Publications

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

PEER REVIEWED JOURNAL ARTICLES

Kramer, A.*, Kajfez, R. L., Dringenberg, E. (2024). Ways of Being Smart in Engineering: Beliefs, Values, and Introductory Engineering Experiences. International Journal of Engineering Pedagogy. 14(1), 129-148. https://doi.org/10.3991/ijep.v14i1.41633  

Kramer, A.*, Leonard, A.*, Desing, R., Dringenberg, E. (2024). Beliefs in engineering education research: A state of practice systematic review for studying beliefs beyond the most popular constructs. Journal of Engineering Education. Published online. https://doi.org/10.1002/jee.20583 

Kramer, A.*, Kajfez, R. L., Dringenberg, E. (Forthcoming). Ways of Being Smart in Engineering: Beliefs, Values, and Introductory Engineering Experiences. International Journal of Engineering Pedagogy. 

Braaten, B., Dringenberg, E., Kramer, A.*, Kajfez, R. (2023). You’re an Engineer? You must be really smart! A theoretical discussion of the need to integrate “smart” into engineering identity research. Studies in Engineering Education. 4(2), 23-37. https://doi.org/10.21061/see.86  

Guanes, G.*, Leonard, A*., Dringenberg, E., (2023). Undergraduate students’ espoused beliefs about different approaches to engineering design decisions. Journal of Engineering Education. 112(4). https://doi.org/10.1002/jee.20544

Kramer, A.*, Ruffin, D., Morris, C.**, Dringenberg, E. (2023). An intervention to promote growth mindset and STEM self-efficacy of high school students: exploring the complexity of beliefs. Journal of Pre-College Engineering Education Research. 13(1). Article 1. https://doi.org/10.7771/2157-9288.1355 

Leonard, A.*, Guanes, G.*, Dringenberg, E., (2023). Undergraduate students’ beliefs about diverse approaches to making engineering design decisions: Exploring change during a capstone course. International Journal of Technology and Design Education. 33, 1959-1989. https://doi.org/10.1007/s10798-022-09802-w

Dringenberg, E., Kramer, A.* Betz, A.R. (2022). Smartness in engineering education: Beliefs of undergraduate engineering students. Journal of Engineering Education, 111(3), 575-594. https://doi.org/10.1002/jee.20463
Note: this paper won the Editor’s Choice Award for July 2022 issue in field’s top disciplinary journal

Delaine, D., Desing, R., Wang, L.*, Dringenberg, E., Walther, J. (2021). Identifying and disrupting problematic implicit beliefs about engineering held by students in service-learning. International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship, 16(2), 14-38. https://doi.org/10.24908/ijsle.v16i2.14747
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Dringenberg, E., Guanes, G.*, Leonard, A.* (2021). Student and faculty beliefs about diverse approaches to engineering design decisions. Studies in Engineering Education, 2(2), 78-95. http://doi.org/10.21061/see.70

Guanes, G.*, Wang, J.*, Delaine, D., Dringenberg, E. (2021). Empathic approaches in engineering capstone design: Student beliefs and reported behaviour. European Journal of Engineering Education. 47(3), 429-445. https://doi.org/10.1080/03043797.2021.1927989

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. Chemical Engineering Education, 54(1), 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), 245-262. https://doi.org/10.1615/JWomenMinorScienEng.2020026324

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), 1052-1063.

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), 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), 1-17. https://doi.org/10.14434/josotl.v19i4.24158

Dringenberg, E., Purzer, Ş. (2018). First-year engineering students’ experiences working on ill-structured problems in teams. Journal of Engineering Education, 107(3), 442-467. https://doi.org/10.1002/jee.20220
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

Wallwey, C., Kramer, K. Kajfez, R., Dringenberg, E., (2023). Findings and Implications of an Exploration into Smartness in Engineering. In American Society for Engineering Education Annual Conference and Exposition, Baltimore, MD. 

Stransky, J.*, Ritz, C.*, Bodnar, C.A., Dringenberg, E., Miskioglu, E., (2023). Students use their lived experiences to justify their beliefs about how they will approach process safety judgements. In American Society for Engineering Education Annual Conference and Exposition, Baltimore, MD.

Ritz, C.*, Stransky, J.*, Bodnar, C.A., Dringenberg, E., Miskioglu, E., (2023). Criteria Conundrum: Engineering Students’ Beliefs about the Role of Competing Criteria in Process Safety Judgements. In American Society for Engineering Education Annual Conference and Exposition, Baltimore, MD. 
Kramer, A.*, Li, Y**., Braaten, B., Kajfez, R., Dringenberg, E. (2022). Engaging undergraduate researchers: Contextualizing beliefs and identities about smartness in engineering. In American Society for Engineering Education Annual Conference and Exposition, Minneapolis, MN.
 
Stransky, J.*, Ritz, C.*, Bodnar, C., Dringenberg, E., Miskioglu, E. (2022) MIND THE GAP!...between engineers’ process safety beliefs and behaviors. In the American Society for Engineering Education Annual Conference and Exposition, Minneapolis, MN.
 
Delpech, M.*, Dringenberg, E., Wallace, L.** (2022). Surfacing deeply-held beliefs about gender- and race-based minoritization in engineering: Emerging insights after two years focused on data collection. In the American Society for Engineering Education Annual Conference and Exposition, Minneapolis, MN.
 
Kramer, A.*,Braaten, B., Kajfez, R., Dringenberg, E. (2021). Who’s smarter? Beliefs about smartness and self-identities across institutionalized educational pathways into engineering. In the American Society for Engineering Education Annual Conference and Exposition, Virtual.
 
Grifski, J.*, Delpech, D.*, Dringenberg, E. (2021). Thinking as argument: A methodological framework for surfacing deeply-held beliefs in engineering. In 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. In the Collaborative Network for Engineering and Computing Diversity Annual Conference, Crystal City, VA.
 
Kramer, A.*, Dringenberg, E., Kajfez, R. L. (2020). Development and refinement of interview protocol to study engineering students’ beliefs and identities. In the American Society for Engineering Education Annual Conference and Exposition, Montréal, Canada.
 
Morris, C.**, Ramaswami, A.**, Kramer, A.*, Dringenberg, E. (2019). A preliminary study of how undergraduate engineering students describe intelligence and smartness. In 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. In 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. In 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. In 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. In the American Society for Engineering Education Annual Conference and Exposition, Tampa, FL.
 
Adams, A.*, Dringenberg, E., Betz, A. R. (2019). Preliminary findings on students’ beliefs about intelligence. In the American Society for Engineering Education Annual Conference and Exposition, Tampa, FL.
 
Carroll, T.*, Kramer, A.*, Dringenberg, E. (2019). Construction of intelligence in engineering: A gatekeeper to diversity and inclusion. In 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. In 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. In 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. In 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. In the American Society for Engineering Education Annual Conference and Exposition, Salt Lake City, UT.
 
Feldhausen, T.*, Babin, B., Dringenberg, E. (2017). Connected mechanical engineering curriculum through a fundamental learning integration platform. In the American Society for Engineering Education Annual Conference and Exposition, Columbus, Ohio.
 
Vesper, M., Dringenberg, E. (2017). The implementation and preliminary impact of intrusive advising and an academic peer-mentoring program for engineering students. In the American Society for Engineering Education Midwest Regional Conference, Manhattan, KS.
 
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. In the American Society for Engineering Education Annual Conference and Exposition, New Orleans, LA.
 
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? In the American Society for Engineering Education Annual Conference and Exposition, Seattle, WA.
 
Chua, M., Dringenberg, E. (2014). Work In progress: The quest for the mythical phoenix: Attendee narratives at an engineering education faculty workshop. In the Frontiers in Education Annual Conference, Madrid, Spain.
 
Dringenberg, E., Chua, M. (2014). What can reflections from an "Innovation in engineering education" workshop teach workshop designers and new faculty? In the American Society for Engineering Education Annual Conference and Exposition, Indianapolis, IN.
 
Dringenberg, E. (2014). First year students’ understanding of normal distributions: A preliminary study of previous exposure, Self-efficacy and content knowledge. In the American Society for Engineering Education IL-IN Regional Conference, Terre Haute, IN.
 
Denick, D., Dringenberg, E., Fayyaz, F., Nelson, L., Pitterson, N., Tolbert, D., Yatchmeneff, M., Cardella, M. (2013). STEM thinking in informal environments: Integration and recommendations for formal settings. In the American Society for Engineering Education IL-IN Regional Conference, Angola, IN.
 
Dringenberg, E., Wertz, R. E. H., Purzer, Ş., Strobel, J. (2012). Development of the science and engineering classroom learning observation protocol. In Proceedings of the American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX.
 
Dringenberg, E., Wiener, J., Purzer, Ş., Groh, J. (2012). Measuring the impact of engineering outreach on middle school students’ perceptions. In the American Society for Engineering Education IL-IN Regional Conference, Valparaiso, IN.
 
Mondisa, J., Fila, N., Dringenberg, E., Zephirin, T. (2012). Work in progress: A case study of the types and frequencies of conflict in engineering design dyads. In the Frontiers in Education Annual Conference, 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. (February 2024). Qualitative Research. Invited guest lecturer for Aviation Capstone: Aviation Engineering Course, College of Engineering, Ohio State University. 

Dringenberg, E. (September 2023). Qualitative Research. Invited guest lecturer for Aviation Capstone: Aviation Engineering Course, College of Engineering, Ohio State University. 

Guanes Melgarejo, G., Dringenberg, E. (August 2023). Why DEIJ and how to enact it as a faculty/postdoc/lecturer? Invited guest for Ohio State University new faculty orientation and training. 

Dringenberg, E. (April 2023). How we justify our beliefs about the cause of race-based inequities in engineering education. Invited guest for Research Seminar, Engineering Education Department, Virginia Polytechnic Institute and State University.

Dringenberg, E. (May 2022). Should we think of “smartness” as a verb instead of an adjective? Invited guest on Engineering Education Research Briefs podcast with Dr. Ruth Streveler, Professor of Engineering Education at Purdue University.
 
Dringenberg, E. (April 9, 2022). Smartness as an oppressive cultural practice in engineering education. Invited lecture for Workshop on Technology for Social Justice: Engineering Methods to Reduce Poverty, Racism, and Inequities. Ohio State, Virtual (COVID-19).
 
Dringenberg, E. (March 24, 2022). Understanding smartness as an oppressive cultural practice in engineering education. Invited speaker for Purdue University School of Engineering Education Research Seminar.
 
Dringenberg, E., (March 23, 2022). Smartness in Engineering Education. Invited talk for Florida International University Discipline-Based Educational Research seminar series, Virtual (COVID-19).
 
Lee, W., Burt, B., Dringenberg, E., Main, J. (February 23, 2022). CoNECD panel discussion among CAREER awardees. Invited panelist for panel during general session of 2022 Collaborative Network for Engineering and Computing Diversity Annual Conference, New Orleans, LA.
 
Dringenberg, E. (February 11, 2022). Understanding smartness as an oppressive cultural practice in engineering education. Invited research seminar for Ohio State Department of Engineering Education, Virtual (COVID-19).
 
Dringenberg, E. (November 16, 2021). Who gets recognized as smart? Race matters. Invited talk for the Worthington, Ohio Public Library series: Let’s Get (Un)comfortable: A social justice discussion, Virtual (COVID-19).

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.