Engineering education research often uses interview-based studies to develop critical theoretical findings for transforming engineering education and practice. However, researchers are often left with few practical tools to hone the craft of interviewing, especially for unscripted interactions or moments that go beyond predefined protocols. Here, we introduce a process-oriented tool designed to refine researchers' interviewing capabilities. By focusing on adaptability and reflexivity, this tool aims to elevate the quality of evaluative discussions between novice researchers and their mentors.

Becoming a professional is a core identity we develop as we fully mature. This identity is developed quickly as one progresses through college curricula, as this is likely the first major exposure an individual will have to the profession and its members. A well-developed professional identity correlates with many positive characteristics of successful students, such as high resilience and low anxiety. This work in progress presents initial results from an ongoing interpretive phenomenological analysis (IPA) on the experiences of computer science students developing their professional com-puter scientist identities. The individual discussed in this single case (n=l) analysis was a fifth-semester computer science major enrolled in an Rl, Southeastern, land-grant University. In this work, we discuss themes of his experience and the implications of connecting his story to his peers in the complete work.

Grounded theory is a well-accepted research methodology within engineering education research and regularly provides new insights contributing to the expansion of this field. The wide range of grounded theory usage and tradition allows researchers to implement grounded theory methods and methodologies in different ways depending on the needs of the research. This variety contributes to the richness of grounded theory and makes it a tool of value to engineering education researchers, but can also prove to be overwhelming and confusing to novice researchers new to the use of such methods and methodologies. This paper describes the experiences of a novice researcher in their process of implementing constructivist grounded theory as a methodology. This methods paper is developed within a larger qualitative study aiming to gain better understanding engineering student's motivation to engage in design activity within the context of a capstone course project. This paper will consider the various methodological implications of engaging with grounded theory, specifically how these often-tacit implications can be a challenge to a novice researcher. Examples of processes such as developing a semi-structured interview protocol, conducting in-depth interviews, and initially coding data will be expanded upon to reflect the researcher's experiences and thought processes when learning about and implementing this new methodology. Research quality, specifically research quality in qualitative research will be discussed and introduce important considerations such as researcher positionality and sensitizing concepts when engaging with constructivist grounded theory. We will use the initial interviews of three mechanical engineering student participants as the basis for our process description. Initial findings emerging from the initial coding of these interviews will be presented and discussed. By transparently sharing our experiences with grounded theory, we hope to make apparent some of the subtleties associated with such methodology and assist other novice researchers in their journey conducting grounded theory research.

Engineering education research heavily relies on qualitative studies that utilize interview-based approaches. The quality and depth of knowledge derived from these studies depend heavily on the craft of conducting interviews, a facet often overlooked in prior work on qualitative methods. This special session aims to address this gap by guiding engineering education researchers in honing their interviewing skills for qualitative research. Participants will learn best practices for developing interview protocols, creating an accessible environment, and capturing high-quality data. Through case studies and hands-on activities, attendees will gain confidence in moderating conversations, improving data collection, and enhancing their overall skillset. This session provides an opportunity for researchers interested in qualitative research and scholarly educators to deepen their understanding of conducting meaningful interviews. By bridging the gap between the importance of qualitative studies and the need for skilled interviewers, we aim to contribute to the advancement of engineering education research.

In this special session, we invite participants to identify how they might be interacting with cultures of anti-Blackness of engineering education environments through the potent experience of racial shame. The facilitators, informed by the respective backgrounds in anti-racism and professional shame, guide the participants through an interactive series of activities that inspire reflective thinking and, more importantly, a commitment to act to bolster justice and equity in engineering education cultures.

In this workshop, we introduce participants to the tacit and often hidden skills of doing interpretative phenomenological analysis (IPA) to understand lived experience in engineering education. With the growth of IPA research in engineering education, this workshop will sharpen the skills of participants who come with experience in qualitative research and provide practical guidance to participants who may be novices to qualitative research. The workshop is characterized by an interactive style, in which participants collectively analyze a transcript excerpt from an interview with an engineering student regarding their experience of shame. To strengthen the translation of the workshop, the session is intentionally facilitated by both an expert in conducting IPA research and a highly trained engineer who is at the beginning stages of doing IPA.

In this special session, we seek to cultivate an understanding of the phenomenon of professional shame, a painful emotional state that occurs when we fail to meet perceived identity-relevant expectations in our professional domains. We particularly work with attendees to examine instances of professional shame that arise in the context of teacher-student relationships within engineering programs. How might our interactions with students facilitate professional shame experiences, both for our students and ourselves? How can we advance well-being when we inevitably encounter these emotional experiences, both for our students and ourselves? By the end of this special session, attendees will have a nascent understanding of the concept of professional shame and be able to apply strategies to advance well-being when they experience this painful emotion.

This special session invites scholarly educators and engineering education researchers to learn about nascent research and innovative practice possibilities related to emotions in engineering education. Through an interactive session, facilitators will guide participants into developing their own thinking in relation to how emotions can shed novel insight on innovative teaching solutions and educational research. We have designed the special session to catalyze community around this topical interest for both education researchers and scholarly educators.

This Work-in-Progress research paper describes preliminary work on a research agenda for emotions in engineering education. Emotions play an important role for teaching and learning in engineering education, but research on the topic is scarce. To spur research in this area, the authors participate in an international collaboration that aims to map existing research, identify questions that are under-researched, and outline important questions for future research on emotions in engineering education. In this paper, we describe preliminary work that has been done in preparation of an international symposium during which a first draft of the research agenda on emotions in engineering education will be developed. At FIE 2020, we will present both this preparatory work and the agenda itself.

This full research paper presents the findings of an interpretative phenomenological analysis (IPA) study of a student's experience of shame in an engineering program. Our overarching research question is: How do students from underrepresented gender and racial backgrounds psychologically experience shame in the context of engineering education? This paper presents the findings from the IPA study of an American Indian, female student who majored in computer engineering at a faith-based, teaching-focused university. We carefully delineate her experience in order to maximize her voice throughout the findings. The findings demonstrate that the participant, pseudonym Mano, interprets current events within her engineering experience in relation to messages and events associated with her community prior to entering the space. As she begins to process, she experiences the phenomenon of shame and begins to question her belonging in engineering. However, Mano's education is also impacted by messages that empower her to persist as a minority. From this perspective, she makes choices to be a representative and advocate for other underrepresented minority students. Mano's case presents a powerful example of the experience of a minority student within engineering and the underlying structures that shape the path that she had to navigate in order to be an engineer.

In this full research paper, we bring into focus the interplay of conformity to masculine social norms and demographic characteristics (i.e., gender, race/ethnicity, institutional settings) among undergraduate engineering students in the United States. We approached this study with an exploratory, non-experimental design that involved examining patterns of relationship between the conformity to masculine social norms and demographic characteristics of respondents. Our data were obtained from of survey responses by engineering students (n=128) in first-year general engineering courses at three universities in the Southeastern United States. We operationalized conformity to masculine social norms using the Conformity to Masculinity Social Norms Inventory (CMNI-22). Our results revealed moderate to low conformity to masculine social norms among engineering students in first-year general engineering courses. Overall, student demographic characteristics appeared to have weak to limited influence on levels of conformity. However, the institutional setting interacted significantly with both gender and race/ethnicity such that male students at the public research university setting and white students in the same setting reported significantly higher levels of conformity to masculine social norms than students in other demographic categories. We discuss these findings as they enrich understanding about how institutional contexts might affect gendered social norms related to engineering professional formation.

Service-learning (SL) requires practitioners and researchers to build long-term relationships with institutions of higher education, community organizations, and funding agencies. This often requires managing complex needs and developing the skill set to address issues as they arise. This session intends to bring dialog to the integration of service learning in courses, developing partnerships, conducting research and securing funding. The panel will draw upon personal experiences as service-learning practitioners and researchers, and provide an opportunity for reflection and dialog amongst participants.

In this work-in-progress paper, we synthesize research from psychology, sociology, and engineering education, in order to consider the presence of masculine social norms in engineering. According to prior work, social norms represent collective expectations that are socially constructed by majority social groups about the proper role and conduct of different groups in society. Social norms related to masculinity are often associated with emotional regulation, the exertion of significant dominance over others, and the desire to win. Unfortunately, the social pressure to conform to traditional ideologies of masculinity has been shown to adversely affect individual's help seeking behaviors, sexual health, and self-esteem. In the interest of gaining a better understanding and promoting inclusivity in the culture of engineering degree programs, we explore in this paper how these collective expectations may be particularly relevant in the context of engineering - a field often critiqued as being governed by masculine norms.

Individual experiences of inclusion or exclusion are increasingly recognized for their relevance in relation to attracting and retaining diverse students in engineering programs. Referring to this emerging body of work, this article explores the emotion of shame as a psychological and sociological construct that might underpin student experiences of inclusion, exclusion, or belonging in engineering majors. To begin unpacking this underexplored concept in the engineering context, we draw on literature from psychology that conceptualizes shame as a construct of emotion with dynamics that greatly affect an individual's perceived experience. We also examine sociological perspectives on shame that attend to how this emotion exists in an intersubjective reality between an individual and his or her social context. Finally, we review the sparse literature in engineering education that explicitly mentions shame and examine a larger body of literature that suggests how engineering student experiences that can be understood as phenomena related shame. This survey of the literature points to the importance of considering shame in engineering education and, in its synthesis, provides the theoretical basis for future empirical studies.

This special session invites academic researchers to temporarily adopt the commitments of interpretative phenomenological analysis (IPA) in order to gain insight into psychological experiences in engineering education research. In this session, we will introduce participants to IPA as a methodology that is committed to understanding the lived experience of particular phenomenon while also recognizing that the researcher plays an interpretive role in generating such understanding. The participants will gain an introduction to doing IPA to systematically interpret a transcript through multiple iterations of understanding a text. This experiential learning session will be vibrant with focused activities of conducting qualitative analysis and reflecting on the process. Additionally, we will connect the intentional, analytic processes that are practiced to more holistic principles related to quality in interpretive engineering education research. The expected outcome of this session is that participants will have a robust foundation to begin or advance their inquiries using IPA or other forms of qualitative research.

This paper details the transition of one researcher in his journey from attending to the methods of research to identifying and enacting the methodology of interpretative phenomenological analysis (IPA). In the backdrop of this paper is a larger qualitative study that is employing IPA to understand a rich picture of how engineering student become engineers, particularly by attending to the fuzzy boundaries between technical and social features of this identity. To ground the discussion of the paper, we draw on a transcript from a single interview in this study conducted with Kevin, a graduating mechanical engineer. We transparently share a reflexive account of conducting IPA research in order to introduce IPA as an excellent research tool for open areas of engineering education research. Further, our goals are to instill confidence in novice qualitative researchers as they embark on the arduous but rewarding path of conducting engineering education research using qualitative methods.

Prior research has demonstrated that traditional academic pathways tend to provide engineering students with a predominantly technical sense of professional identity. We respond to this research by investigating how a non-traditional pathway, marked by a large service-learning program, engenders a sense of engineering identity. We approach this investigation using a thematic analysis and are currently developing themes related to how alumni/ae of this program construct their engineering selves. We are currently in the early stages of analysis and will present the elaborated themes at the conference.

Engineering educators daily negotiate the formidable task of developing the twenty-first century engineer's competence to enter and thrive in the workplace. With this focus, many have conducted investigations into both what defines such professional competence and how such competence forms within students. In this investigation, we study how professional competence has developed among alumni of Engineering Projects in Community Service (EPICS), as understood through their retrospective perceptions. We are conducting a mixed methods study in order to understand competence development, and this paper presents the design and administration of a survey questionnaire that is informing the qualitative portion of the study. Findings from both aspects of the study will be presented at the conference.

Over the last decade, a growing number of initiatives have emerged to provide engineering students, faculty, and professionals with opportunities to work on service-oriented projects in developing contexts. And while these courses and programs provide needed resources and services to communities in far-flung locations, they also pose unique challenges and difficulties. For example, projects of this type often require knowledge, skills, and attitudes that are not typically covered in traditional engineering courses nor possessed by many faculty. Additionally, there is growing recognition regarding the need to predict and evaluate the full range of impacts that student projects have on partner communities - both positive and negative. This panel engages these kinds of challenges by bringing together a group of individuals with extensive experience preparing engineering students for project work in developing contexts. In addition to representing programs at four institutions (Colorado School of Mines, Michigan Technological University, Purdue University, and Worcester Polytechnic Institute), the presenters are involved with a host of related national and international initiatives. Each panelist will give an overview of their efforts, with particular emphasis on observed successes and failures, conceptual hurdles faced by students and professionals, pedagogical approaches employed, and most useful resources. The primary audience for this panel includes faculty, staff, and students who lead, support, and/or study global service learning. To enable a more engaging, interactive, and productive session, ample time will be provided to allow attendees to describe their own experiences, share resources, and pose questions. The primary intent of the panel is to help university students, faculty, and staff be more effective when undertaking engineering work in developing contexts. including by promoting scholarly community and collaboration, sharing resources, and seeding new research initiatives.