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Selected Publications

In Process

McChesney, E. T., Díaz, C., Dorvé-Lewis, G., & DeAngelo, L.(in preparation). The dynamics of gender salience in engineering: Unpacking effects in the field. Journal of Engineering Education.

McChesney, E. T., Weng, Y.-H., Selznick, B., Winkler, C., & Mayhew, M. J. (in preparation). Effects of an interdisciplinary STEM Ph.D. program on innovation capacity development. Innovative Higher Education.

Preprint available here.

McChesney, E. T., Dorvé-Lewis, G., Díaz, C., & DeAngelo, L. (in preparation). Predictors and downstream effects of racial salience in genetics classrooms. Journal of Diversity in Higher Education.

McChesney, E. T., Schunn, C. D. DeAngelo, L., McGreevy, E., & Forster, R. (in preparation). Spaces of learning engagement: Shaping science identity, self-efficacy, and disciplinary fascination in STEM. Research in Higher Education.

McChesney, E. T., Schunn, C. D. DeAngelo, L., McGreevy, E., & Forster, R. (under review). Where to behave, when to think, and how to feel: An expanded model of learning engagement and its relationship to the components of academic performance. Contemporary Educational Psychology.

McChesney, E. T., Schunn, C., Dorvé-Lewis, G., & DeAngelo, L. (under review). The space-based nature of behavioral and cognitive engagement in STEM learning. Studies in Higher Education.

Bahnson, M., Godwin, A., Schunn, C. D., McChesney, E. T., & DeAngelo, L. (under review). Exploring the role of help-seeking beliefs in belonging and retention in engineering pathways. Social Psychology of Education.

2024

Bahnson, M., McChesney, E. T., DeAngelo, L., & Godwin, A. (2024). Changing classroom ecology to support continued engineering enrollment. Trends in Higher Education 3(2), 423-436. https://doi.org/10.3390/higheredu3020025

Godwin, A., Perkins, H., DeAngelo, L., McChesney, E. T., Kaufman-Ortiz, K., Dorvè-Lewis, G., & Conrique, B. (2024). Belonging in engineering for Black, Latinx, and Indigenous students: Promising results from an educational intervention in an introductory programming course. IEEE Transactions on Education 67(1), 56-64. https://doi.org/10.1109/TE.2023.3312628

Godwin, A., Perkins, H., DeAngelo, L., McChesney, E. T., Kaufman-Ortiz, K., Dorvè-Lewis, G., & Conrique, B. (2024). Belonging in engineering for Black, Latinx, and Indigenous students: Promising results from an educational intervention in an introductory programming course. IEEE Transactions on Education 67(1), 56-64. https://doi.org/10.1109/TE.2023.3312628

2023

McChesney, E. T. & Mayhew, M. J. (2023). Examining the effects of first-year high-impact practices on student outcomes. In Kahu, E. & Biak, C. (Eds.), Research handbook on the student experience in higher education, (pp. 268-283). Edward Elgar Publishing. https://dx.doi.org/10.4337/9781802204193

Núñez, A. M., Mayhew, M. J., Shaheen, M., & McChesney, E. T. (2023). Critical quantitative intersectionality: Maximizing integrity in expanding tools and applications. In Young, M. & Deim, S. (Eds.), Handbook of critical education research, (pp. 430-451). Routledge. https://doi.org/10.4324/9781003141464

2022

Selznick, B. S., Mayhew, M. J., Zhang, L., & McChesney, E. T. (2022). Building women’s innovation capacities through undergraduate experiences. Research in Higher Education 63(4), 576-588. https://doi.org/10.1007/s11162-021-09659-3

Selznick, B. S., Mayhew, M. J., Winkler, C. E., & McChesney, E. T. (2022). Developing innovators during college: A longitudinal analysis. Frontiers in Higher Education (7). https://doi.org/10.3389/feduc.2022.854436

2021

Selznick, B. S., Mayhew, M. J., Zhang, L., & McChesney E. T. (2021). Creating an organizational culture in support of innovation education: A Canadian case study. Journal of College Student Development, 62(2), 219-235. https://doi.org/10.1353/csd.2021.0018

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