Displaying results 1 - 30 of 389 in total
- Conference Session
- Disciplinary Engineering Education Research – Session 2
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Lorena S. Grundy, Tufts University; Milo Koretsky, Tufts University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
Paper ID #38445Student Metacognitive Reflection on a Conceptual Statics QuestionDr. Lorena S. Grundy, Tufts University Lorena received her BSE from Princeton in 2017 and PhD from UC Berkeley in 2022, both in Chem- ical Engineering. She is currently an ASEE eFellows postdoctoral fellow at Tufts University, working with Professor Milo Koretsky. Her research interests are in systemic change in engineering education, particularly as pertains to assessment of teaching.Dr. Milo Koretsky, Tufts University Milo Koretsky is the McDonnell Family Bridge Professor in the Department of Chemical and Biological Engineering and in the
- 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)
Paper ID #42491Applied Ethics via Encouraging Intuitive Reflection and Deliberate DiscourseLucas J. Wiese, Purdue University Lucas Wiese is a PhD student in Computer and Information Technology at Purdue University. He studies AI ethics education and workforce development and works in the Research on Computing in Engineering and Technology Education lab (ROCkETEd) and the Governance and Responsible AI Lab (GRAIL).Dr. Alejandra J. Magana, Purdue University Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor of Engineering
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 16
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma
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- Educational Research and Methods Division (ERM)
Paper ID #41998Engineering Doctoral Students’ Expectations, Reflections, and Concerns RegardingFuture in AcademiaOmar Jose Garcia, University of Oklahoma Omar Garcia is an undergraduate Aerospace Engineering student at The University of OklahomaDr. Javeed Kittur, University of Oklahoma Dr. Kittur is an Assistant Professor in the Gallogly College of Engineering at The University of Oklahoma. 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 2011
- Conference Session
- Research Methodologies – Session 1
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Amy L. Brooks, Oregon State University; James L. Huff, Harding University
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- Educational Research and Methods Division (ERM)
Paper ID #39066Evaluating the quality of interviews with a process-based,self-reflective toolDr. Amy L. Brooks, Oregon State University Dr. Amy Brooks is a Postdoctoral Scholar at the Oregon State University School of Civil and Construction Engineering and member of the Beyond Professional Identity lab at Harding University. Her current research is using interpretative phenomenological analysis to understand well-being and experiences with professional shame among engineering faculty. She is also part of a research team investigating context- specific affordances and barriers faculty face when adopting evidence-based
- Conference Session
- 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
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- Educational Research and Methods Division (ERM)
Paper ID #36856From Engineering Students to Student Engineers: Reflections, Identity,and Positioning in Co-curricular ActivitiesDr. Zhiyi Liu, University at Buffalo Zhiyi Liu is a researcher and educator with research interests in learning and instruction. Dr. Liu was a postdoctoral associate in the Department of Engineering Education at the State University of New York at Buffalo.Dr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the Univer- sity at Buffalo. His research includes undergraduate engineering
- Conference Session
- Design Thinking and Student Design Teams
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Eileen Fong, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Shamita Venkatesh, Nanyang Technological University; Mi Song Kim, University of Western Ontario; Jingyi Liu, Nanyang Technological University
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #38700Studying the Development of Design Thinking of Undergraduate Engineer-ingStudents in Singapore: Qualitative Reflection Analysis (Research)Dr. Eileen Fong, Nanyang Technological University Eileen Fong, PhD, is a Senior Lecturer at School of Materials Science and Engineering (MSE) at Nanyang Technological University (NTU) in Singapore. She is also currently the Associate Chair (Students) at MSE, responsible for student matters and admissions. She teaches third-year MSE undergraduates, and have received several teaching awards including the prestigious Nanyang Education Award for School (2019) and College (2021
- Conference Session
- ERM Technical Session: Developing Engineering Competencies III
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Katherine Drinkwater, Virginia Polytechnic Institute and State University; Olivia Ryan, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
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- Educational Research and Methods Division (ERM)
Paper ID #46958Brief: Development of Feedback Literacy Through Reflections in Project-BasedLearning TeamsMs. Katherine Drinkwater, Virginia Polytechnic Institute and State University Katie Drinkwater is PhD student in Engineering Education at Virginia Tech. She holds a bachelors degree in Mechanical Engineering from Duke University. Katie researches engineering design, teamwork, feedback literacy, engineering decision-making, extracurriculars, and women in engineering.Olivia Ryan, Virginia Polytechnic Institute and State University Olivia Ryan is a Ph.D. student in Engineering Education at Virginia Tech. She holds a B.S. in
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 19
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Trini Balart, Texas A&M University; Jorge Baier, Pontificia Universidad Católica de Chile; Catalina Cortazar, Pontificia Universidad Católica de Chile; Kristi J. Shryock, Texas A&M University
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- Educational Research and Methods Division (ERM)
Paper ID #43585WIP: Exploring the Effects of a Purpose-in-Life Reflection Activity in anIntroductory Artificial Intelligence CourseTrini Balart, Texas A&M University Trinidad Balart is a PhD student at Texas A&M University. She completed her Bachelors of Science in Computer Science engineering from Pontifical Catholic University of Chile. She is currently pursuing her PhD in Multidisciplinary Engineering with a focus in engineering education and the impact of AI on education. Her main research interests include Improving engineering students’ learning, innovative ways of teaching and learning, and how
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 10
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Serena Mao, Harvey Mudd College; David Chen, Harvey Mudd College; Magdalena Jones, Harvey Mudd College; Aye Mon Htut-Rosales, Harvey Mudd College; Laura Palucki Blake; Leah Mendelson, Harvey Mudd College; Steven Santana, Harvey Mudd College
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #42465The Impact of Diaries and Reflection on Self-Assessments of Learning in aFirst-Year Undergraduate Engineering Design CourseSerena Mao, Harvey Mudd CollegeDavid Chen, Harvey Mudd CollegeMagdalena Jones, Harvey Mudd College Magdalena, a senior at Harvey Mudd College studying Computer Science and Mathematics is dedicated to working at the intersection of many fields. This project was a treat to work on and she is very proud to have been a part of it!Aye Mon Htut-Rosales, Harvey Mudd CollegeDr. Laura Palucki Blake Laura Palucki Blake is the Director of Institutional Research and Effectiveness at Harvey Mudd
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 16
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jasmine Smith, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida
- Tagged Divisions
- Educational Research and Methods Division (ERM)
Self Awareness Jasmine Smith, David J. Therriault, Jeremy A. M. Waisome Department of Engineering Education, University of Florida School of Human development and Organizational Studies in Education, University of FloridaPurpose: Self-awareness is an umbrella term that encompasses concepts including self-reflection, introspection, insight, self-regulation, and self-efficacy, among others. These termsare independent of each other but work together to contribute to the overall self-awareness of anindividual. For a graduate student researcher, their self-awareness level can influence how theyengage with their discipline and research
- Conference Session
- Exploration of Written and Team Communication
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Tugba Karabiyik, Purdue University at West Lafayette (COE); Lan Jin; Kris Acheson-Clair, Purdue University Programs
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
. Thisfull paper explores the impact of self-paced and online Portable intercultural modules (PIMs) onthe intercultural learning goals of the students enrolled in a junior-level system thinking course.The PIM used in the class aims to improve learners’ teamwork and communication skills. ThePIM contains five activities, including watching videos about cultural diversity and empathy,survey, quizzes, and exercise that applies learning towards intercultural collaboration. The studentsin the system thinking course were asked to complete the PIM and a reflection assignment. Theresearch questions that we intend to answer for this study are: RQ1: What domains of interculturalcompetence, as defined by the AAC&U IKC Value rubric, are represented through
- 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
- Tagged Divisions
- Educational Research and Methods Division (ERM)
development of communities to support well-being.Lesley Baradel, Georgia Institute of Technology ©American Society for Engineering Education, 2024Applying Personal Strengths: Building Well-being and Resilience Strategies in an Undergraduate Wellness CourseAbstractSupporting and increasing students’ well-being and resilience will positively impact theiracademic success. In this study, we analyze students’ reflections in a newly designed health andwell-being course to see how they demonstrate embodiment of the course learning objectives,knowledge, and skills.In Summer 2021, the Effective Team Dynamics Initiative, in collaboration with Georgia Instituteof Technology (Georgia Tech) School of
- Conference Session
- Exploration of Written and Team Communication
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Aneet Dharmavaram Narendranath, Michigan Technological University; Zachary Thelander; Sirena C. Hargrove-Leak, Elon University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
, dimensionality reduction, andnatural language processing. We apply this methodology to publicly available newsgroupdata which is pre-labeled by topic to demonstrate that MDM distribution may be used toextract a visual dichotomy in the text structure belonging to different topics. In otherwords, text data pertaining to a specific topic have similar MDM distributioncharacteristics. In the future we will apply this methodology to labeled reflections authoredby n students in an Engineering mechanics classroom that is infused with activities thatinvolve an Entrepreneurial mindset (EM) to identify if MDM distribution and clusteringindicates the presence of EM.Future work will also include exploring the confluence of MDM and rhetorical moves, sincewe believe
- Conference Session
- Educational Research and Methods Division (ERM) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ting Jun Lin, Royal Institute of Technology (KTH); Ibrahim H. Yeter, Nanyang Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
design process. The study analyses reflection journals from14 third-year material science and engineering students using a qualitative, inductive approach.Results identify four key aspects of problem scoping: (a) gathering information about clients,problem context, and the designers themselves; (b) setting goals based on gathered data; (c)developing solutions using divergent, convergent, and logical thinking; and (d) evaluating andmanaging design outcomes by reflecting on solutions by envisioning outcomes or creatingbackup plans. Both male and female students show similar approaches. Findings contribute tounderstanding students’ problem-scoping processes and highlight opportunities for futureresearch into engineering design education.Keywords
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 15
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Boni Frances Yraguen, Vanderbilt University; Elisa Koolman, University of Texas at Austin; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, University of Wisconsin
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- Diversity
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- Educational Research and Methods Division (ERM)
Paper ID #43928Promoting Equity and Cognitive Growth: The Influence of an AuthenticLearning Assignment on Engineering Problem-Solving SkillsDr. Boni Frances Yraguen, Vanderbilt University Boni Yraguen is an Instructional Consultant with the Vanderbilt Center for Teaching. Boni is passionate about engineering education. She has led and participated in various educational studies on the impact of student reflections, authentic learning assignments, the use of technology in the classroom, and graduate education.Elisa Koolman, University of Texas at Austin Elisa is a Ph. D. student at the University of Texas at Austin. They
- Conference Session
- ERM Technical Session: Developing Engineering Competencies III
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Joe Dallas Moore, Carnegie Mellon University; Andrea Francioni Rooney, Carnegie Mellon University; Allison E. Connell Pensky, Carnegie Mellon University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
increasingly see in students, which is studentsarriving in our courses exhibiting unprofessional behavior. It is unclear if students recognize theimportance of professional behavior. To combat this trend, we sought to encourage students tothink about their own behavior and learning by emphasizing academic and professionalgoal-setting and monitoring progress towards goals. In our required undergraduate environmentalengineering course, we tasked students with setting multiple goals related to their academicperformance (e.g., I’d like to earn an A), course content to learn (e.g., drinking water,remediation), and their professional skills (e.g., build relationships with instructional staff).Students reflected on these goals and their progress toward them
- Conference Session
- ERM Technical Session: Developing Engineering Competencies II
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Laura Harriss; Ian McGill; Elizabeth Gray; Aparajita Jaiswal, CILMAR Purdue University; Sakhi Aggrawal, Purdue University at West Lafayette (PPI)
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
tothis skill as it allows individuals to consider different people’s viewpoints. While perspective-taking is recognized as crucial for effective human interaction and conflict resolution, thereremains a gap in understanding how to effectively teach and assess these skills in highereducation settings. The goal of the study is to understand the perspective-taking abilities ofundergraduate students and inform curriculum enhancements to help students develop suchabilities.Methods: The study employed a case study approach to analyze reflections from 15undergraduate students enrolled in an honors course at a large midwestern university. Followingthe completion of a communication module, students wrote 200-word reflections on their keylearnings. A four
- Conference Session
- Self-Regulation and Learning
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Taiwo Raphael Feyijimi, University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; ISAAC DAMILARE DUNMOYE, Engineering Education and Transformation Institute, College of Engineering, University of Georgia, Athens, GA, USA; Nathaniel Hunsu, University of Georgia
- Tagged Divisions
- Educational Research and Methods Division (ERM)
,unguided reflections on their performance, level of knowledge, skill, and understanding toimprove the effectiveness and quality of their learning. However, little is known about howstudents' reflections, motivation and self-directed learning are related within engineering context.In this study, data from the students' responses to surveys were analyzed to determine theassociation among the variables of interest. The calculated Pearson correlation coefficient fromthe data shows that self-assessment components of self-reflection, positive perception of self-assessment, and intrinsic motivation have strong significant correlations. Both motivationvariables of task value and control belief have a medium to high correlation with the self-assessment
- Conference Session
- ERM Technical Session: A Focus on Faculty Experiences & Perceptions
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jasmine A Smith, University of Florida; Jeremy A. Magruder Waisome, University of Florida
- Tagged Divisions
- Educational Research and Methods Division (ERM)
]. In mentoring relationships, particularly those in STEMM, it is required that thoseengaged in the mentoring relationships engage in some level of self-reflection if the mentorshipis going to be effective [4]. However, self-awareness as a concept is often vaguely presented byusing verbiage such as “practice self-reflection”, “engage in introspection”, and “understandyour goals, motivations, and shortcomings”, all of which describe aspects of the self-awarenessprocess [2]. Because self-reflection is just one aspect of “becoming self-aware”, mentors andmentees can still have limited self-awareness if there is no insight or new knowledge gainedfrom their reflection practices. For engineering graduate students experiencing a decline in theirmental
- Conference Session
- ERM WIP IV: Examining Undergraduate Recruitment & Retention
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Alexandra Mary Jackson, Rowan University; Justin Charles Major, Rowan University; Rachel Burch, Rowan University; Patricia Lynn Hurley, University of Delaware
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
thatanother engineer could use to help them with their mental health, 2) four short-form lessonsregarding mental health concepts, and 3) individual reflections those mental health concepts. Atfour intervals, students took a survey based on an existing mental health survey with strongvalidity evidence, where we gathered data on students' responses to the intervention.Quantitative analysis used MANOVA and Multivariate Kruskall-Wallis comparison tests ofstudents' factor scores. We found that student stress slightly decreased and student sense ofsupport slightly increased. The qualitative analysis examined students' reflections thematicallyand found that although many students expressed having concerns about their mental health atthe start of the project
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 21
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Aparajita Jaiswal, Purdue University ; Paul J. Thomas, Purdue University; Owura Kuffuor, Purdue University
- Tagged Topics
- Diversity
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- Educational Research and Methods Division (ERM)
) rubricsproposed by The Association of American Colleges and Universities (AAC&U) were used tointegrate the intercultural component into the course. We describe the pedagogical design of thecourse, training sessions, role of teaching assistants, online modules, and reflection activities thathelped students to become cognizant of intercultural competence. The guiding research questionsfor our study are: i) How do first-year cyber security students self-identify in terms ofintercultural competence? ii) What is the nature and strength of the relationships betweendifferent dimensions of intercultural competence as measured by the ASKS2 Scale among first-year cybersecurity students? iii) What are the perceptions of students regarding the
- Conference Session
- ERM Technical Session: Strategies for Student Support
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Jenny Tilsen, Bucknell University; Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Robert M Nickel, Bucknell University
- Tagged Topics
- Diversity
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- Educational Research and Methods Division (ERM)
of engineering, requires a reorganization of how learning environments are designed and how engineering programs and faculty evaluate how learning occurs. he need to prepare students to work on socio-technical issues is better reflective of how theyTwill be working as an engineer and the types of 21st century problems that are currently in need of attention[1]. Global-scale, complex, socio-technical problems are often referred to as convergent problems in the field of engineering[2]. A key characteristic of convergent problems is that they are not well addressed by traditional approaches, because they require the sharing and application of ideas and methods across multiple disciplines and partners in
- Conference Session
- ERM Technical Session: Broadening Methodological Impacts
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Volpe PhD, EIT, LEED-GA, University of Florida; Denise Rutledge Simmons P.E., University of Florida
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
hierarchies.This paper describes a research design that integrates participant-centered methods such asnarrative inquiry, reflective journaling, and member-checking to ensure participants’ experiencesare authentically captured and interpreted. Additionally, the design includes interviews withparticipants’ self-identified mentors to provide a holistic view of the mentorship dynamics thatsupport early-career success. By situating the research design within NSF’s broader mission todiversify STEM fields, this paper serves as a foundational resource for researchers committed toconducting inclusive, asset-based studies that advance equity in engineering education andpractice.Importantly, this paper does not present empirical findings; instead, it is a detailed
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 15
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Dave Mawer, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York; Lisa Retzlaff, North Carolina State University; Laine Schrewe, Otterbein University; Scott Ferguson, North Carolina State University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
Paper ID #43214An Emerging Methodological Toolkit to Support Design of Problem-BasedLearning Environments: Connecting Problem Characteristics and KnowledgeTypesDave Mawer, University at Buffalo, The State University of New YorkDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection
- Conference Session
- ERM Technical Session: A Focus on Faculty Experiences & Perceptions
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yonghee Lee, University of Illinois at Urbana-Champaign; Jay Mann, University of Illinois Urbana-Champaign; Chris Migotsky, University of Illinois at Urbana - Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
].Faculty communities of practice provide a promising pathway for addressing these systemicissues by creating collaborative spaces where educators can share practices, develop innovativeteaching strategies, and reflect on their professional growth. Unlike short-term professionaldevelopment programs, CoPs foster sustained, peer-driven collaboration that empowersfaculty to align their teaching practices with their values, overcome institutional challenges,and contribute to inclusive learning environments. Research highlights the transformativepotential of CoPs in fostering long-term change, particularly by focusing on faculty beliefs,values, and institutional cultures rather than short-term interventions [3]. For example, CoPscan help redefine
- Conference Session
- ERM Technical Session: Developing Engineering Competencies I
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Euan Lindsay, Aalborg University
- Tagged Topics
- Diversity
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- Educational Research and Methods Division (ERM)
being digital in nature.All degrees at the Faculty of Engineering and Science (ENG) and The Technical Faculty of ITand Design (TECH) at Aalborg University currently incorporate a PBL Competency profile as acompulsory exercise for all students in the second semester of their Masters study. Theseprofiles are intended as a reflective exercise for the students; they are also designed to assiststudents in communicating their overall competence while searching for internships and graduateemployment.The profiles are structured around the Aalborg PBL Competency Framework. This frameworkcontains 48 individual competencies, grouped into four categories: meta-reflective, problem-oriented, interpersonal, and structural. Students are free to choose which of
- Conference Session
- ERM Technical Session: Developing Engineering Competencies I
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Olivia Ryan, Virginia Polytechnic Institute and State University; Katherine Drinkwater, Virginia Polytechnic Institute and State University; Susan Sajadi, Virginia Polytechnic Institute and State University; Mark Vincent Huerta, Virginia Polytechnic Institute and State University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
literacy isappreciating feedback. ur recent work has demonstrated the feasibility of utilizing generative AI to create summarized,Opersonalized feedback reports for all students in an engineering PBL class based on written comments from their teammates.We have found thatgenerative AI significantly improves the quality of peer feedback students receive by making it more constructive and actionable. Our broader work examines the impact of AI-summarized feedback reports on the various elements of feedback literacy by analyzing student reflection data. This research brief will focus on the appreciating feedbackconstruct, specifically as itpertains to how students appreciate the use of generative AI for the
- Conference Session
- Self-Regulation and Learning
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Sakhi Aggrawal, Purdue University; Alejandra J. Magana, Purdue University at West Lafayette (COE)
- Tagged Divisions
- Educational Research and Methods Division (ERM)
self-regulatedlearning skills.Purpose: The study was designed to gather insights into the students’ experience with theresearch course and understand what self-regulated learning skills they developed as part of thislearning experience. Specifically, the study examines “What are students' perceptions of the roleof self-regulated learning and project management skills in the context of their researchproject?”Methods: The study was conducted in a senior-level undergraduate course offered at a large mid-western university. The course focused on project management, research skills, and mentorshipin the context of a research project. Data were collected through guided student reflections at theend of the semester and analyzed thematically according
- Conference Session
- Educational Research and Methods Division (ERM) Technical Session 17
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Sakhi Aggrawal, Purdue University ; Alejandra J. Magana, Purdue University
- Tagged Divisions
- Educational Research and Methods Division (ERM)
developing feedback literacy. The framework also draws from Nicol and Macfarlane-Dick's [20] principles of good feedback practice, emphasizing the role of peer and self-assessment in feedback processes. In the context of Scrum, this dimension reflects the framework's collaborative nature, where feedback sources are not limited to the traditional instructor-student dynamic but include peers and self-reflection [22]. 2. Feedback Timing: Timeliness in feedback is highlighted by Hattie and Timperley's [19] model of effective feedback, which emphasizes the importance of immediate feedback in learning processes. This aspect is mirrored in the Scrum methodology, where regular sprint reviews and retrospectives [23] provide
- Conference Session
- ERM Technical Session: Equity & Accessibility in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Vignesh Subbian, The University of Arizona; Gimantha N Perera, The University of Arizona; Ann Shivers-McNair, University of Arizona; Francesca Lopez; Hannah Budinoff, The University of Arizona
- Tagged Topics
- Diversity
- Tagged Divisions
- Educational Research and Methods Division (ERM)
; advocating for equity in professional spaces) have shaped the educator’s academic journey and how they navigated these challenges. • Provide opportunities for students to reflect on their desired and actual growth in any technical, teamwork, or interpersonal skills throughout the semester. Where is critical priming applicable? Critical priming may be especially helpful in team-based design courses or multidisciplinary projects where understanding the impact of social factors is critical. It may be best introduced early in the team-based project when a project topic is introduced to support problem framing and requirements elicitation. For stereotype threat specifically, critical priming may also be useful before exams or project