Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Ben Zoghi P.E., Texas A&M University

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Educational Research and Methods Division (ERM)

Capstone course elements in detail, such as customized design for an activity(e.g. Business Case Presentation), or for other assignments (e.g. Decision Making Report), andexplore its capability of designing a complete course; then, use this AI-designed course as aprototype to develop other courses in the METM program. From trial and error, this research canproduce effective prompt templates to share with various stakeholders involved incourse/curriculum design. Looking ahead, the authors see the formation of a learning communitythat shares reusable prompts library and best practices of use cases and design experience, thus,gradually and gracefully embracing generative AI applications into the educational field for bothlearners and instructors

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robin Jephthah Rajarathinam, University of Illinois at Urbana - Champaign; Joshua E. Katz, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois at Urbana - Champaign; Yuting W. Chen, University of Illinois at Urbana - Champaign; Marcia Pool, University of Illinois at Urbana - Champaign; Kristin M. Chochola, University of Illinois at Urbana - Champaign

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Educational Research and Methods Division (ERM)

of collaborativeproblem-solving theories into practical teaching strategies remains a significant challenge,largely due to the absence of concrete guidelines [12].Graduate Teaching Assistants are often the primary point of contact for students in laboratoryand recitation sections, where their approachability and relatability, due to closer age andexperience levels, can significantly enhance the learning environment [13]–[16]. This dynamicpositions GTAs as crucial facilitators of both subject matter and research-based knowledge,potentially impacting students' satisfaction and perception of value in their laboratoryexperiences [13]. However, the effectiveness of GTAs is contingent upon their ability tointegrate subject matter expertise with

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

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Educational Research and Methods Division (ERM)

innovation, and the tension between design engineering and business management cognitive styles. To encourage these thinking patterns in young engineers, Mark has developed a Scenario Based Learning curriculum that attempts to blend core engineering concepts with selected business ideas. Mark is also researches empathy and mindfulness and its impact on gender participation in engineering education. He is a Lecturer in the School of Engineering at Stanford University and teaches the course ME310x Product Management and ME305 Statistics for Design Researchers. Mark has extensive background in consumer products management, having managed more than 50 consumer driven businesses over a 25-year career with The Procter &

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)

transform existing undergraduate engineering education byaddressing the important issue of transfer between theory and practice. The research plan isguided by the research questions listed in Table 1. The focus of the present paper is thedevelopment of an instrument that can be used to help answer the first research question. Table 1. Research Questions for Overarching FHWA Project No. Research Question Do students who experience the Anchored classroom interventions demonstrate an ability to transfer fundamental engineering knowledge to applied bridge design? a. If so, how many Anchored courses must a student have taken to demonstrate a significant positive 1. correlation with their success in

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicolás Amado-Moranchel, Tecnologico de Monterrey (ITESM); Gibrán Sayeg-Sánchez, Tecnologico de Monterrey (ITESM)

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Educational Research and Methods Division (ERM)

. His current research interests are focused in educational innovation and educational technologies. ©American Society for Engineering Education, 2023 Impact of the flipped classroom methodology on the development of argumentative skills and academic performance of engineering studentsAbstractAt the Tecnologico de Monterrey, we face two great challenges: working under a new student-centered educational model, which focuses on the development of skills and competencies; andon the other hand, the return to face-to-face learning after preventive isolation to which we weresubjected due to the Covid-19 contingency. In the classrooms we observed problems in theteaching-learning process such as lack of

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)

Paper ID #38926Work in Progress: Using Participatory Design and Qualitative ResearchStrategies in the Development of a New Faculty Mentoring Program forUndergraduate Engineering StudentsDr. Constanza Miranda, Johns Hopkins UniversityMrs. Rachel McClam, Johns Hopkins University Rachel McClam is a doctoral student at Johns Hopkins School of Education. Her primary research inter- ests involve questions about how to support educators to make and sustain growth in their practice across the span of their career. In particular, she is interested in ways to better support educator development toward equitable outcomes for historically

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

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Educational Research and Methods Division (ERM)

engineering design reasoning. ©American Society for Engineering Education, 2024Design and Evaluation of a Multi-Institutional Virtual Engineering Education Graduate Program ShowcaseIntroductionThis Evidence-Based Practice paper seeks to present results of a multi-institutional virtual graduateprogram showcase by presenting evidence from the perspective of the prospective students.Over the last two decades, the engineering education community has accomplished the call byHaghighi [1] to orchestrate research efforts, program developments, and curriculum updates.Today, the engineering education discipline has grown substantially with close to two dozendoctoral education programs in the United States

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Zhang, Zhejiang University; Liang Wang, School of Public Affairs, Zhejiang University; 帅 王, the School of Public Affairs, Zhejiang University

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Educational Research and Methods Division (ERM)

impact context, and we can use 16 items to measureit. Although the development of instruments in this paper is a pilot study, it has some important implicationsfor future research. First, the instrument can be used to evaluate the authenticity level for engineeringlearning in communities of practice. Besides, many new engineering initiatives such as PBL andExperiential learning have focused on the creation of authentic learning contexts. So future research canuse the instrument to make a further understanding of the authenticity in different kinds of engineeringlearning situations. Additionally, previous research have demonstrated the importance of authentic learningin some design-based learning environments like engineering education [30], but

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Emma Treadway, Trinity University; Kailey Tubbs, Trinity University; Melissa Joan Caserto, University at Buffalo, The State University of New York; Michelle Lee, Trinity University; Jessica E. S. Swenson, University at Buffalo, The State University of New York

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Educational Research and Methods Division (ERM)

University in mechanical engineering and STEM education respectively, and completed postdoctoral work at the University of Michigan ©American Society for Engineering Education, 2023 Assessment of a Survey Instrument for Measuring Affective PathwaysAbstractThis research paper analyzes the emotions that students experience while completing ill-definedcomplex problems called Open-Ended Modeling Problems in their engineering courses. Studentsare asked to make their own modeling decisions, rather than being given those assumptions, as isthe case in most textbook problems. There are many approaches they can take, and having tomake decisions and assumptions that impact the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

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Diversity

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Educational Research and Methods Division (ERM)

incorporate the emerging best practices of QuantCrit [21]across the entire mixed-methods study to ensure the critical theory nature of the CCWM isreflected in any quantitative implementation of that theory. Recommendations are alsoincorporated from the work of Mejia et al. [3] for research integrating a critical perspective as weconsidered anti-deficit framing and critical theory questions in the development and design of themethods. Castillo and Gilborn [22] suggest considering five foundational principles whenadapting a critical theoretical framework to a quantitative study: 1) The Centrality of Racism, 2)Numbers are Not Neutral, 3) Categories are Neither Natural nor Given, 4) Voice and Insight, and5) Social Justice/Equity Orientation. A discussion

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

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Diversity

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Educational Research and Methods Division (ERM)

transformativelearning that occur during the pursuit of a doctoral degree [8]. In this paper, we describe thiscomplexity from the perspective of doctoral students. Graduate students can provide insightsregarding graduate programs' inner workings that directly benefit their institutions' academicprograms. For instance, analyzing the students' perspectives regarding courses, roles, andrelationships with supervisors is essential for programs to improve best practices [9]. In ourwork, we consider how our relationships with supervisors/mentors can influence the ways weconceptualize our development as researchers and designers.Graduate students are not just student researchers; they are developing faculty members andindustry professionals. Thus, many

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel B. Gavitte, Tufts University; Milo Koretsky, Tufts University; Jeffrey A. Nason, Oregon State University

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Educational Research and Methods Division (ERM)

aRealistic, Open-ended Task. Studies in Engineering Education.Cross, N., & Clayburn Cross, A. (1995). Observations of teamwork and social processes in design.Analysing Design Activity, 16(2), 143–170. https://doi.org/10.1016/0142-694X(94)00007-ZCunningham, C. M., & Kelly, G. J. (2017). Epistemic Practices of Engineering for Education. ScienceEducation, 101(3), 486–505. https://doi.org/10.1002/sce.21271de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science andEngineering Education. Science, 340(6130), 305–308. https://doi.org/10.1126/science.1230579Duschl, R. (2008). Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, andSocial Learning Goals. Review of Research in Education

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University

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Diversity

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Educational Research and Methods Division (ERM)

. Mayled et al., “Coaching and feedback in a faculty professional development program that integrates the entrepreneurial mindset and pedagogical best practices into capstone design courses,” ASEE Annual Conference and Exposition, Conference Proceedings, 2019, doi: 10.18260/1-2--32513.[6] S. Zappe, K. Hochstedt, E. Kisenwether, and A. Shartrand, “Teaching to innovate: Beliefs and perceptions of instructors who teach entrepreneurship to engineering students,” International Journal of Engineering Education, vol. 29, no. 1, pp. 45–62, 2013.[7] F. M. Connelly and D. J. Clandinin, “Stories of Experience and Narrative Inquiry,” Educational Researcher, vol. 19, no. 5, pp. 2–14, Jun. 1990, doi: 10.3102

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

Xiaoye Yang, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Giovanni Bautista, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

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Educational Research and Methods Division (ERM)

STEM education for future researchers. He is currently participating in an NSF-funded grant (#1923452) to spearhead research into middle school students’ digital literacies and assessment. Recently, Dr. Hsu has received a seed grant at UML to investigate how undergradu- ate engineering students’ digital inequalities and self-directed learning characteristics (e.g., self-efficacy) affect their learning outcomes in a virtual laboratory environment during the COVID-19 pandemic. Dr. Hsu’s research interests include advanced quantitative design and analysis and their applications in STEM education, large-scale assessment data (e.g., PISA), and engineering students’ perception of faculty en- couragement and

Conference Session

Research Methodologies – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brent K. Jesiek, Purdue University at West Lafayette (COE); Brooks Michael Leftwich, Purdue University, West Lafayette; Russell Korte, The George Washington University; Cory Brozina, Youngstown State University - Rayen School of Engineering; Aditya Johri, George Mason University

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Educational Research and Methods Division (ERM)

subjects, and effectivelycommunicating results to academic, industry, policy, and other audiences.This paper reports on a research project, supported by an NSF EAGER award, that exploresinnovative ethnographic research methods for studying engineering practice. Here we primarilyfocus on the experiences of three students who were directly involved in our data collectionefforts. One undergraduate student engaged with one field site (a utility company, “UtilityCo”)through job shadowing and informal interviewing, while two graduate students collected data asparticipant observers at a second site (a small software start-up, “SoftCo”). In this paper, ourprimary research objective is to examine how these three students experienced their roles

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Herman Ronald Clements III, Purdue University, West Lafayette

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Diversity

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Educational Research and Methods Division (ERM)

, they also set the trajectory for what will be discoveredthrough the research enterprise. The tension of practicality alongside knowledge generation ispalpable in engineering research work, as engineering scientists often balance and blendpostpositivist and naturalistic approaches. Due to the applied nature of engineering research,engineering research work often takes a pragmatic approach, employing whatever epistemic andmethodological modes seem to best answer the question presented [54].Engineering Research FundingFunding availability and source hold a salient position in all threads of research work, and it is nodifferent for engineering. Research always comes at a cost to someone—Leydens and Lucenaraised the key question of who does

Conference Session

Reviewing Methods for Educational Research

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

academic pursuits, he also serves as a Graduate Research Assistant at OU. His research interests encompass diverse areas such as Traffic Incident Analysis & Prevention, Traffic Flow Theory, Autonomous Connected Electric, Shared (ACES) vehicles, Big Data Analytics, Network Science, Natural Hazards, Machine Learning, and System Optimization.Dr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly College of Engineering at The University of Okla- homa. He completed his Ph.D. in Engineering Education Systems and Design program from Arizona State University, 2022. He received a bachelor’s degree in Electrical and Electronics Engineering and a Master’s in Power Systems from India in

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Educational Research and Methods Division (ERM)

engineering departments and creating a graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners. ©American Society for Engineering Education, 2023 Detecting Dimensions of Significant Learning in Syllabi using a Course Change TypologyAbstractThis research paper addresses the need for an instrument to detect the changes in the use ofresearch-based approaches over time. Change occurs within three

Conference Session

Instrument Design and Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Marcus Vinicius Melo de Lyra, Arizona State University; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Zhen Zhao, Massachusetts Institute of Technology; Allison Godwin, Purdue University at West Lafayette (COE); Wilhelmina C. Savenye, Arizona State University; Christopher Barr

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Diversity

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Educational Research and Methods Division (ERM)

evaluating efforts across ERCs and the predictive validity of these outcomes on preparing thefuture engineering workforce. The next steps of this project will consist in the launch of ouronline platform which will host the MERCII Survey as well as other instruments designed byTEEC.References[1] D. Roessner, L. Manrique, and J. Park, “Economic impact of engineering research centers:preliminary results of a pilot study,” The Journal of Technology Transfer, vol. 35, no. 5, pp.475–493, 2010, https://doi.org/10.1007/s10961-010-9163-x[2] National Science Foundation, "Engineering Research Centers," National Science Foundation,[Online]. Available: https://nsf.gov/eng/eec/erc.jsp. [Accessed 24 January 2023].[3] J. Biancolo, "Best Practices Manual," Aug. 16

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

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Educational Research and Methods Division (ERM)

in a course titled Capital-Formation DesignTheory in Practice (ENGR 306). ENGR 306 is co-taught by Dr. Ade Mabogunje, a seniorresearcher in the Stanford Center for Design Research in partnership with Phil Wickham,founder and managing director of Sozo Ventures and former executive chairman and alum of theKauffman Fellows Program. The design of ENGR 306 re-envisions the Kauffman Fellowscurriculum by addressing the interests and needs of undergraduate and graduate students whowish to create new companies, transition organizations, solve a societal or educational problem,and/or learn more about the venture capital process and industry.ENGR 306 focuses on innovation and innovators. While the following metaphor uses a formulato describe the

Conference Session

Pedagogy and Instructional Practices

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yinqi (Anna) Zhang, Penn State University; Brian Belland, Penn State University

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Diversity

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Educational Research and Methods Division (ERM)

, especiallyfor students with disabilities.Recommended Pedagogical Practice: Teachers Should Be Considerate, Patient, andCreativeSome informants designed lesson plans with Frozen and Angry Bird themes. Researchers need torecognize that integrating STEM and robotics content in teachers’ curricula may not be as simpleand intuitive as it appears and will require conscious and consistent efforts on their side, whichshould be very much appreciated. At first sight, such connections may seem naive and furtherreify the gendered nature of STEM. But it is a critical first step for our informants to think aboutrobotic integration in their classroom and make the robotic experience relevant for their students.We understand that how our informants experience and

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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Educational Research and Methods Division (ERM)

Universidad EAFIT (Medellin, Colom- bia). Juan holds a Ph.D. in Engineering Education from Purdue University and an M.S. in Process En- gineering and Energy Technology from Hochschule Bremerhaven. In addition to teaching undergraduate and graduate courses for more than 10 years, Juan has over 6 years of experience as a practicing engineer, working mostly on the design and improvement of chemical processing plants.Dr. Michelle Soledad, Virginia Tech Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives

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

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Diversity

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Educational Research and Methods Division (ERM)

impact and are impacted by graduate students’ mental healthand well-being, we can push for programmatic change and inform the development of methodsto train GPDs to implement evidence-based healing practices to support engineering graduatestudents.Methodology In this WIP, a scoping literature review was conducted using an adapted version ofArksey and O’Malley’s [23] five-stage approach of knowledge synthesis to identify researchgaps in the existing literature regarding the definition of GPD roles, responsibilities, andapproaches taken to promote healing using trauma-informed frameworks of care. Scopingreviews enable researchers to broadly map complex topics where many alternative study designsmay be appropriate [23]. In brief, the five

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura Ngoc Nhi Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma; Jude Okolie, University of Oklahoma; Moses Olayemi, The University of Oklahoma

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Educational Research and Methods Division (ERM)

culturally relevant engineering education in multiple settings, focusing on the Federal Republic of Nigeria as the Case Study. For his work, his paper, ”Telling half a story: A mixed methods approach to understanding culturally relevant engineering education in Nigeria” was awarded the best DEI paper in the International Division of ASEE at the 2023 Conference. He is the Founding President of the African Engineering Education Fellows in the Diaspora, a non-governmental organization that leverages the experiences of African scholars in engineering education to inform and support engineering education policy, practice, and pedagogies in Africa. His research revolves around the professional development of STEM educators and

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kelsey Louise Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Mackenzie C. Parker, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno

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Diversity

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Educational Research and Methods Division (ERM)

in whiteness and maleness [63], [64]. Whenwork exclusively considers engineering broadly, programmatic and curricular practices may bedeveloped that also support this narrow interpretation of interest and identity. Almost allparticipants mention an interest outside of engineering, fewer described this interest with adegree of commitment, and even fewer actually integrated this interest by pursuing it throughclasses, a minor, or a double major. A key reason for not doing so was the limitations of time intheir program and the fear it would impact their graduation time or cost them too much money.However, many participants had a math minor despite the lack of connection between it and theirinterests or goals. The ease of adding this minor

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Jamison, Rowan University; Justin Charles Major, Rowan University ; Alexandra Mary Jackson, Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

. in Mechanical Engineering and Secondary Math- ematics Education at the University of Nevada, Reno (’17). Atop his education, Justin is a previous National Science Foundation Graduate Research Fellow and has won over a dozen awards for research, service, and activism related to marginalized communities, including the 2020 American Society for En- gineering Education Educational Research and Methods Division Best Diversity Paper for his work on test anxiety. As a previous homeless and food-insecure student, Justin is eager to challenge and change engineering education to be a pathway for socioeconomic mobility and broader systemic improvement rather than an additional barrier.Ms. Alexandra Mary Jackson, Rowan

Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zain ul Abideen, Utah State University; Oenardi Lawanto, Utah State University; Talha Naqash, Utah State University; Angela Minichiello, Utah State University

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Educational Research and Methods Division (ERM)

Paper ID #42943A Systematized Literature Review on Problem-Solving in STEM EducationExploring the Impact of Task Complexity on Cognitive Factors and StudentEngagementMr. Zain ul Abideen, Utah State University Zain ul Abideen is a Graduate Research Assistant and Ph.D. student in the Department of Engineering Education at Utah State University (USU). With an undergraduate degree in Computer Engineering and a Master’s in Engineering Management, coupled with over 12 years of teaching experience with undergraduate engineering students, Zain is currently dedicated to pursuing a Ph.D. in Engineering Education at USU in Logan

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

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Diversity

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Educational Research and Methods Division (ERM)

model has also been developed, refined, anddisseminated through multiple NSF grants, along with the US Department of Energy and theInstituteof Electrical and Electronics Engineers (IEEE)[6]. The approach is promising for Hispanic andunderrepresented students in STEM because it is structured to help students to acquire the skillsfor successful research participation and professional development rather than assuming thatprofessional skills have already been developed by graduation[5, 6, 7]. Research on ARG forHispanic students has shown positive results and is endorsed as a best practice by the CAHSI, aNational INCLUDES Alliance [8]. Studies have found that successful participation in the ARGmodel is associated with student growth and development

Conference Session

Student Experiences and Development – Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon M. Clancy, University of Michigan; Berenice Alejandra Cabrera, University of Michigan; Sarah Jane (SJ) Bork, University of Michigan; Kayleigh Merz, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity

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Educational Research and Methods Division (ERM)

, Physics and Engineering, and Computer Science from Lansing Community College. Her research interests include the impacts of culture on students and their sense of belonging, graduate educa- tion, and the faculty experience. This work is motivated by her experience and training in student affairs and her enthusiasm for student development and inclusive environments. She is hoping to continue her work and research in an engineering education Ph.D. program in the coming cycle.Dr. Erika Mosyjowski, University of Michigan Erika A. Mosyjowski (she/her/hers) is the Research and Faculty Engagement Manager in the Center for Socially Engaged Design at the University of Michigan. She has a B.A. in Psychology and Sociology from

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Elizabeth Pluskwik, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato

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Diversity

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Educational Research and Methods Division (ERM)

program where they designed virtual creatures while considering biomechanics [14].ENA allowed researchers in these projects to quantitatively analyze how components ofKnowledge, Skills, Identity, Values, and Epistemology were related within the communities ofpractice – even in complex learning spaces. This success illustrates the potential of using ENA inpractice-based learning contexts as well.Study ContextTo assess the potential for using ENA and the five epistemic frame elements to analyzepractice-based learning, a preliminary study was carried out at Iron Range Engineering – anABET-accredited upper division engineering program that implements practice-based learning.After completing lower division coursework at a community college, students