science. She received her Masters degree in Biomedical Engineering from the University of Florida. Her research interest are focused on self-awareness and its influence on engineering mentoring relationships as well as identifying factors that influence mentoring relationship dynamics in engineering.Dr. David J. Therriault, University of Florida

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Christopher A. Sanchez, Oregon State University; Kahlan Fleiger-Holmes, Oregon State University; Brian John Zhang, Oregon State University; Naomi T. Fitter, Oregon State University

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Educational Research and Methods Division (ERM)

Paper ID #41868Evaluating and Comparing Delivery Strategies for Hardware-Based OnlineLabsChristopher A. Sanchez, Oregon State University Dr. Sanchez is a cognitive psychologist with explicit interests in STEM education; specifically in the areas of engineering and design. He is currently an Associate Professor of Engineering Psychology at Oregon State University where he heads the Applied Cognitive Theory, Usability and Learning (ACTUAL) Laboratory.Kahlan Fleiger-Holmes, Oregon State UniversityBrian John Zhang, Oregon State UniversityProf. Naomi T. Fitter, Oregon State University Dr. Naomi T. Fitter is an Assistant Professor in

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Husain Al Yusuf, The University of Arizona; Gregory L. Heileman, The University of Arizona; Raian Islam, The University of Arizona; Yiming Zhang, The University of Arizona; Tanmay Agrawal; Hayden William Free, Georgia Institute of Technology; Kristina A. Manasil, The University of Arizona

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Educational Research and Methods Division (ERM)

Paper ID #38137Progress Analytics in Support of Engineering Advising and Program ReformHusain Al Yusuf, The University of Arizona Husain Al Yusuf is a second year PhD student in the Electrical and Computer Engineering Department at the University of Arizona. He is currently pursuing his PhD with a research focus on higher education an- alytics, with the goal of improving student outcomes and enhancing the effectiveness of higher education institutions. Husain Al Yusuf holds a M.Sc in Computer Engineering from the University of New Mexico and has over 10 years of professional working experience as a technology

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

Paper ID #37853Work in Progress: Opportunities for Engineering Undergraduates toDevelop Non-Technical Professional Skills during the COVID-19 PandemicDr. Giselle Guanes Melgarejo, The Ohio State University Giselle (she/ella) is a postdoctoral scholar at Ohio State University and editorial assistant for the Journal of Women and Minorities in Science and Engineering (JWM). While she was born and raised in Lambar´e, Paraguay, she earned her B.S. in Mechanical Engineering from Kansas State University and her Ph.D. in Engineering Education from Ohio State University. Her roots are constantly inspiring her to explore and dive

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Johnston, Arizona State University; Cody D. Jenkins, Arizona State University; Thien Ngoc Y. Ta, Arizona State University, Polytechnic Campus; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A. Smith, University of Minnesota, Twin Cities

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Educational Research and Methods Division (ERM)

Paper ID #43136Work in Progress: PEERSIST—An Observational Study of Student Questionsto Identify Levels of Cognitive ProcessingSarah Johnston, Arizona State UniversityCody D. Jenkins, Arizona State UniversityMs. Thien Ngoc Y. Ta, Arizona State University, Polytechnic Campus Thien Ta is a doctoral student of Engineering Education Systems and Design at Arizona State University. She obtained her B.S., and M.S. in Mechanical Engineering. She has taught for Cao Thang technical college for seven years in Vietnam. She is currentlyDr. Ryan James Milcarek, Arizona State University Ryan Milcarek obtained his B.S., M.S. and Ph.D. in the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Marlee Jacobs, Utah State University; Rosemary Yahne, Utah State University; Wade H. Goodridge, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

student’s answers were recorded in a dichotomous format,meaning that answers were recorded as either correct or incorrect. Correct answers from eachstudent were summed to form a raw score and converted to a percentage form. Of the 111students who took the TMCT, 108 completed all 12 items, including 63 who completed subtestA and 45 who completed subtest B. Missing data were assumed incorrect. Independent samples ttests were performed between groups to assess equivalence of means. All calculations wereperformed using Microsoft Excel 2019 or Jamovi 2.3.21 [37].Internal consistency of the TMCT with a sighted population was assessed using both Cronbach’salpha and McDonald’s Omega. Cronbach’s alpha is a widely used measure of internalconsistency for

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexis Gillmore, University of Tennessee, Knoxville; Courtney June Faber, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

carewithin their state. One participant, B, is a developmental psychologist with a PhD in psychologyand experience as a preschool teacher. She dedicates 50% of her working time to this project and50% of her time to other projects in the College of Social Work. The second participant, J, is aneducational psychologist finishing a PhD in Educational psychology. He also has experience as aK-12 special education teacher. He works on this project full-time. There is an additional full-time member of the research team who did not participate in this project. While these twoparticipants are education researchers working outside engineering education, they representdisciplines which may be involved on engineering education research teams. Initially, I

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Educational Research and Methods Division (ERM)

examine a number of mechanical engineering courses at [university] that are project-basedlearning extended design-based courses that have the creation of an artifact of some engineeringcomplexity. The students are similar enough across the courses as Master’s students inMechanical Engineering (and have some students taking both courses) but also have differenttypes of emphasis on developing technical solutions and solutions that are designed astechnology that appropriately addresses a latent need for a group.ME 200 A-B-C (a pseudonym) and ME 301 A-B-C (a pseudonym) are both examples of coursesequences in design that leverage a project-based learning approach to allow students to divedeeply into designing and building functional systems of some

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

also shows the application ofeach major construct. Applications vary from minimizing error and bias in evaluation systems,designing evaluation systems and evaluation settings. Moreover, the theory sets the guidelines onhow to test the reliability of evaluations and how to remove bias and error components from theevaluation results. The following sections will refer to and discuss the theory constructs,hypotheses, theory applications, how to apply the theory in teaching evaluation and how thetheory principles compare to the current teaching evaluation standards.Figure 1: ToR constructs and applicationsRatees’ control and their relationship with ratersThis major theory construct is covered by theorems 1, 3 and 4 and hypotheses 1.a, 1.b, 1.c, 3.a

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

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Educational Research and Methods Division (ERM)

. L., Zhu, X., & Hwang, T. (2015). Understanding the Construct of Maximizing Tendency: A Theoretical and Empirical Evaluation. Journal of Behavioral Decision Making, 28(5), 437-450.Ehlert, K. M., Rucks, M. L., B, A. M., Desselles, M., Grigg, S. J., & Orr, M. K. (2019). Expanding and Refining a Decision-Making Competency Inventory for Undergraduate Engineering Students. IEEE Frontiers in Education Conference (FIE).Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice. Journal of Engineering Education, 105(2), 312-340.Holland, J. L. (1985). The present status of a theory of vocational

Conference Session

Work-in-Progress Session: Emergent Methods for Engineering Education Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie Dow; Ryan Lee; Zihui Zhu, Embry-Riddle Aeronautical University - Prescott; Kaela M Martin, Embry-Riddle Aeronautical University - Prescott; Elif Miskioglu, Bucknell University; Adam R Carberry, Arizona State University

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Educational Research and Methods Division (ERM)

asked to predict an outcome from ascenario and in the other to evaluate an existing outcome.All seven participants attended a private southwestern university and majored in aerospaceengineering. The majority of participants were White and male (Table 1). A small fraction of theparticipants reported a military status and most were in their final year. Pseudonyms were givento the participants to maintain confidentiality and safeguard their identities. All participantsreported having received either an A or B in their statics class (taken at least a year prior); Adamnoted receiving a B after the second time taking the course. Participants noted a variety of priorprofessional engineering experience, including work experience associated with the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Terkuma Stanley Asongo, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

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Educational Research and Methods Division (ERM)

- Revised (SLQ- R) Sherman, D. K., 2021 Frontiers in Doctoral USA Perceived Adapted Zimet et al. (1988) Ortosky, L., Psychology students Social support Leong, S., Kello, C., & Hegarty, M. (2021) Smith, A. B., 2021 Nurse education Doctoral USA Collaboration DevelopedUmberfield, E., today students of LeadershipGranner, J. R., and Innovation Harris, M., in MentoringLiestenfeltz, B

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kevin E Wandke, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Jonathon Kenneth Schuh, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign

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Educational Research and Methods Division (ERM)

access to demonstrations.Funding Acknowledgement: This project was funded by the Institute for Inclusion, Diversity,Equity, and Access in the Grainger College of Engineering, University of Illinois (Grant #:GIANT2023-01)References:1. T. de Jong, M. C. Linn, and Z. C. Zacharia, “Physical and Virtual Laboratories in Science andEngineering Education,” Science, vol. 340, no. 6130, pp. 305–308, Apr. 2013, doi:https://doi.org/10.1126/science.1230579.2. D. Rae Carpenter and R. B. Minnix, “The lecture demonstration: Try it, they’ll like it,” ThePhysics Teacher, vol. 19, no. 6, pp. 391–392, Sep. 1981, doi: https://doi.org/10.1119/1.2340819.3. C. Felgueiras, A. Fidalgo, R. Costa, G. R. Alves, C. Pertry, and L. Carlos, “A demonstrationcircuit to support (e

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Boni Frances Yraguen, Vanderbilt University; Elisa Koolman, University of Texas at Austin; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, University of Wisconsin

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Diversity

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Educational Research and Methods Division (ERM)

spreadwith outliers. Fortunately, the sample size for this data is sufficiently large and therefore the centrallimit theorem can be imposed such that the t-test is used for analysis. To verify the efficacy of thisassumption, the t-test, Wilcoxon-signed rank test, and sign tests were run. These resulted inconsistent conclusions throughout, and therefore only the t-test results are presented here.Student Groupings by Topic-Quiz Grade This analysis aims to assess the change in a student's engagement level based on their initialtopic quiz grade. We seek to answer questions such as whether a student who received an F ontheir topic quiz showed more improvement in Bloom's level engagement during DYOP comparedto a student who received a B. The

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California San Diego; Minju Kim, University of California San Diego; Yu Li, University of California San Diego; Carolyn L. Sandoval, University of California, San Diego; Curt Schurgers, University of California San Diego; Marko V. Lubarda, University of California San Diego; Xuan Emily Gedney; Saharnaz Baghdadchi, University of California San Diego; Alex Phan, University of California San Diego

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Educational Research and Methods Division (ERM)

impact on deep learning andperceived advantages or disadvantages of participating in them. 2. MethodsIn this study, we investigate two courses for which we designed and implemented explanatorylearning activities for Mechanical and Aerospace Engineering (MAE) students: Course A(Statics and Introduction to Dynamics) and Course B (Solid Mechanics I). The two courses weretaught by the same instructor. There are three types of explanatory learning activities designedand implemented among the two courses: written homework prompt, group video assignment,and oral exams with descriptions as following:2A. Written Guidance prompts on homeworkWritten guidance prompt questions refer to guidance prompt text questions in addition to thetraditional homework

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Todd M. Fernandez, Georgia Institute of Technology; David S. Ancalle, Department of Civil and Environmental Engineering, Kennesaw State University

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Educational Research and Methods Division (ERM)

claims are better established throughnon-empirical methods such as reviews of literature on the instrument’s development, which occurred aspart of the instruments’ development, or evaluation of the measured constructs against the learningobjectives of our course. To evaluate evidence supporting our three claims for each instrument, weorganized the paper around the following research questions, with the related claim in italics: 1. How well does our data fit with prior CSSE results and characteristics of good measurement? (a) How well do our data align with the established factor structure? (fit) (b) How well do our data show appropriate measurement range? (reliable) (c) To what extent do demographic variables affect fit and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Catalina Cortazar, Pontificia Universidad Católica de Chile; Gabriel Astudillo, Pontificia Universidad Católica de Chile

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Educational Research and Methods Division (ERM)

, Methods homework assignments, and workshop assistance. 2. Team assessment: Oral presentations on the design process (research and prototype). 3. Peer assessment after each team deliverable. Evaluation Criteria 1. Professor: During the semester, the professor and the teaching assistants assess the design process. 2. Stakeholders: The final deliverable is presented at a technology fair, where stakeholders assess it.Appendix B: Survey 1. Based on your experience this semester and your relationship with your team members, indicate to what degree you identified

Conference Session

Formation and Development of Engineers

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew T. Stimpson, North Carolina State University at Raleigh

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Educational Research and Methods Division (ERM)

graduatein six-years, and we view this as a positive and important finding. Regardless of when a studentwas admitted to a program, the likelihood of graduating in six-years did not change. Thisindicates that college administrators might be able to use programs like the one described in thispaper to help manage college enrollments without impacting graduation rates. Moreover, therewas no ill-effect noted based on URM status or gender. Researchers could scale up a similartype of study and investigate program matriculation timing across numerous institutions to see ifa similar type of pattern is observed.References1. B. L. Yoder, Engineering by the numbers: ASEE Retention and Time-Graduation Benchmarks for Undergraduate Engineering Schools

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jacqueline Rohde, Georgia Institute of Technology; Sai Paresh Karyekar, Georgia Institute of Technology; Liangliang Chen, Georgia Institute of Technology; Yiming Guo, Georgia Institute of Technology; Ying Zhang, Georgia Institute of Technology

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Diversity

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Educational Research and Methods Division (ERM)

data included their Final Grade in ECE 301, their Final Grades in PriorECE Coursework, and their Course Load during the semester that they were enrolled in ECE301. The institution reports final grades as whole letter grades (e.g., A, B, C, D, F, and W). A“W” at the institution refers to a student who withdrew from the course between the second andtenth week of the 15-week semester. All final grades are recorded in the data, even if a studenthad multiple attempts before passing. Course load is included to account for students’ academicload; since many students are juniors when they take ECE 301, they may be enrolled in otherupper-level courses that place demands on their time and energy. A common narrative in theSchool is that students should

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chinedu Alexander Emeka, University of Illinois at Urbana-Champaign; David H. Smith IV, University of Illinois at Urbana-Champaign; 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)

assessment scores and 10% of the grade came from the lower of the two assessment scores. This was the policy used in course B. This policy offers more potential for students to improve their grades from taking the second-chance exam, but their grades could go down.We considered two research questions related to the grading policies:RQ1. Do students prefer a particular grading policy? Why?RQ2. How does the choice of grading policy affect student studying, anxiety, and willingness to take second-chance exams?We explore these questions through a quasi-experimental study where we administeredsecond-chance testing in two similar courses, but varied the second-chance grading policies used.Afterwards, we surveyed students about their

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Aaron W. Johnson, University of Michigan

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Educational Research and Methods Division (ERM)

. Sullivan, “Ethics Teaching in Undergraduate Engineering Education,” J. Eng. Educ., vol. 97, no. 3, pp. 327–338, Jul. 2008, doi: 10.1002/j.2168-9830.2008.tb00982.x.[8] J. R. Herkert, “Ways of thinking about and teaching ethical problem solving: Microethics and macroethics in engineering,” Sci. Eng. Ethics, vol. 11, no. 3, pp. 373–385, Sep. 2005, doi: 10.1007/s11948-005-0006-3.[9] P. Freire, Pedagogy of the Oppressed. New York, NY: Continuum, 1970.[10] B. MacGill, “A paradigm shift in education: pedagogy, standpoint and ethics of care,” Int. J. Pedagog. Learn., vol. 11, no. 3, pp. 238–247, Sep. 2016, doi: 10.1080/22040552.2016.1272531.[11] J. L. Hess and G. Fore, “A Systematic Literature Review of US Engineering Ethics

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pablo Frank Bolton, Smith College; Liberty Rose Lehr, Smith College; Rahul Simha, The George Washington University; Michelle Lawson, Smith College

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Educational Research and Methods Division (ERM)

). Example: For our example, our prompt can be: Given the following two lines of code: 1 str1 = "Hello" 2 name = "Rose" Which choice causes the following printout: Hello, my name is Rose. 3. The three MCQ options are a) the correct code, b) a plausible program containing one of the noted common errors, and c) a plausible program containing another one of the noted common errors. Note that this uses only two of the most common errors. The others can be used for justification distractors. Note that in the actual assessment, the options appear randomized. Example: the following are the “cause” (choices) for MCQ. a) print(str1 + ", my name is " + name + ".") b

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University - Bozeman; Sidrah MGWatson

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

:000330839100259. [Online]. Available: ://WOS:000330839100259[18] T. D. Forbes, "Queer-free majors?: LGBTQ + college students’ accounts of chilly and warm academic disciplines," Journal of LGBT Youth, pp. 1-20, 2020, doi: 10.1080/19361653.2020.1813673.[19] M. Greathouse, A. BrckaLorenz, M. Hoban, R. Huesman, S. Rankin, and E. B. Stolzenberg, "Queer-spectrum and trans-spectrum student experiences in American higher education: The analyses of national survey findings," Rutgers University, Newark, NJ, 2018.[20] oSTEM, "About oSTEM," oSTEM, n.d. [Online]. Available: http://www.ostem.org/.[21] NOGLSTP. "NOGLSTP is Out to Innovate." National Organization of Gay and Lesbian Science and Technical Professionals. https

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kyle Shanachilubwa, Harding University; James L. Huff, Harding University; Amy L. Brooks, University of Pittsburgh

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Diversity

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Educational Research and Methods Division (ERM)

engineering journey of a Black male engineering major,” J. of Women and Minorities in Science and Engineering, forthcoming.[6] E.O. McGee, “Devalued Black and Latino racial identities,” American Educational Research Journal, vol. 53, no. 6, pp. 1626–1662, 2016.[7] M. Ross and A. Godwin, “Engineering identity implications on the retention of Black women in the engineering industry,” in 2016 Proc of ASEE Annual Conference Exposition, Jun. 2016.[8] K. Griffin, “Voices of the “Othermothers”: Reconsidering Black professors’ relationships with Black students as a form of social exchange,” J. of Negro Edu., vol. 82, no. 2, 2013.[9] C. B. Newman, J. L. Wood, and F. Harris III, “Black men's perceptions of sense of

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aneet Dharmavaram Narendranath, Michigan Technological University; Zachary Thelander; Sirena C. Hargrove-Leak, Elon University

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Educational Research and Methods Division (ERM)

initial hypothesis is that scientific discourse would have a stronger dependence on Evidentials rather than Emphatics while discourse on recreational sport may have a stronger emotional response with a stronger dependence of Emphatics to Evidentials. (b) Person Markers: Since our target analysis (although preliminary in this paper) are reflective essays, we chose to illuminate the nature in which these reflective Table 1: Nine classes of MDM Marker Dictionary PersonMarkers “i”, “we”, “me”, “mine”, “our”, “my”, “us”, “we”, “you”, “your”, “yours”, “your’s”, “ones”, “one’s”, “their” AnnounceGoals “purpose”, “aim

Conference Session

Engineering Programs and Institutional Factors

Collection

2023 ASEE Annual Conference & Exposition

Authors

Courtney S. Green, P.E., University of North Carolina at Charlotte; Sandra Loree Dika, University of North Carolina at Charlotte

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Diversity

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Educational Research and Methods Division (ERM)

variableStudent-Influenced and Institution-Influenced Factors Five factors related to post-transfer academics, influenced by both student and institutionfactors, were included in the model: (a) total semesters at RI, (b) first-term attempted hours, (c)first-term earned hours, (d) total earned hours at institution, and (e) cumulative GPA. These aredefined in Table 1. Cumulative GPA ranged from 0.00 to 4.33, due to one institution thatallowed for GPAs to be above 4.00.ResultsDescriptive Findings A total of 1,964 community college students transferred to baccalaureate ET programs inthe UNC System from 2009 to 2016. The demographic profile of this ET transfer student cohortis detailed in Appendix A. ET transfer students predominantly

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

focused on the components and structures of a compelling story, exploring what constitutes a narrative's effectiveness (see Appendix B). Participants were given time to develop their stories, and then receive feedback on their draft stories from both peers and leaders associated with [Project]. Additionally, they were asked to consider how they intended to share their stories—whether through video recordings or anonymously. Participants took their stories home to further develop them after Workshop 2 (see Appendix E). They were asked to share their finalized stories within a week, including details on how they intended to share their narratives. Participants were compensated for the time that they spent developing their stories.DiscussionThe

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Chia-Lin Tsai, University of Northern Colorado; Lisa Y Flores, University of Missouri, Columbia; Rachel L Navarro, University of North Dakota; Pat Garriott; Han Na Suh, Georgia State University - Perimeter College; Sarah Lynn Orton P.E., University of Missouri, Columbia

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Educational Research and Methods Division (ERM)

2.9 Venezuelan 18 3.8 Other b 74 15.5 Race a Black/African American 15 3.2 Indigenous American 17 3.7 Indigenous Mexican 55 11.9 Middle Eastern/North African 12 2.6 White 343 73.9 Other c

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sowmya Panuganti, Purdue University; Justin Charles Major, Rowan University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

individuals on a series of questions (Appendix B). A specific setdescribed questions related to social justice orientations. Students were then asked to identify towhat extent they agree with each statement (on an anchored scale from 1-7 where 1= stronglydisagree and 7= strongly agree) about each member of their traditional and chosen familiesaligned with these traits. This process was repeated for each member individually. We computedthe average score on each question across each student’s traditional and chosen families. We thenused Welch’s two-sample t-tests to identify differences between the two kinds of support groups.In that, each trait that we compare is an average score across the members of that respectivetraditional or chosen family. All

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University

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Educational Research and Methods Division (ERM)

, (b) confident envisioning, and (c) diversityand collaborative perspectives resonate with central tenets of design and correspond to factorsidentified in other research using derivatives of the questionnaire.Confirmatory Factor AnalysisOnce the model was conceptualized, we applied CFA and inspected fit indices to see thesuitability of the model with new data. We used a robust maximum likelihood estimation with amean adjusted test statistic (the “MLM” estimator), to address concerns of any non-normalitydue to the Likert-type responses or potential outliers [26]. This produces an adjusted chi-squareestimate called the Satorra-Bentler chi-square, as well as robust estimates for fit indices [27]. Arange of fit indices are provided for CFA models