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Selected Publications

In Process

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

DeAngelo, L., McChesney, E. T., Stone, B., Díaz, C., Dorvé-Lewis, G., & Tatone, K. (in preparation). What do engineering faculty consider when choosing to adopt an equity-focused social belonging intervention in their courses? A mixed methods investigation. Target journal: Journal of Engineering Education.

Stone, B., McChesney, E. T., DeAngelo, L., Díaz, C., & Dorvé-Lewis, G. (in preparation). The engineering identity development trajectories of women of color: A longitudinal phenomenological study. Target journal: Journal of College Student Development.

Binning, K., Schunn, C., DeAngelo, L., McChesney, E. T., McGreevy, E., Godwin, A., Cooper, C., Conrique, B., Elie, K., Dorvé-Lewis, G., & Toutkoshian, R. (in preparation). A psychologically-attuned icebreaker activity to increase peer collaboration in introductory macroeconomics. Target journal: Contemporary Educational Psychology.

2025

McChesney, E. T., Schunn, C., Dorvé-Lewis, G., Godwin, A., & DeAngelo, L. (2025). Reconceptualizing learning engagement: Evidence for a context-sensitive structure in STEM education. Frontiers in Psychology 16. https://doi.org/10.3389/fpsyg.2025.1649744.

McChesney, E. T., Weng, Y.-H., Selznick, B., Winkler, C., & Mayhew, M. J. (2025). Effects of an interdisciplinary STEM Ph.D. program on innovation capacity development. Innovative Higher Education. https://doi.org/10.1007/s10755-025-09848-3

McChesney, E. T., Schunn, C. D., DeAngelo, L., & McGreevy, E. (2025). Where to behave, when to think, and how to feel: The ABC+ model of learning engagement and its relationship to the components of academic performance. The International Journal of STEM Education, 12(31). https://doi.org/10.1186/s40594-025-00555-1

Bahnson, M., Godwin, A., Schunn, C., McChesney, E. T., & DeAngelo, L. (2025). Retention in engineering pathways: An ecological belonging intervention supports help-seeking and continued enrollment. International Journal of STEM Education, 12(1), 6. https://doi.org/10.1186/s40594-025-00530-w

Bahnson, M., Godwin, A., McChesney, E. T., DeAngelo, L. (in press). Team ability mindset disrupts programming self-efficacy in first-year engineering courses. Journal of Diversity in Higher Education.

Bahnson, M., McChesney, E. T., Cooper, C., Dorvé-Lewis, G., Godwin, A., Binning, K., & DeAngelo, L. (2025). Gender and race/ethnicity differences in predictors of course grade in a first-year engineering course and continued enrollment in engineering. Journal of Engineering Education, 114(3), e70007. https://doi.org/10.1002/jee.70007

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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