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Alexandra Gendreau Chakarov, University of Colorado Boulder; Jeffrey Bush, University of Colorado Boulder; Quentin Lee Biddy, University of Colorado Boulder; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; Tamara Sumner, University of Colorado Boulder

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,teachers reported that their students returned the equipment in good condition. Second, theexpanded resource library addressing common challenges will provide additional support forstudents who take part in the sensor immersion unit in their classrooms. These resources mayenable them to more successfully and independently tackle difficulties that arise during theirinvestigations. Lastly, developing shared norms around small group communication remainsrelevant no matter the context. Regardless of whether instruction takes place remotely or inperson, student discourse is a critical element of the sensor immersion unit and teachers nowhave a wider variety of tools and skills to promote student-student conversations.References1. Biddy, Q., Gendreau

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Kerul Suthar, Auburn University; Thomas Mitchell ; Anna Claire Hartwig, Auburn University; Jin Wang, Auburn University; Shiwen Mao, Auburn University; Laura Parson, North Dakota State University; Peng Zeng, Auburn University; Bo Liu ; Peter He, Auburn University

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, North Dakota State UniversityDr. Peng Zeng, Auburn University Department of Mathematics and Statistics, Auburn UniversityDr. Bo LiuDr. Peter He, Auburn University Dr. Q. Peter He is Associate Professor in the Department of Chemical Engineering at Auburn University. He obtained his BS degree in chemical engineering from Tsinghua University, Beijing, China, in 1996 and MS and PhD degrees in chemical engineering in 2002 and 2005 from the University of Texas, Austin. Besides engineering education, his current research interests are in the area of systems engineering en- hanced data analytics with applications in manufacturing, renewable energy, food-energy-water nexus, and broad area of disease detection/diagnosis and

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Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

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. Each created a 10-20 minute video which was posted on the IEC website a few daysbefore the meeting. The session began with a short presentation on the video highlights, followedby an open Q&A. The stories shared were very powerful, demonstrating many opportunities lostby the panelist’s home institution. Mentoring was identified as a critical issue and a variety ofexamples were presented that showed the impact of both good and bad mentoring. Thepresentation and the Q&A both helped to motivate the Anti-Racism workshops being offered byIEC spring 2021.The next two sessions were organized and presented by Prof. Russ Korte of George WashingtonUniversity and IEC leadership.Session 6: Team Science Part 1 (October 2020) Teamwork and task work

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Tameshia Ballard Baldwin, North Carolina State University at Raleigh; Callie Womble Edwards; Latricia Walker Townsend, North Carolina State University at Raleigh

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environment. Some of thoserecommendations included (1) a website video to introduce the project to the schools and engagefamilies and students; (2) an enhanced web presence to engage with students and families online,and (3) monthly industry spotlight videos to students to build program momentum. The researchteam also presented regular research Q&A talks to student cohorts within the first day of theircourse beginning with the goal of boosting research participation.Equitable Access to High Quality Teachers. Teachers are an essential partner in the collaborativemodel. Securing high-quality teachers in rural districts is a persistent challenge in the literature(Goodpaster, Adedokun, & Weaver, 2012). Data shows rural districts are more likely

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Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

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thermally equilibrate by being surrounded by an c-, col-, I, what I assume is a colder surrounding. So I would assume that there is, um, a heat transfer, a negative heat transfer. And, yeah, those are the two things. […] Uh, so as I said earlier, heat transfer is um negative because you have, heat, um, there's, there's, there's transfer of heat from the system to the surroundings. Yeah. And uh, so, that's Q-. Boundary work is positive, so that would, that would be negative, positive W equals Delta-U and K-E and P-E are negligible in this problem, so that would be that. Um, which would be negative Q minus W will always be a negative value.” A

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Laura Melissa Cruz Castro, Purdue University at West Lafayette (PPI); Huma Shoaib, Purdue University; Kerrie A Douglas, Purdue University at West Lafayette (COE)

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, 2006.[2] X. Tang, Y. Yin, Q. Lin, R. Hadad, and X. Zhai, “Assessing computational thinking: A systematic review of empirical studies,” Comput. Educ., vol. 148, no. January, p. 103798, 2020.[3] H. Shoaib and S. P. Brophy, “A systematic literature-based perspective towards learning and pedagogy of computational thinking,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2020-June, 2020.[4] P. J. Denning, “Computational Thinking in Science,” Best Writ. Math. 2018, pp. 67–77, 2019.[5] D. Weintrop et al., “Defining computational thinking for mathematics and science classrooms,” J. Sci. Educ. Technol., vol. 25, no. 1, pp. 127–147, 2016.[6] K. Brennan and M. Resnick, “New frameworks for studying and

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Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

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changing postdoc and key predictors of satisfaction with professional training. Studies in Graduate and Postdoctoral Education, 11(1), 123-142. https://10.1108/sgpe-06-2019-0055Yadav, A., Seals, C. D., Soto-Sullivan, C. M., Lachney, M., Clark, Q., Dixon., K. G., & Smith, M. J. T. (2020). The forgotten scholar: Underrepresented minority postdoc experiences in STEM fields. Educational Studies, 56(2), 160-185. https://doi.org/10.1080/00131946.2019.1702552

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Lisa Kaczmarczyk, Lisa Kaczmarczyk PhD Consulting, LLC; Daniel Pinedo, Lisa Kaczmarczyk PhD Consulting, LLC

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culture - and incorporating those findings into asset based reflections ofSNA data - will enable project leadership to achieve the highest levels of project success. It isour sincere hope that readers of this work (and viewers of the accompanying poster) will developtheir own mixed method SNA - cultural analysis educational research studies and reflectsuccessfully on the findings.This material is based upon work supported by the National Science Foundation (DUE-1626287,DUE-1626185, and DUE-1626148) including two Graduate Research Fellowships (DGE-133486). References[1] M. Q. Patton, Utilization-Focused Evaluation (4th ed.). Sage publications, 2008.[2] J. E. Grunig, “Qualitative methods for

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Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

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CHEM1412 General Inorganic and course was the bridge Grade General Chemistry I Environmental taken in fall course Chemistry II Totals (%) Chemistry 2020 ABC 11 (46%) YES DF 8 (33%) n=24 Q 5 (21%) N/A ABC 11 (41%) 1 (100%) NO DF 12 (44%) n=36 QW 4 (15%) 2 (100%) N/A

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Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Anna M. Mostoller, Elizabethtown College; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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, online, 2020.[14] S. K. Gilmartin, H. L. Chen, M. F. Schar, Q. Jin, G. Toye, A. Harris, E. Cao, E. Costache,M. Reithmann and S. D. Sheppard, "Designing a longitudinal study of engineering students’innovation and engineering interestsand plans: The Engineering Majors Survey Project. EMS 1.0and 2.0 Technical Report.," Stanford, CA, 2017.[15] A. C. Kusimo, S. Sheppard, M. E. Thompson and S. A. Atwood, "2018 BEST DIVERSITYPAPER: Effects of Research and Internship Experiences on Engineering Task SelfEfficacy onEngineering Students Through an Intersectional Lens.," in Proceedings of the American Societyfor Engineering Education Annual Conference, Salt Lake City, Utah, 2018.

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Bernard J. Van Wie, Washington State University; Kristin Nicole Bryant, Washington State University; Olivia Reynolds, Washington State University; Kitana Kaiphanliam, Washington State University; Aminul Islam Khan, Washington State University; Olufunso Oje, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Jacqueline Gartner Ph.D., Campbell University; David B. Thiessen, Washington State University

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and Q&A 3:15pm 3:45pm Instructional Philosophy Sola Adesope 3:45pm 4:00pm Break 4:00pm 4:55pm LC-DLM Set I: Breakout groups based on Hub Coordinators hub 4:55pm 5:00pm Closing BERNIE VAN WIE*Note: For day 2, please come with DLMs setup and prepared O CTO B ER 2, 2 0 20 START END ITEM SPEAKER TIME TIME 2:00PM 2:10PM Welcome to Day 2 – brief discussion of ac- BERNIE VAN WIE tivities 2:10PM 2:35PM Fluids DLMs Session 2:35PM 2:45PM Debrief / Questions 2:45PM

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Aly A. Farag, University of Louisville; Asem Ali, University of Louisville; Islam Alkabbany, University of Louisville; James Christopher Foreman, University of Louisville; Tom Tretter, University of Louisville; Marci S. Decaro, University of Louisville; Nicholas Carl Hindy, University of Louisville

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. 74, pp. 59-109, 2004.[4] N. Hao, H. Xue, H. Yuan, Q. Wang and M. A. Runco, "Enhancing creativity: Proper body posture meets proper emotion.," Acta Psychologica, vol. 173, p. 32–40, 2017.[5] V. R. Andolfi, C. D. Nuzzo and A. Antonietti, "Opening the mind through the body: The effects of postureon creative processes," Thinking Skills and Creativity, vol. 24, p. 20–28, 2017.[6] E. Skinner and M. Belmont, "Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Access," Journal of Educational Psychology, vol. 85, no. 4, pp. 571-581, 1993.[7] K. E. Voelkl, "Identification with school," Journal of Education, vol. 105, pp. 204-319, 1997.[8] J. J. Appleton, S. L

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Katerina Goseva-Popstojanova, West Virginia University; Robin A.M. Hensel, West Virginia University

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students.Furthermore, information about the ACCESS program was shared with the local and statecommunities and appropriate recruiting materials were developed.3.1 Recruitment of High School StudentsRecruiting efforts focusing on high school students included making presentations to prospectivestudents and their families at the WVU Statler College High School Visitation Days eachsemester (on-campus for fall 2019 and spring 2020 and virtually for fall 2020) and sendingemails to prospective and admitted incoming students for the 2020-2021 and 2021-2022academic years. Students in the Fundamentals of Engineering Program (FEP) learned aboutACCESS through presentations given by project personnel in fall 2019 (in-person) and fall 2020(recording and live online Q&A

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Scott Duplicate Streiner, Rowan University; Daniel D. Burkey, University of Connecticut; Michael F. Young, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut

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and schema theory. Educational Psychology Review, 11(4), 291-324. [10] Zhu, Q., & Zoltowski, C. B., & Feister, M. K., & Buzzanell, P. M., & Oakes, W. C., & Mead, A. D. (2014, June), The Development of an Instrument for Assessing Individual Ethical Decision Making in Project-based Design Teams: Integrating Quantitative and Qualitative Methods. Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23130[11] Linstone, H. A., & Turoff, M. (Eds.). (1975). The delphi method (pp. 3-12). Reading, MA: Addison-Wesley.[12] Reed, J.,Streiner, S., Burkey, D., Cimino, R., Pascal, J., & Young, M., "Mapping the Landscape of First

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Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Hannah Wehlmann

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and Exposition, USA.[5] M. Q. Patton, “Qualitative evaluation and research methods,” (3rd ed.). Newbury Park, CA: Sage, 2002.[6] Hsieh, H.-F. & Shannon, S. E. "Three approaches to qualitative content analysis." Qualitative Health Research, vol 15, no. 9, 2005, pp. 1277-1288. SAGE Publications[7] Ryan, Gery W., and H. Russell Bernard. "Techniques to identify themes." Field Methods, vol 15, no. 1, 2003, pp. 85-109. SAGE Publications.[8] St. Pierre, Elizabeth A., and Alecia Y. Jackson. "Qualitative data analysis after coding". Qualitative Inquiry, vol 20, no. 6, 2014, pp. 715-719. SAGE Publications.[9] A. Osterwalder, and Y. Pigneur, “Business model generation: A handbook for visionaries, game changers, and challengers

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2021 ASEE Virtual Annual Conference Content Access

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Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

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both in and out of the classroom. In 2020, this activitywas conducted as a virtual webinar and student questions were asked in the Q&A feature whichwas monitored by the meeting host.After listening to the dean’s interview, students are asked to write a one-page reflection paper inwhich they are asked to describe what they learned from the interview: (1) what is needed to besuccessful in the engineering profession; (2) the expectations of, or norms for, engineeringstudents; and (3) the lessons learned from the examples provided regarding the differencebetween successful and unsuccessful engineering teams. These reflections play an important rolein helping students understand the importance of valuing diversity in engineering teams

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Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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online classroom setting,” to be presented at American Society of Engineering Education Annual Conference, Long Beach, California, July 26-29, 2021.[27] M. Q. Patton, Qualitative research and evaluation methods. Thousand Oaks, CA: Sage, 2002.[28] A. Khan, O. Egbue, B. Palkie, and J. Madden, “Active learning: Engaging students to maximize learning in an online course,” Electronic Journal of e-Learning, vol. 15, no. 2, pp. 107-115, May, 2017.

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Ying Tang, Rowan University; Ryan Hare, Rowan University

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: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching,” Educational Psychologist, vol. 41, no. 2, p. 75–86, 2006. [2] J. Hattie, “Visible learning,” 2008. [3] H. Siy, B. Dorn, C. Engelmann, N. Grandgenett, T. Reding, J.-H. Youn, and Q. Zhu, “Sparcs: A personalized problem-based learning approach for developing successful computer science learning experiences in middle school,” 2017 IEEE International Conference on Electro Information Technology (EIT), 2017. [4] D. Brabazon, L. Donovan, M. Melia, M. P. O’Mahony, A. Egan, and B. Smyth, “Supporting problem-based learning in moodle using personalised, context-specific learning episode generation,” Proceeding of 1st

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Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie, Gullie Consultant Services LLC; Barry J. Sullivan, Inclusive Engineering Consortium; Megan Bekolay ; Dean T. Spaulding ; Mandoye Ndoye, Tuskegee University; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University

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activities. However, there were some limitations in areas where particular content could only be examined through test and quiz grades. Modifications Made to Assessment Methods/Documenting Student Knowledge. Weekly assignments grade, online exams, classwork problems for the students to complete in class to allowing for checking for understanding; Exams are completed during scheduled times; students scan exams using smartphone Apps and submit it to instructors via email. Instituted Projects Day. Faculty gauged content understanding through "review questions" derived from quizzes, student provided answers through chat room and online exams Posting and broadcasting of resolved Q&A from students to the entire class made a positive

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Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston

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Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

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.Above and beyond the default interventions, specific interventions were made based on coursecharacteristics. Concerns about students with grade and performance anxiety are addressed bybuilding in flexibility that allows for three midterm exam grades to be over-written by the finalexam if students so choose. Alternate exam modalities were also made available: an oral exam, atake home exam, and a design project exam. Lectures are live-streamed on Webex withopportunities for Q&A sessions. These lectures are also recorded. Videos showcasing thelaboratory experiments being conducted are produced and captioned. Qualitative assessment ofstudent performance is provided in a narrative form as a supplement to quantitative marks for allcourse