| 2024 | FIE | Understanding the Effect of Scaffolding on Introductory Ill-Defined Problems in Engineering Education. | Katelyn Churakos, Ella Markham, Jessica E. S. Swenson, Alice Nightingale |
| 2024 | FIE | WIP: "We Just Did That": Building Engineering Identity and Sense of Belonging Through Team Accomplishment in First-Year Design Projects. | Leah Maykish, Jessica E. S. Swenson, Eunsil Lee, Emma Treadway |
| 2024 | FIE | WIP: Engineering and Learning Affordances for Multilingual Learners in Elementary Classrooms. | Duncan Mullins, Jessica E. S. Swenson, Mary B. McVee |
| 2024 | FIE | Pre-Conference Workshop: Affect and Identity in Engineering Education: Understanding How Emotions, Feelings, and Values Shape our Students' Work and Contribute to Their Engineering Identity. | Jessica E. S. Swenson, Emma Treadway |
| 2022 | FIE | 'Do I Belong Here?': Persistence and Retention Implications of Engineering Belongingness and Identity in Academically At-Risk Populations. | Kathryn Doran, Jessica E. S. Swenson |
| 2022 | FIE | Investigating the Transferability of the Productive Beginnings of Engineering Judgment Framework from Interview Data to Group Discourse Data. | Chloe Kimberlin, Jack Perry, Aaron W. Johnson, Jessica E. S. Swenson |
| 2022 | FIE | Investigating the Connection Between Sense of Belonging and Academic Dishonesty. | Sean Mackay, Jessica E. S. Swenson |
| 2022 | FIE | Pre-Service Faculty Learning Processes and Teaching Approaches. | Duncan Mullins, Jessica E. S. Swenson, Karen Miel |
| 2022 | FIE | Reimagining faculty, student and community interactions in capstone: A synthesis of liberative pedagogies, citizen engineering and human-centered design. | Corey Schimpf, Jessica E. S. Swenson |
| 2021 | FIE | How Students Take Up Open-ended, Real World Problems. | Jessica E. S. Swenson, Krista Beranger, Aaron W. Johnson |
| 2021 | FIE | The Effect of Assignment Scaffolding on Engineering Judgement. | Jessica E. S. Swenson, Aaron W. Johnson, John Toftegaard |
| 2021 | FIE | Consideration for Scaffolding Open-ended Engineering Problems: Instructor Reflections after Three Years. | Jessica E. S. Swenson, Mary Rola, Aaron W. Johnson, Emma Treadway, Alice Nightingale, Hoda Koushyar, Jin Woo Lee, Kathryn Wingate |
| 2021 | FIE | 'Let Me See what I Could Do': Students' Epistemic Affect when Solving Open-ended, Real-world Problems. | Jessica E. S. Swenson, Emma Treadway, Krista Beranger, Aaron W. Johnson |
| 2020 | FIE | Assessing and Justifying the Reasonableness of Answers to Open-Ended Problems. | Jessica E. S. Swenson, Aaron W. Johnson, Mary Rola, Shigemitsu Suzuki |
| 2018 | FIE | Examination of Student Self-assessed Learning in a Project-based Freshman Robotics Course. | Susan Bitetti, Ethan Danahy, Jessica E. S. Swenson |
| 2016 | FIE | A case study of students' engagement in a control systems homework problem. | Jessica E. S. Swenson, Kristen B. Wendell |
| 2015 | FIE | Initial investigation into engineering students problem solving within controls. | Jessica E. S. Swenson, Ethan Danahy, William C. Messner |