Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Edwin Marte Zorrilla, University of Florida; Idalis Villanueva Alarcón, University of Florida; Darcie Christensen, Minnesota State University, Mankato; Jenefer Husman, University of Oregon; Matthew Charles Graham

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Educational Research and Methods Division (ERM)

(2), and freshmen (2). In termsof gender distribution, there were 18 female students and 33 male students in the sample. Figure3(a) illustrates the distribution of participants by gender and academic year, while Figure 3(b)illustrates that most of both male and female students were sophomores.Figure 3.Student Demographics: Year in College Frequency Distribution (a) Frequency of College Year by Gender (b)Frequency by College Year. (a) (b)Note. (a) Student Demographics for Year by Self-identified Gender and (b) Student Demographics for overallfrequencies for Year in College. Regarding the age distribution (see Figure 4), male-identifying students in this

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; OnKee Min, Tufts University; Jessica Ostrow Michel

Tagged Divisions

Educational Research and Methods Division (ERM)

also be concerned with developing civicallyengaged leaders equipped with the knowledge and skills for addressing challenges of nationaland global concern, such as sustainability problems and climate change [4-5]. Scholars haveconsistently pointed to higher education as a critical catalyst for climate change activism sinceuniversities (a) are important sources of new knowledge related to sustainability, (b) educatemillions of citizens around the country annually, and (c) can commit massive intellectual andfinancial resources to educating, organizing, and mobilizing sustainability leaders of the future[6-7]. Thus, there is a need to understand how higher education institutions can best to supportsustainability leadership develop in the students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maimuna Begum Kali, Florida International University; Syed Ali Kamal, University at Buffalo, The State University of New York; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

is positively associated with log odds ofseeking help from informal sources, b = 0.86 (SE = 0.92), (p < 0.01). However, a negativerelationship exists between considering religion to be important with the log odds of seekinghelp, b = -0.64 (SE = 0.29), (p < 0.05). The model also shows that gender (female) positivelypredicts the log odds of seeking help, b= 0.94, (SE = 0.27), (p < 0.01), suggesting that womenare more likely to seek help from informal sources compared to men. The relationship of SESand age were found to be statistically insignificant. Table 2: Distribution of Mental Health Diagnosis (MHC) across Gender and Religiosity Variables Total % With MHC % WithoutMHC % Gender Male

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jack Elliott, Iron Range Engineering, Minnesota State University, Mankato; Angela Minichiello, Utah State University

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Educational Research and Methods Division (ERM)

current understanding of student networks to a moreholistic level by a) sampling student networks several times throughout individual semesters, b)sampling student networks for the first two years of students’ undergraduate careers, c) askingparticipants to identify peers they studied and/or socialized with inside the academic context, andd) asking participants to identify peers they studied and/or socialized with outside the academiccontext. Key results demonstrate how student networks extend beyond the bounds of singleclassrooms in enrollment and time, how students form and evaluate their peer relationships, andhow interactions within and/or outside the academic context relate to positive and/or negativestudent outcomes.Apart from the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 30

Collection

2024 ASEE Annual Conference & Exposition

Authors

Julianne Latimer, Georgia Institute of Technology; Mary Lynn Realff, Georgia Institute of Technology; Clara Blue Templin, Georgia Institute of Technology; Jill Fennell, Georgia Institute of Technology; Christie Stewart, Georgia Institute of Technology; Lesley Baradel, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

learning objectives, which students should be able todo upon the completion of the course: A. Explain the value of managing stress in achieving optimal health/well-being. B. Identify one's personal coping style and strengths for transforming stress into a positive factor. C. Explain key strategies to flourish in a challenging environment through optimistic and resilient thinking. D. Describe how to use the concept of “failure” to learn and grow. E. Identify how to use emotional intelligence to prevent stress and fatigue and improve one’s health/well-being.Students were made aware of the learning objectives through the course syllabus that wasdistributed at the beginning of each course. Appendix A contains the course

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Tingerthal, Northern Arizona University; Davis Ray; Joshua T. Hewes P.E., Northern Arizona University; Benjamin Z. Dymond, University of Minnesota Duluth; Robin Tuchscherer, Northern Arizona University

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Educational Research and Methods Division (ERM)

the Bridge Design course? b. If so, which interventions demonstrate a significant positive correlation with a students’ success in the Bridge Design course? 2. How are student attitudes towards careers in bridge design related to exposure to Anchored classroom interactions and a Bridge Design Course? 3. How much extra effort is required to implement effective Anchored classroom interventions.Anchored LearningAnchored learning is based on the construct of “situated cognition” which also forms the basisfor what is widely called “experiential learning”. Anchored learning is founded on the notion thatknowledge can be recalled when people are explicitly asked to use it as a “tool” for solving aproblem [7]. The anchor

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucas J. Wiese, Purdue University ; Alejandra J. Magana, Purdue University

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Educational Research and Methods Division (ERM)

the case. Centrally, hinging the learning activity on a dilemma-based caseprovides a stage to deepen critical thinking, elicit moral intuitions, and transfer ethics in practiceto real life.4.2. Intuition inventoryFollowing the dilemma, the students were asked to turn to the in-class digital worksheet thatcontained all the relevant questions and prompts for this learning intervention. First, studentswere asked to write down the emotions, feelings, or intuitions that they believed led them to theirdecision. It was encouraged that students try not to write down rationales or reasons for their ‘A’or ‘B’ decisions. Moreover, in this quasi-a priori stage of the activity, students were asked topick, from a list, which ethical principle they felt

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Educational Research and Methods Division (ERM)

. https://www.springer.com/gp/book/97894017908716 Lipson, S. K., Zhou, S., Wagner III, B., Beck, K., & Eisenberg, D. (2016). Major differences: Variations in undergraduate and graduate student mental health and treatment utilization across academic disciplines. Journal of College Student Psychotherapy, 30(1), 23-41. https://doi.org/10.1080/87568225.2016.11056577 Danowitz, A., & Beddoes, K. (2018, April 29 - May 2), Characterizing mental health and wellness in students across engineering disciplines [Paper Presentation]. 2018 Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/295228 Jensen, K., & Cross, K. J. (2019, June 15-19). Student

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University / Universidad EAFIT; Michelle Soledad, Virginia Tech

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Diversity

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Educational Research and Methods Division (ERM)

,” Small Group Research, vol. 52, no. 2, pp. 119– 134, 2021.[2] J. E. Mills and D. F. Treagust, “Engineering education—Is problem-based or project-based learning the answer,” Australasian journal of engineering education, vol. 3, no. 2, pp. 2–16, 2003.[3] B. Tuckman, “Developmental sequence in small groups,” Psychological Bulletin, vol. 63, no. 6, pp. 384–399, 1965.[4] M. Reeves, N. Lang, and P. Carlsson-Szlezak, “Leading your business through the coronavirus crisis,” Harvard Business Review, vol. 27, pp. 2–7, 2020.[5] S. Tannenbaum, A. Traylor, E. Thomas, and E. Salas, “Managing teamwork in the face of pandemic: evidence-based tips,” BMJ Quality & Safety, vol. 30, pp. 59–63, 2021.[6] B. M. Moskal, J. A. Leydens, and M

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Zhiyi Liu, University at Buffalo; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Educational Research and Methods Division (ERM)

and AnalysisThe data used for this study came from PDS reports for 2020 and covered the academic yearfrom summer 2019 through spring 2020. This time frame includes the early phase of theCOVID-19 pandemic lockdown that began in spring 2020. Thus, many students’ reflections werenot yet impacted by that event. We particularly focused on students’ reports in either technicalactivities or research activities and their career goals for analysis, which helped us answer theresearch questions. For technical work experience, we chose four open-ended questions from thesurvey to analyze in this study (see Appendix A). We also selected the four questions fromstudents who reported on their research experience in the survey (see Appendix B). For

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sushant Makarand Padhye, University of Cincinnati; David Reeping, University of Cincinnati; Nahal Rashedi , University of Cincinnati

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Educational Research and Methods Division (ERM)

://peer.asee.org/the-wright-state-model-for-engineering-mathematics-education- nationwide-adoption-assessment-and-evaluation[4] N. W. Klingbeil and A. Bourne, “The Wright State Model for Engineering Mathematics Education: Longitudinal Impact on Initially Underprepared Students,” presented at the 2015 ASEE Annual Conference & Exposition, Jun. 2015, p. 26.1580.1-26.1580.11. Accessed: Feb. 06, 2024. [Online]. Available: https://peer.asee.org/the-wright-state-model-for- engineering-mathematics-education-longitudinal-impact-on-initially-underprepared- students[5] B. Ellis, S. Larsen, M. Voigt, and K. Vroom, “Where Calculus and Engineering Converge: an Analysis of Curricular Change in Calculus for Engineers,” Int. J. Res. Undergrad

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hye Yeon Lee, Georgia Institute of Technology; Joseph M. LeDoux, Georgia Institute of Technology

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Educational Research and Methods Division (ERM)

instructors implemented story-driven learning inbiomedical engineering classrooms? (b) what are the commonalities and differences of expertand novice instructors’ pedagogical practices in story-driven learning engineering classrooms?,and (c) what is the nature of student entrepreneurial mindset change in story-driven learningclassrooms when taught by expert vis-à-vis novice instructors? Study Site. The site of our study was an undergraduate online course in a biomedicalengineering department at a large public university in the southeastern United States. The coursewe investigated, The Art of Telling Your Story, is a required class for biomedical engineeringstudents, a one-credit-hour online, synchronous course in which students meet for 2

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York; Muhammad Ali Sajjad, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

providedinvaluable suggestions to strengthening this study before and throughout the first year of itsexecution. This material is based upon work supported by the National Science Foundation underGrant No. 2147193. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] D. Eisenberg, M. F. Downs, E. Golberstein, and K. Zivin, “Stigma and Help Seeking for Mental Health Among College Students,” Med. Care Res. Rev., vol. 66, no. 5, pp. 522–541, 2009, doi: 10.1177/1077558709335173.[2] A. Benbow, “Mental Illness, Stigma, and the Media,” Ment. Illn., p. 5.[3] P. W. Corrigan, B. G. Druss, and D. A. Perlick, “The

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ziliang Zhou, California Baptist University; Keith Hekman, California Baptist University

Tagged Divisions

Educational Research and Methods Division (ERM)

% 7.6% Engineering Statistics 4.3% 6.0% Dynamics 5.4% 8.1% average 5.2% 7.2%Since the exams are part of the grading rubric, it is worth looking at the impact of partial credit tothe overall final course grade. In our institution, the final student course performance is assessedby the letter grades ranging from not passing (D+ or below), C-, C, C+, B-, B, B+, and A. Table4 shows the percentage improvement of the letter grade for these three courses as the result ofpartial credit. When the grade improved from C to C+, it is noted in the table as half gradeimprovement. Two half

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andres Gabriel Gomez, University of Florida; Catia S. Silva, University of Florida

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Diversity

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Educational Research and Methods Division (ERM)

the estimate.The model achieved a perfect testing accuracy of 100% on a limited held-out test set butstruggled to generalize effectively to self-generated data. To improve performance on self-generated data, further experiments or image preprocessing techniques are essential for futureASL recognition applications. b. affect unit The affect unit serves a dual purpose: firstly, to extract localized facial expressions, andsecondly, to predict real-time user performance based on these features. As the user interactswith the system, MediaPipe [13] is employed to extract 52 localized facial expressions and 39pose features. Localized facial expressions are quantified based on their presence in a givenframe, while pose attributes encompass (x, y

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Zain ul Abideen, Utah State University Logan Utah, USA ; Talha Naqash, Utah State University; Assad Iqbal, Arizona State University

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Educational Research and Methods Division (ERM)

.[5] O. Lawanto, A. Minichiello, J. Uziak, A. Febrian, A. Task Affect and Task Understanding in Engineering Problem Solving. Journal of Technology Education, vol. 30, no. 2, pp. 21-38, 2019.[6] Zimmerman, B. J., & Campillo, M. Motivating self-regulated problem solvers. In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving (pp. 233–262). Cambridge: Cambridge University Press, 2003.[7] Gafoor, K., & Kurukkan, A. Self-Regulated Learning: A Motivational Approach for Learning Mathematics. International Journal of Education and Psychological Research (IJEPR), vol. 5, no. 3, pp. 60-65, 2016.[8] M. Boekaerts, "Self-regulated learning: Where we are today," International

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaojin Ye, State University of New York, Farmingdale; Carlos William Castillo-Garsow, Eastern Washington University

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Educational Research and Methods Division (ERM)

” or“10.” Bell and Janvier [6] noticed that when students were asked questions that required intervalanswers such as “when is population B greater than population A,” students tended to give pointanswers such as the maximum of B, rather than intervals. Castillo-Garsow [3] showed thatstudents have difficulty distinguishing between situations that are continuous and linear fromdiscrete situations (such as making regular payments) that are better modeled by a step function,because they are not attending to values in the intervals between marked points. Leinhardt et. al.[9, p. 11] concludes in part that “Overemphasizing pointwise interpretations may result in aconception of a graph as a collection of isolated points rather than as an object or a

Conference Session

Design Thinking and Student Design Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nourhan E. Elatky, Rowan University; Juan M. Cruz, Rowan University; Smitesh Bakrania, Rowan University

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Educational Research and Methods Division (ERM)

4.992 B. Correlation and Chi-Square Analysis To further understand the relationship between faculty's effective communication and students' motivation [15,16,17,18 ], we ran a correlation test between the two components constructs, followed by a Chi-square analysis. Results indicate that there is a positive relationship between the constructs. The relationship is significantly genuine with a p-value < 0.001 and a medium effect size (>0.5). 1. Relationship between Care, Express, and Value. Independent values are Value and Express dimensions, and the dependent variable is the care construct. Fig. 2 Cross-tabulation Bar Chart between Motivation constructs and Communication dimensions

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ji Yu, Tsinghua University; Wangqi Shen, Tsinghua University; Anqi Ma, Tsinghua University

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Educational Research and Methods Division (ERM)

activities have still remained unclear. Few studies involve teachers’perspectives. Therefore, as an effort to extend current research, the study uses abottom-up strategy to explore how engineering teachers understand and practice thisconcept in class.MethodWe conducted 6 semi-structured interviews with teachers from 3 leading universities（aliases “A” “B” and “C”）in engineering education in China. The interviewees camefrom four different subjects. The questions include:  Demographic information of the teacher (major, years of teaching, courses…)  What methods does the teacher use in his/her courses?  What kind of knowledge and abilities does the teacher aim to foster in his/her classes?  How does the teacher understand

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York

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Diversity

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Educational Research and Methods Division (ERM)

. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D. Torres, and S. M. Eddington, “Understanding the Professional Formation of Engineers through the Lens of Design Thinking: Unpacking theWicked Problem of Diversity and Inclusion,” ASEE Annu. Conf. Expo. Proc., Jun. 2017, Accessed: Dec. 06, 2022. [Online]. Available: https://par.nsf.gov/biblio/10036285-understanding-professional-formation-engineers- through-lens-design-thinking-unpacking-thewicked-problem-diversity-inclusion[2] B. Frank, D. Strong, R. Sellens, and L. Clapham

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ean H. Ng, Oregon State University; Ganapathy S. Natarajan, University of Wisconsin, Platteville; Ingrid Scheel, Oregon State University; Chukwudiebube Atagbuzia, Oregon State University; Nathan Mast, University of Wisconsin, Platteville

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Diversity

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Educational Research and Methods Division (ERM)

: https://peer.asee.org/nontraditional-student-access-and-success-in-engineering [9] A. McCourt and C. Carr, “Improving Student Engagement and Retention Through Small Group Tutorials,” Innovation in Teaching and Learning in Information and Computer Sciences, vol. 9, no. 1, pp. 61–77, Feb. 2010, doi: 10.11120/ital.2010.09010061.[10] A. McDaniel, L. R. Halper, M. Van Jura, B. Fines, and M. S. Whittington, “Increasing Student Retention Rates Through Engagement in a Comprehensive Second-Year Program,” Journal of College Student Retention: Research, Theory & Practice, p. 15210251221084622, Mar. 2022, doi: 10.1177/15210251221084622.[11] K. S. Priode, R. B. Dail, and M. Swanson, “Nonacademic Factors That Influence

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Disha Patel, Florida International University; Monique S. Ross, The Ohio State University

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Diversity

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Educational Research and Methods Division (ERM)

review of the literature in health and public health,” Health Education and Behavior, vol. 37, no. 3, pp. 424–451, 6 2010.[18] L. Andonian, “Community Participation of People with Mental Health Issues within an Urban Environment,” Occupational Therapy in Mental Health, vol. 26, no. 4, pp. 401–417, 2010. [Online]. Available: https://www.tandfonline.com/action/journalInformation?journalCode=womh20[19] N. Haque and B. Eng, “(No Title),” Global Health Promotion, vol. 18, no. 1, pp. 16–19, 2011. [Online]. Available: http://www.sagepub.co.uk/journalsPermissions.navDOI:10.1177/1757975910393165http://ghp.sagepub.com[20] S. T. Tripathy, K. Chandra, and D. Reichlen, “Participatory Action Research (PAR) as Formative Assessment of a

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Md Abu Shohag, University of North Alabama

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Educational Research and Methods Division (ERM)

.[8] K. Larson, "Serious Games and Gamification in the Corporate Training Environment: a Literature Review," TechTrends, vol. 64, pp. 319-328, 2020/03/01 2020.[9] J. Hamari, J. Koivisto, and H. Sarsa, "Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification," in 2014 47th Hawaii International Conference on System Sciences, 2014, pp. 3025-3034.[10] R. Smiderle, S. J. Rigo, L. B. Marques, J. A. Peçanha de Miranda Coelho, and P. A. Jaques, "The impact of gamification on students’ learning, engagement and behavior based on their personality traits," Smart Learning Environments, vol. 7, p. 3, 2020/01/09 2020.[11] C.-Y. Tsai, H.-s. Lin, and S.-C. Liu, "The effect of pedagogical

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeffrey Stransky, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

,” J Bus Ventur, vol. 21, no. 6, pp. 866–885, 2006.[12] B. M. Olds, B. M. Moskal, and R. L. Miller, “Assessment in engineering education: Evolution, approaches and future collaborations,” in Journal of Engineering Education, Wiley-Blackwell Publishing Ltd, 2005, pp. 13–25. doi: 10.1002/j.2168- 9830.2005.tb00826.x.[13] C. C. Chen, P. G. Greene, and A. Crick, “Does Entrepreneurial Self-Efficacy Distinguish Entrepreneurs From Managers?,” 1998. 9[14] A. F. De Noble, D. Jung, and S. B. Ehrlich, “Entrepreneurial self-efficacy: The development of a measure and its relationship to entrepreneurial action,” Frontiers of

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriel Astudillo, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Jorge Baier, Pontificia Universidad Catholica de Chile; Sofía Helena María Olmedo Saavedra, Pontificia Universidad Catholica de Chile

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Educational Research and Methods Division (ERM)

IEEE Frontiers in Education Conference (FIE), Oct. 2021, pp. 1–5. doi: 10.1109/FIE49875.2021.9637294.[5] I. Iraola-Real, M. Iraola-Real, W. Iraola-Real, E. Iraola-Real, F. N. Real-Torres, and B. Baylon, “Predictors of Performance and of Psychological Well-Being in Engineering Career Aspirants,” in 2019 IEEE World Conference on Engineering Education (EDUNINE), Mar. 2019, pp. 1–4. doi: 10.1109/EDUNINE.2019.8875837.[6] E. Diener, “Subjective Well-Being,” in The Science of Well-Being. Social Indicators Research Series, vol. 37, E. Diener, Ed. Dordrecht: Springer, 2009, pp. 11–58. doi: 10.1007/978-90-481-2350-6_2.[7] R. Bar-On, “The development of a concept of psychological well-being,” Rhodes

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Madeline Roth, Bucknell University; Elif Miskioglu, Bucknell University; Adam R. Carberry, Arizona State University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott

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Diversity

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Educational Research and Methods Division (ERM)

ofengineering intuition [14]. The sample of early-career engineers should be expanded to includerecent graduates of different institutions that are lacking in the suggestions addressed in thispaper. In addition, continuing work is currently underway to further understand to what extentone’s mindset affects the processing of experiences. This will further illuminate how mucheducators should be focusing on altering the experiences available or helping students see theirexperiences through a different perspective.AcknowledgementsThis work is supported by the National Science Foundation under Grant Nos. 1927149 and1927250.References[1] C. Aaron, E. Miskioğlu, K. M. Martin, B. Shannon, and A. Carberry, “Nurses, managers, and engineers – Oh my

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

happens, the terms get less specific regarding the problem topic.Sticking with a smaller set of topics in Method 1 presents a more accurate set of keywords. Topic 0: ['bit', 'b.', 'assumed', 'compressed', 'bd', '4', 'ac'] Topic 1: ['assuming', 'answers', 'at least', 'a-c', 'chose', 'confusing', 'believe'] Topic 2: ['bars', 'called', 'angles', 'and', 'act', 'change', 'a.'] Topic 3: ['acting', 'coming', 'central', 'concluded', 'clear', '(', 'cd=tension'] Topic 4: ['compresses', 'balancing', 'center', 'clicking', '45deg', 'basically', 'because'] Topic 5: ['analyzing', '@', 'bc', 'causes', '100', 'cb', 'b-'] Topic 6: ['approach', '?', '0.667p', 'able', 'asking', 'cancel', "''"] Topic 7: ['cd

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mais Kayyali, Florida International University; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

. Overall, the results of thisscoping review indicate the need to generate a shared definition by the engineering communityand develop training to foster the uptake of practices to support student well-being.References[1] D. Evans, G. A. Borriello, and A. P. Field, “A Review of the Academic and Psychological Impact of the Transition to Secondary Education,” Frontiers in Psychology, vol. 9, 2018.[2] M. Bahnson, D. J. Satterfield, and A. Kirn, “Students’ Experiences of Unfairness in Graduate Engineering Education,” presented at the 2021 CoNECD, Jan. 2021. Accessed: Feb. 12, 2023. [Online]. Available: https://peer.asee.org/students-experiences-of- unfairness-in-graduate-engineering-education[3] B. A. Burt, K. L. Williams, and W. A

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew M. Grondin, University of Wisconsin, Madison; Michael I. Swart, University of Wisconsin, Milwaukee

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Educational Research and Methods Division (ERM)

. Interconnections among codes of students’ common ground responses in the lab room areshown in Panel C of Figure 7 (blue connections). During students’ common ground responses,there was a near-zero CD-M correlation (r=0.04) and a moderate CC-M correlation (r=0.49). Thissuggests that while expressing their common ground responses, students produced less gesturesthat were conceptually misaligned with course-specific speech and higher associations betweengestures conceptually aligned with course-specific speech. This result is in partial alignment withthe H1 in that, once common ground was established, student responses were more stronglycorrelated with conceptually concordant gestures and course-specific speech. The comparison plot (Panel B in Figure 7

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

/s11948-005-0006-3Jimerson, B., Park, E., Lohani, V., & Culver, S. (2013). Enhancing Engineering Ethics Curriculum by Analyzing Students’ Perception. 2013 ASEE Annual Conference & Exposition Proceedings, 23.530.1-23.530.15. https://doi.org/10.18260/1-2--19544Orr, M. K., Ramirez, N. M., Lord, S. M., Layton, R. A., & Ohland, M. W. (2015). Student Choice and Persistence in Aerospace Engineering. Journal of Aerospace Information Systems, 12(4), 365–373. https://doi.org/10.2514/1.I010343Palmer, E., & Tawney, J. (2022). A Model for Student-led Development and Implementation of a Required Graduate-level Course on History, Ethics, and Identity in Aerospace Engineering. 2022 ASEE Annual Conference & Exposition