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  1. This theory paper focuses on a research methodology, using an autoethnographic approach to reflect on the use of cognitive interviewing (CI) as a method of increasing the quality and validity of questionnaires in pre-validation design and development stages. We first provide a brief review of cognitive interviewing, sometimes called “cognitive think-aloud interviewing” or “think-aloud interviewing,” before presenting a summary of two studies conducted by the authors that used CI. Differences between these two studies are discussed as comparative cases and advice is given to scholars considering the use of CI in their own research. While this paper is not an explicit guide to conducting CI, we do intend to provide advice and wisdom for researchers who are unfamiliar with CI as a method, grounded in our experience with the method. This paper is written with a particular focus on the use of CI in engineering education research (EER) but may be more broadly applicable to other social sciences domains. 
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    Free, publicly-accessible full text available June 1, 2024
  2. Drawing from the results of this study and a review of the literature on graduate student stressors, we developed in Year 2 the Stressors for Doctoral Students Questionnaire for Engineering (SDSQ-E) and administered it twice, in fall 2022 and in spring 2023. The SDSQ-E measures the severity and frequency of stressors including advisor-related stressors, class-taking stressors, research or laboratory stressors, campus life and financial stressors, and identity-related or microaggression-related stressors. We present a description of our project and updates on its progress in its second year, including survey results from our 2022-2023 data collection. 
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    Free, publicly-accessible full text available June 1, 2024