Publications

Student Coauthor Key: *Graduate Student, **Undergraduate Student

PEER REVIEWED JOURNAL ARTICLES

Guanes, G.*, Leonard, A.*, and Dringenberg, E. (In preparation). Undergraduate student beliefs about diverse forms of reasoning in engineering design decision making. For submission to Journal of Engineering Education.

Dringenberg, E., Kramer, A.* Betz, A.R. (In preparation). Smartness in Engineering Education: Student Beliefs and Experiences. For submission to Journal of Engineering Education.
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Dringenberg, E., Guanes, G.*, Leonard, A.* (Under Review). Beliefs about Diverse Approaches to Engineering Design Decisions: Students vs. Faculty. Research in Engineering Design.

Guanes, G.*, Wang, J.*, Delaine, D., Dringenberg, E. (Under Review). Role of Empathic Approaches in Capstone Design Decision Making. European Journal of Engineering Education.

Bodnar, C., Dringenberg, E., Butler, B.*, Burkey, D., Anastasio, D., Cooper, M (2020). Revealing the Decision-Making Processes of Chemical Engineering Students in Process Safety Contexts. Journal of Chemical Engineering Education. 54(1) p. 22-30.

Dringenberg, E., Baird, C., Spears, J., Heiman, S., Betz, A.R. (2020). The Influence of a Growth Mindset Intervention on Middle School Girls’ Beliefs about the Nature of Intelligence. Journal of Women and Minorities in Science and Engineering. 26(3) p. 245-262.

Dringenberg, E., Kramer, A.* (2019). The Influence of Both a Basic and In-Depth Introduction of Growth Mindset on First-Year Engineering Students’ Intelligence Beliefs. International Journal of Engineering Education, 35(4).

Dringenberg, E., Abell, A., Guanes, G* (2019). Decision Making in Engineering Capstone Design: Participants’ Reactions to a Workshop about Diverse Types of Reasoning. International Journal of Engineering Education. 35(6B) p. 1907-1917

Rubin, L. Dringenberg, E., Lane, J., Wefald, A. (2019). Faculty Beliefs about the Nature of Intelligence. Journal of the Scholarship of Teaching and Learning, 19(4).

Dringenberg, E., Purzer, Ş. (2018). First-Year Engineering Students’ Experiences Working on Ill-Structured Problems in Teams. Journal of Engineering Education. 107(3) p. 442-467. Note: This paper received honorable mention for the journal’s annual best-quality research award (Wickenden Award).

Fila, N. D., Hess, J. L., Purzer, Ş., & Dringenberg, E. (2016). Engineering Students’ Utilization of Empathy during a Non-Immersive Conceptual Design Task. International Journal of Engineering Education, 32(3B).

PAPERS IN PEER REVIEWED PROCEEDINGS

Grifski, J.*, Delpech, D.*, Dringenberg, E. (In preparation). Thinking as Argument: A Methodological Framework for Surfacing Deeply-Held Beliefs in Engineering. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Montréal, Canada.

Leonard, A.*, Guanes., G.*, Dringenberg, E. (In preparation). Exploring Change in Engineering Students’ Beliefs about Diverse Approaches to Decision-Making During Capstone Design Coursework. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Long Beach, CA.

Kramer, A.*, Dringenberg, E., Kajfez, R. L. (2020). Development and Refinement of Interview Protocol to Study Engineering Students’ Beliefs and Identities. Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Montréal, Canada.

Kramer, A.*, Dringenberg, E. (2021). Who is Smart? High School Science and Engineering Students’ Beliefs about Smartness. Proceedings of the Collaborative Network for Engineering and Computing Diversity Annual Conference. Crystal City, VA.

Morris, C.**, Ramaswami, A.**, Kramer, A.*, Dringenberg, E. (2019). A Preliminary Study of How Undergraduate Engineering Students Describe Intelligence and Smartness. Proceedings of the Frontiers in Education Annual Conference. Cincinnati, OH.

Kramer, A.*, Thanh, G.**, Dringenberg, E., Kajfez, R., Wallwey, C.* (2019). A Narrative-Style Exploration of Undergraduate Engineering students’ Beliefs about Smartness and Identity. Proceedings of the Frontiers in Education Annual Conference. Cincinnati, OH.

Christy, A., Johnson, T., Froyd, J., Grzybowski, D., Delaine, D., Dringenberg, E., Kecskemety, K., Kajfez, R., Casado, A., Kalish, A. (2019). Outcomes-Based Design of a New Graduate Program. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Tampa, FL.

Dringenberg, E., Kramer, A.*, Secules, S. (2019). Smartness in Engineering Culture: An Interdisciplinary Dialogue. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Tampa, FL.

Guanes, G.*, Dringenberg, E., (2019). Engineering Students’ Beliefs about Decision Making in Capstone Design: A revised Model for Informal Reasoning. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, Tampa, FL
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Adams, A.*, Dringenberg, E., Betz, A. R. (2019). Preliminary Findings on Students’ Beliefs about Intelligence. Presented at NSF Grantees Poster Session at the American Society for Engineering Education Annual Conference. Tampa, FL.

Carroll, T.*, Kramer, A.*, Dringenberg, E. (2019). Intelligence and Smartness in Engineering: A Gatekeeper to Diversity and Inclusion. Proceedings of the Collaborative Network for Engineering and Computing Diversity Annual Conference. Crystal City, VA.

Dringenberg, E., Kajfez, R. (2018). What Does it Mean to be Smart? A Narrative Approach to Exploring Complex Constructs. Proceedings of the Frontiers in Education Annual Conference, San Jose, CA.

Dringenberg, E., Abell, A. (2018). Characterizations and Portrayals of Intuition in Decision-Making: A Systematic Review of Management Literature to Inform Engineering Education. Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Salt Lake City, UT.

Dringenberg, E., Shermadou, A.*, Betz, A. (2018). Reactions from First-Year Engineering Students to an In-Depth Growth Mindset Intervention.  Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Salt Lake City, UT.

Adams, A.*, Betz, A., Dringenberg, E. (2018). Validation of an Interview Protocol to Understand Students’ Beliefs about Intelligence. Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Salt Lake City, UT.

Dringenberg, E., Wertz, R. E. H. (2016). Work in Progress: How Do First-Year Engineering Students Experience Ambiguity in Engineering Design Problems: The Development of a Self-Report Instrument. Proceedings of the American Society for Engineering Education Annual Conference and Exposition. New Orleans, LA.
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Dringenberg, E., Mendoza-Garcia, J. A., Tafur, M., Hsu, M., Fila, N. (2015). Using Phenomenography: What are Key Considerations when Selecting a Specific Research Approach? Proceedings of the American Society for Engineering Education Annual Conference and Exposition. Seattle, WA.

PEER REVIEWED CONFERENCE WORKSHOPS

Braaten, B.*, Kramer, A.*, Henderson, E.**, Kajfez, R.L., Dringenberg, E. (2020) Accessing Complex Constructs: Refining an Interview Protocol. Special Session at the Annual Frontiers in Education Conference. Virtual (COVID).

Dringenberg, E., Wertz, R. E. H., Atman, C., Cross, K., Miskioglu, E., Guanes, G*. (2019). Surfacing the Hidden Brain (System 1) in Engineering Education Teaching, Learning and Research. Special Session at the Annual Frontiers in Education Conference. Cincinnati, OH.

Dringenberg, E. & Abell, A. (June 2018). Developing Robust Forms of Reasoning for Engineering Decision-Making. Workshop presented at the Capstone Design Conference. Hosted by Rochester Institute of Technology. Rochester, NY.

Cox, M., Dringenberg, E., Kajfez, R. (January 2018). Integrating Engineering Education Research and Entrepreneurial Minded Learning in Undergraduate Engineering. Invited Workshop Session. KEEN National Conference. Dallas, TX.
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Zoltowski, C., Fila, N. D., Dringenberg, E. (2017). A Qualitative Approach to Understanding Variations in Experiences and its Relationship to Learning: An Introduction to Phenomenography. Special Session at the Annual Frontiers in Education Conference. Indianapolis, IN.
 

ACADEMIC SEMINARS AND PUBLIC PRESENTATIONS

Dringenberg, E & 5 other Panelists (November 30, 2020). The importance of social and institutional contexts of engineering for learning and persistence. Invited panelists at PI meeting for NSF ECR 2020 Investigator Meeting. Virtual panel (COVID-19).

Dringenberg, E. & Kramer, A. (November 5, 2020). Who is Smart? Educational Research on Smartness in Engineering. Invited talk at general body meeting for Ohio State Cognitive Science Club Student Group. Virtual webinar (COVID-19).

Dringenberg, E. (May 7, 2020). Research: Department of Engineering Education Research Related to Equity and Diversity in STEMM. Invited talk at 4th Annual Meeting for Diversity in STEMM at The Ohio State University. Virtual webinar (COVID-19).

Dringenberg, E. (July 2019). Engineering Education at The Ohio State University. Invited lecture at the National Institute of Technology, Suzuka College. Japan.

Dringenberg, E. (October 2018). Student beliefs in engineering: A vision for inclusive engineering culture. Invited lecture for Penn State Leonhard Center for Enhancement of Engineering Education. State College, PA.

Dringenberg, E., Betz, A. (June 3, 2016). Growth Mindset: How do your perceptions of intelligence help or hinder the teaching and learning environments that you create? Closing Plenary Session. Big XII Teaching and Learning Conference. Manhattan, KS.

Dringenberg, E. (February, 2016) Introduction to Implicit Bias. Guest lecture for the K-State Office for the Advancement of Women in Science and Engineering. Manhattan, KS.
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Dringenberg, E. (October, 2015) Recognizing Patterns in Gender Bias. Guest lecture for the Women in Engineering seminar at Kansas State University. Manhattan, KS.

BOOK CHAPTER

Purzer, Ş., Moore, T. J., Dringenberg, E. (2018).  Engineering Cognition:  A Process of Knowledge Acquisition and Application.  In Y. J. Dori & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education.  Springer.