Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amirreza Mehrabi, Purdue University; Jason Morphew, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

algebraic equations, allowing for a nuanced understanding of the student'sproficiency levels across various skills within the subject area. A pivotal mathematical model within CDMs is the Deterministic Inputs, Noisy "and" Gate(DINA) model, which assesses mastery or non-mastery statuses across multiple cognitive skillsbased on raw question responses [21], [24]. The DINA model, a latent class model, classifiesstudents into skill mastery profiles based on their responses to exam questions, with each questionhaving a specific relation to one or more skills [21], [24]. The linkage between questions and theircorresponding intended skills are captured in a Q-matrix, a matrix of ones and zeros indicatingwhich questions require a particular skill in

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tazim Ahmed, The University of Texas at Arlington; Syed Mufid, The University of Texas at Arlington; Shuchisnigdha Deb, The University of Texas at Arlington; Mahmudur Rahman, The University of Texas at Arlington

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Educational Research and Methods Division (ERM)

” sessions.In that meeting, they also came up with plans (for communication, conflict management, etc.) forproject management and specify roles (rotational) for themselves.Analysis TechniqueA baseline data was collected at the beginning of the semester to assess students’ pastparticipation in teams and their perception of teamwork. After implementing the interventions, afinal data collection was done to measure student participation and their perception of teamwork.The effect of the interventions (Research Question #1) was measured using the improvement (ordeterioration, calculated by subtracting the baseline score from the final score) in studentparticipation and their perception of teamwork. Student teamwork was measured using the Team-Q survey [21

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

Maintaining Effective Research Teams. IEEEComputer Society.[7] Bernat, A., Teller, P.J., Gates, A., Delgado, N., & Della-Piana, C.K. (2000, July). Structuringthe student research experience. In Proceedings of the 5th Annual SIGCSE/SIGCUE ITiCSEConference on Innovation and Technology in Computer Science Education, pp. 17-20[8] Gates, A. Q., Hug, S., Thiry, H., Aló, R., Beheshti, M., Fernandez, J., & Adjouadi, M. (2011).The Computing Alliance of Hispanic-Serving Institutions. ACM Transactions on ComputingEducation, 11(3), 1–21. doi:10.1145/2037276.2037280[9] Villa, E. Q., Kephart, K., Gates, A. Q., Thiry, H., & Hug, S. (2013). Affinity Research Groupsin practice: Apprenticing students

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oluwafemi Johnson Ajeigbe, Washington State University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Kitana Kaiphanliam, Washington State University; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University

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Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

was run to examine if LCDLMs offered differentialbenefits or effects based on the gender of participants. Four modes of engagement were assessed:Interactive, constructive, active, and passive scores. Participants were grouped by their gender:male and female. First, we checked preliminary assumptions, and results revealed that data wasnormally distributed, as assessed by inspecting the Normal Q-Q plots. There were no univariateand multivariate outliers, as assessed by boxplot; there were linear relationships, as evaluated byscatterplot, and no multicollinearity; and variance-covariance matrices were homogeneous, asassessed by Box’s test of equality of covariance matrices (p = 0.473); variances werehomogeneous, as assessed by Levene’s Test of

Conference Session

Virtual Training, Online and Open Education; Instructional Technology

Collection

2023 ASEE Annual Conference & Exposition

Authors

Behlul Kula, Michigan State University; Andreana Louise Roxas; Kristen Sara Cetin P.E., Michigan State University; Annick Anctil; George Berghorn, Michigan State University; Ryan Patrick Gallagher

Tagged Divisions

Educational Research and Methods Division (ERM)

, vol. 104, p. 197–214, 2019.[15] A. Pedro, Q. T. Le and C. S. Park, "Framework for integrating safety into construction methods education through interactive virtual reality," Journal of professional issues in engineering education and practice, vol. 142, p. 04015011, 2016.[16] Q. T. Le, A. Pedro and C. S. Park, "A social virtual reality based construction safety education system for experiential learning," Journal of Intelligent & Robotic Systems, vol. 79, p. 487–506, 2015.[17] C. Boton, "Supporting constructability analysis meetings with Immersive Virtual Reality- based collaborative BIM 4D simulation," Automation in Construction, vol. 96, p. 1–15, 2018.[18] R. Sacks, J. Whyte, D. Swissa, G

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alaa Jaber; Kimberly Lechasseur, Worcester Polytechnic Institute; Khairul Mottakin; Zheng Song, UMDearborn

Tagged Divisions

Educational Research and Methods Division (ERM)

) introduce the website interface/functionality/moduledesign and what optimization (or testing) techniques did the team use in 2 minutes; 3) brieflydemonstrate the workflow of the website in 1.5 minutes. Each team has a Q&A section wherethey can answer questions from other students and assessors.We invited three evaluators to grade students’ projects, including two females and one male. Theevaluators have had at least 3 years of experience working as full stack/back-end web developers.They were asked to grade the students’ presentations from five aspects: 1) the novelty of the idea;2) the technical depth; 3) the website’s design; 4) the presentation; and 5) the Q&A session. Thefinal grade for each team was 25 points, which was evenly divided

Conference Session

Research Methodologies – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Neha Kardam, University of Washington; Shruti Misra, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Educational Research and Methods Division (ERM)

: Theme 3: Theme 4: Engineering Interactions 1 Interactions 2 Active Learning (Problem solving) (Office hours) (Q&A) (Experiential)While the importance of interactions between students and instructors is a critical element ofundergraduate education that is common to all fields and disciplines, the remaining two topicsthat emerged from topic modelling were more specific to engineering. Topic 1 emphasizedstudent preferences for more problem-solving time and practice with TAs. This relates directly tothe theme of problem-solving which is highlighted by the ABET (accreditation board forengineering and technology) student outcome #1: “an ability to identify

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)

) and do not necessarily reflect the views of the National ScienceFoundation.References[1] A. K. Flatt, “A suffering generation: Six factors contributing to the mental health crisis inNorth American higher education.,” Coll. Q., vol. 16, no. 1, pp. 1–17, 2013, [Online]. Available:https://files.eric.ed.gov/fulltext/EJ1016492.pdf.[2] S. K. Lipson et al., “Trends in college student mental health and help-seeking byrace/ethnicity: Findings from the national healthy minds study, 2013–2021,” J. Affect. Disord.,vol. 306, pp. 138–147, 2022, doi: 10.1016/j.jad.2022.03.038.[3] G. Boyraz, R. Granda, C. N. Baker, L. L. Tidwell, and J. B. Waits, “Posttraumatic stress,effort regulation, and academic outcomes among college students: A longitudinal

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

Tagged Divisions

Educational Research and Methods Division (ERM)

. Retrieved from https://peer.asee.org/37730Nind, M., & Lewthwaite, S. (2018). Methods that teach: developing pedagogic research methods, developing pedagogy. International Journal of Research & Method in Education, 41(4), 398-410. https://doi.org/10.1080/1743727X.2018.1427057Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34, 1189-1209. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1089059Rae, D., & Melton, D. E. (2017). Developing an entrepreneurial mindset in US engineering education: an international view of the KEEN project. The Journal of Engineering Entrepreneurship, 7(3), 1-17. https

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

Tagged Divisions

Educational Research and Methods Division (ERM)

–61, Jul. 2019, doi: 10.1145/3330794.[3] R. T. Javed et al., “Get out of the BAG! Silos in AI Ethics Education: Unsupervised Topic Modeling Analysis of Global AI Curricula,” J. Artif. Intell. Res., vol. 73, pp. 933–965, Mar. 2022, doi: 10.1613/jair.1.13550.[4] L. Tuovinen and A. Rohunen, “Teaching AI Ethics to Engineering Students: Reflections on Syllabus Design and Teaching Methods,” 2021.[5] J. Lönngren, “Exploring the discursive construction of ethics in an introductory engineering course,” J. Eng. Educ., vol. 110, no. 1, pp. 44–69, 2021, doi: 10.1002/jee.20367.[6] R. F. Clancy, Q. Zhu, and Philosophy Documentation Center, “Why Should Ethical Behaviors Be the Ultimate Goal of Engineering Ethics Education?,” Bus. Prof

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiuhao Ding, University of Illinois at Urbana - Champaign; Meghana Gopannagari, University of Illinois at Urbana - Champaign; Kang Sun, University of Illinois at Urbana - Champaign; Alan Tao, University of Illinois at Urbana - Champaign; Delu Louis Zhao; Sujit Varadhan, University of Illinois at Urbana - Champaign; Bobbi Lee Battleson Hardy, University of Illinois at Urbana - Champaign; David Dalpiaz, University of Illinois at Urbana - Champaign; Chrysafis Vogiatzis, University of Illinois at Urbana - Champaign; Lawrence Angrave, University of Illinois at Urbana - Champaign; Hongye Liu, University of Illinois at Urbana - Champaign

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Diversity

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Educational Research and Methods Division (ERM)

Conference Session

Educational Research and Methods Division (ERM) Technical Session 9

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isabel Hilliger, Pontificia Universidad Católica de Chile; Marietta Castro, Universidad San Sebastián; Ema Huerta Torres, Universidad Católica de Norte; Erick Vaclav Svec, Pontificia Universidad Católica de Chile; Jorge Baier, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods Division (ERM)

Australasian Association Engineering Education Conference (AAEE2019), 2019, pp. 568–574, [Online]. Available: https://aaee.net.au/wp- content/uploads/2020/07/AAEE2019_Annual_Conference_paper_72.pdf.[5] D. Chadha et al., “Are the kids alright? Exploring students’ experiences of support mechanisms to enhance wellbeing on an engineering programme in the UK,” Eur. J. Eng. Educ., pp. 1–16, 2020, doi: 10.1080/03043797.2020.1835828.[6] I. Hilliger, G. Astudillo, and J. Baier, “Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic,” J. Eng. Educ., vol. 112, no. 3, pp. 796–815, 2023, doi: 10.1002/jee.20525.[7] Q. Liu and G. Evans, “Supporting Information for the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Helen L. Chen, Stanford University; Ade Mabogunje, Stanford University

Tagged Divisions

Educational Research and Methods Division (ERM)

. Gilmartin, H.L. Chen, M.E. Besterfield-Sacre, N. Duval-Couetil, A.Shartrand, L. Moore, E. Costache, A.M. Fintoc, Q. Jin, C. Ling, F. Lintel, L. Britos Cavagnaro,H. Fasihuddin, A,K., Breed, “Exploring what we don’t know about entrepreneurship educationfor engineers,” ASEE Annual Conference & Exposition, Seattle, WA, 2015. Available:http://epicenter.stanford.edu/documents/ERS%20-%20ASEE_Summit_Paper_FINAL__040515_.pdf.[5] W.E. Mcmullan and W.A. Long, “Entrepreneurship education in the nineties,” Journal ofBusiness Venturing, 2(3), 261-275, 1987. Available:https://www.sciencedirect.com/science/article/pii/0883902687900139[6] J. Rowley, “What did VCs study in college?”, TechCrunch, April 15, 2018. Available:https://techcrunch.com/2018/04/15/what

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

Tagged Divisions

Educational Research and Methods Division (ERM)

Value Is that what you got? NA Remember What’s the equation? State Understand So would we do the energy equation to find the Q [heat Recognize transfer]? Apply How did you convert to kilowatts? Solve, Sketch Analyze Why can’t we use enthalpy? Differentiate Evaluate Wait, how do we have an adiabatic turbine? Argue, DefendCategorizing questions depends on more than the initial question. A question like, “How did youconvert to kilowatts?” may not appear to be an application level of learning initially. Followingthe question, the study group went

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University; Rachel McClam, Johns Hopkins University

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Diversity

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Educational Research and Methods Division (ERM)

,” presented at the 39th ASEE/IEEE Frontiers in Education Conference, San Antonio, TX, USA, Oct. 18-21, 2009. Available: https://ieeexplore.ieee.org/abstract/document/5350571.[18] J. M. Holland, D. A. Major, and K. A. Orvis, “Understanding how peer mentoring and capitalization link STEM students to their majors,” Career Dev. Q., vol. 60, no. 4, pp. 343-354, Dec. 2012, doi: 10.1002/j.2161-0045.2012.00026.x.[19] A. R. Rockinson-Szapkiw and J. L. Wendt, “The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM),” Int. J. Mentor. and Coach. Educ., vol. 10, no. 1, pp. 1-16, Nov. 2020, doi: 10.1108/IJMCE-03-2020-0011.[20

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods Division (ERM)

. Hood, and D. Harkness, "WIP: Methodological considerations forconstructing nontraditional student personas with scenarios from online forum usage data incalculus," in ASEE annual conference proceedings, January 2017.[10] M. Scheidt et al., "Engineering students' noncognitive and affective factors: Groupdifferences from cluster analysis," Journal of Engineering Education, vol. 110, no. 2, pp.343-370, February 2021.[11] J. Chasmar and K. M. Ehlert, "Cluster analysis methods and future time perspective groupsof second-year engineering students in a major-required course," in 2018 ASEE AnnualConference & Exposition, June 2018.[12] Q. Xu, C. Ding, J. Liu, and B. Luo, "PCA-guided search for k-means," Pattern RecognitionLetters, vol. 54, pp. 50

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Greg Evans P.Eng., University of Toronto; Yunze Wei, University of Toronto; Milad Moghaddas, University of Toronto; Kashish Mistry, University of Toronto, Faculty of Applied Science and Engineering; Tamara Kecman, University of Toronto

Tagged Divisions

Educational Research and Methods Division (ERM)

a problem. And then we'd have five minutes of takeoff and review, and just like have the professor solve the problem for us. So I thought that kept me really engaged in the class, I never fell asleep in that class. (ST5)Qualitative student survey data also reported a number of aspects of teaching practices thatengineering students found effective. For example, instructor availability, easy access to coursematerials, well-presented lectures, and take-home assessments were mentioned in the followingcomments in the student survey. [In response to the question on teaching practices that helped them learn effectively.] Instructor making themselves available after lecture for Q&A: served similar function to

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Samantha Splendido, Pennsylvania State University, University Park; Catherine G. P. Berdanier, Pennsylvania State University

Tagged Divisions

Educational Research and Methods Division (ERM)

modeling and simulation of emergent behavior in air transportation,” Complex Adaptive Systems Modeling, vol. 1, no. 1, pp. 1–26, Dec. 2013, doi: 10.1186/2194-3206-1-15/FIGURES/10.[7] E. Z. Berglund and M. Asce, “Using Agent-Based Modeling for Water Resources Planning and Management,” J Water Resour Plan Manag, vol. 141, no. 11, p. 04015025, May 2015, doi: 10.1061/(ASCE)WR.1943-5452.0000544.[8] Q. Huang, D. C. Parker, T. Filatova, and S. Sun, “A review of urban residential choice models using agent-based modeling,” vol. 41, pp. 661–689, 2014, doi: 10.1068/b120043p.[9] M. W. Macy and R. Willer, “FROM FACTORS TO ACTORS: Computational Sociology and Agent-Based Modeling,” Annu. Rev. Sociol, vol. 28, pp. 143–66, 2002

Conference Session

Reviewing Emergent Topics and Theory in Engineering Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Adetoun Yeaman, Northeastern University; Diana Bairaktarova, Virginia Tech

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Diversity

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Educational Research and Methods Division (ERM)

learning communities- Understanding the role of collaborative work in an undergraduate engineering program.Learning Sciences 1. Goleman, D., McKee, A., & Waytz, A. (2017). Empathy (HBR emotional intelligence series) 2. Ickes, W. (1993). Empathic Accuracy. 3. Kvalsund, R., Baardsen, B., & Allgood, E. (2016). Mindfulness Subjectivity through Q Methodology: Training and Practising Mindfulness in an Educational Program as Influential and Transformative. 4. Lebuda, I., Zabelina, D. L., & Karwowski, M. (2016). Mind full of ideas: A meta- analysis of the mindfulness–creativity link. 5. Oxley, J. (2011). The Moral Dimensions of Empathy Limits and Applications in Ethical Theory and Practice

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

disciplines, CBE—Life Sciences Education, 19(3), ar46, 2020.[18] C. S. Dweck, “Mindset: The new psychology of success,” Random House, 2006.[19] R. W. Hass, J. Katz-Buonincontro, and R. Reiter-Palmon, “Disentangling creative mindsets from creative self- efficacy and creative identity: Do people hold fixed and growth theories of creativity?” Psychology of Aesthetics, Creativity, and the Arts, 10(4), 436, 2016.[20] K. Schumann, J. Zaki, and C.S. Dweck, “Addressing the empathy deficit: beliefs about the malleability of empathy predict effortful responses when empathy is challenging,” Journal of Personality and social psychology, 107(3), 475, 2014.[21] Q. Cutts, E. Cutts, S. Draper, P. O'Donnell, and P. Saffrey

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)

eprotocol utilized in this publication Ide f Determine scope of project and focus Inclusion and Exclusion Criteria for search[7]. As shown in Figure 1, the Re ea ch Q e Determine relevant sources ofproposed protocol includes five ScR Ide f literature References for Study

Conference Session

Student Performance and Learning & Open-ended problems

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods Division (ERM)

, “Exploring Agency in Capstone Design Problem Framing,” Studies in Engineering Education, vol. 2, no. 2, p. 96, Dec. 2021, doi: 10.21061/see.69.[4] X. Du, A. Lundberg, M. Ayari, K. K. Naji, and A. Hawari, “Examining engineering students’ perceptions of learner agency enactment in problem- and project-based learning using Q methodology,” Journal of Engineering Education, vol. 111, no. 1, pp. 111–136, 2022.[5] M. Wilson-fetrow, V. Svihla, S. Wettstein, J. Brown, and E. Chi, “Consequential Agency in Chemical Engineering Laboratory Courses,” in American Society of Engineering Education Conference Proceedings, Minneapolis, MN, 2022.[6] R. A. Engle and F. R. Conant, “Guiding Principles for Fostering Productive

Conference Session

Disciplinary Engineering Education Research – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nisha Raghunath M.S., Oregon State University; Karl R. Haapala, Oregon State University; Christopher A. Sanchez, Oregon State University

Tagged Divisions

Educational Research and Methods Division (ERM)

://doi.org/10.1016/j.promfg.2019.02.217[7] Li, C. Q. (2021). Teaching mechatronics to non-traditional mechanical engineering students- an adaptive approach. International Journal of Engineering Pedagogy, 11(3), 4-20. https://doi.org/10.3991/ijep.v11i3.15833[8] Craig, K. (2001). Is anything really new in mechatronics education? IEEE Robotics & Automation Magazine 8(2), 12-19. https://doi.org/10.1109/100.932752.[9] National Science Foundation Award https://www.nsf.gov/awardsearch/showAward?AWD_ID=1935708

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

Coding Manual for Qualitative Researchers, 4th ed. SAGE Publications, 2021.[23] V. Braun and V. Clarke, “Using thematic analysis in psychology,” Qual. Res. Psychol., vol. 3, no. 2, pp. 77–101, Jan. 2006, doi: 10.1191/1478088706qp063oa.[24] A. Loignon, “RIEF Project Advisory Board Meeting,” Aug. 17, 2022.[25] P. P. Shah, R. S. Peterson, S. L. Jones, and A. J. Ferguson, “Things Are Not Always What They Seem: The Origins and Evolution of Intragroup Conflict,” Adm. Sci. Q., vol. 66, no. 2, pp. 426–474, Jun. 2021, doi: 10.1177/0001839220965186.[26] A. Loignon and S. Wormington, “Psychologically Safe for Some, but Not All? The Downsides of Assuming Shared Psychological Safety among Senior Leadership Teams,” Center for Creative

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fabiola G. Rosales Sanchez, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Karen Dinora Martinez Soto, Virginia Tech

Tagged Divisions

Educational Research and Methods Division (ERM)

techniques,” in Handbook of qualitative research, Thousand Oaks, CA, US: Sage Publications, Inc, 1994, pp. 377–392.[2] M. Q. Patton, Qualitative Research & Evaluation Methods: Integrating Theory and Practice. SAGE Publications, 2014.[3] S. M. Ravitch and N. M. Carl, Qualitative Research: Bridging the Conceptual, Theoretical, and Methodological. SAGE Publications, 2015.[4] M. V. Angrosino and K. A. Mays de Pérez, “Rethinking observation: From method to context,” Handb. Qual. Res., vol. 2, pp. 673–702, 2000.[5] S. Anwar and M. Menekse, “A systematic review of observation protocols used in postsecondary STEM classrooms,” Rev. Educ., vol. 9, no. 1, pp. 81–120, 2021, doi: 10.1002/rev3.3235.[6] M. T. Hora, A. Oleson, and J. J

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

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Educational Research and Methods Division (ERM)

, culturally relevant/ sustaining workshop designs. Author 1, had to rely onthe high school mentors’ knowledge and input because they are experts and participants in youthculture. Author 2 “To provide a more comfortable and safe environment for participants to share their ideas and thoughts, we told them all their ideas would be [anonymized post-workshop], and we don’t judge any ideas, we just share and learn. To encourage them to express more, we use a storytelling session instead of the traditional Q&A session to learn about participants’ background experiences with AI/ML and their attitude/perspective of teaching AI/ML. That was a successful attempt. Participants shared more

Conference Session

Educational Research and Methods Division (ERM) Technical Session 22

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amanda Ross, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; Kai Jun Chew, Embry-Riddle Aeronautical University, Daytona Beach; Holly M. Matusovich, Virginia Polytechnic Institute and State University

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Diversity

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Educational Research and Methods Division (ERM)

teacher’s belief system about science teaching and learning,” J. Res. Sci. Teach., vol. 40, no. 9, pp. 835–868, 2003, doi:10.1002/tea.10113.[21] P. N. Johnson-Laird, “Mental models and human reasoning,” Proc. Natl. Acad. Sci. U. S. A., vol. 107, no. 43, pp. 18243–18250, 2010, doi:10.1073/pnas.1012933107.[22] W. B. Rouse and N. M. Morris, “On looking into the black box: Prospects and limits in the search for mental models,” Psychol. Bull., vol. 100, no. 3, pp. 349–363, 1985, [Online]. Available: http://scholar.google.com/scholar?q=related:QM4p5zGC8jMJ:scholar.google.com/&hl=e n&num=30&as_sdt=0,5.[23] K. Carley and M. Palmquist, “Extracting, representing, and analyzing mental models,” Soc

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Texas A&M University; Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Pouneh Abbasian, Texas A&M University; Tracy Anne Hammond, Texas A&M University

Tagged Divisions

Educational Research and Methods Division (ERM)

papers offered practical and transferableideas”, and another made“Great contacts who provided excellent suggestions for the direction ofmy research projects.”Regarding opportunities for professional networking, most participants reported having manyopportunities throughout the conference to connect with others. According to one participant,“Ihad many opportunities for networking. Networking was one of the highlights of the conferencefor me.” Another reported that “I spent a lot of time with people I knew but had only met online inthe past. I also met people during sessions and met up between sessions.” Coffee breaks and timebetween sessions gave participants time for conversations, including the time before and Q&Aafterwards. Participants

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cheryl A. Bodnar, Rowan University; Rocio C. Chavela Guerra, Rowan University; Adrienne Decker, University at Buffalo, The State University of New York; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Senay Purzer, Purdue University

Tagged Divisions

Educational Research and Methods Division (ERM)

EngineeringEducation Research as a field, (2) offering sessions on what makes a good graduate application,(3) offering sessions on identifying advisors, and (4) creating interactive time through breakoutrooms and Q&A sessions. Suggested improvements included offering more time and interactionin the breakout sessions. While organizers could consider extending the event next year to meetthis need, individual programs could also think about how to provide more in-depth interactions.The one measured objective that was not achieved as successfully as others was creatingcommunity. This is not surprising as the current showcase construction did not emphasize thisaspect nor intentionally create space to do so.Data from the student perspective are not sufficient

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xavier Rene Plourde, University of California, Berkeley; Garrett Ethan Katz, Syracuse University

Tagged Divisions

Educational Research and Methods Division (ERM)

, “Identification of programmers from typing patterns,” in Proceedings of the 15th Koli Calling conference on computing education research, pp. 60–67, 2015. [9] A. Peacock, X. Ke, and M. Wilkerson, “Typing patterns: A key to user identification,” IEEE Security & Privacy, vol. 2, no. 5, pp. 40–47, 2004.[10] E. Lindgren and K. P. Sullivan, “Analysing online revision,” in Computer keystroke logging and writing: methods and applications, pp. 157–188, Elsevier, 2006.[11] G. Abdelrahman, Q. Wang, and B. Nunes, “Knowledge tracing: A survey,” ACM Computing Surveys, vol. 55, no. 11, pp. 1–37, 2023.[12] Y. Mao, Y. Shi, S. Marwan, T. W. Price, T. Barnes, and M. Chi, “Knowing both when and where: Temporal-astnn for early prediction of