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Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

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Paper ID #32527Engineering with Engineers: Fostering Engineering IdentityDr. Yen-Lin Han, Seattle University Yen-Lin Han is an Associate Professor in the department of Mechanical Engineering at Seattle University. Dr. Han received her BS degree in Material Science and Engineering from National Tsing-Hua University in Hsinchu, Taiwan, her PhD degree in Aerospace and Mechanical Engineering and MS degree in Elec- trical Engineering from the University of Southern California. Her research interests include micro-scale molecular gas dynamics, micro fluidics, and heat transfer applications in MEMS and medical devices as well

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Joni M. Lakin, University of Alabama; Daniela Marghitu, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

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Paper ID #33459Framing Engineering as Community Activism for Values-Driven Engineer-ing(RFE Design and Development - Year 2)Dr. Joni M. Lakin, University of Alabama Joni M. Lakin (Ph.D. , The University of Iowa) is Associate Professor of Educational Research at the University of Alabama. Her research interests include educational assessment, educational evaluation methods, and increasing diversity in STEM fields.Dr. Daniela Marghitu, Auburn University Dr. Daniela Marghitu is a faculty member in the Computer Science and Software Engineering Department at Auburn University, where she has worked since 1996. She has published

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Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

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Paper ID #33631Assessing Metacognition Awareness of Freshmen Engineering StudentsMuhammad Dawood, New Mexico State University Dr. Muhammad Dawood received his BE degree from the NED University of Engineering and Technol- ogy, Karachi, Pakistan, 1985, and his MS and Ph.D. degrees, the University of Nebraska-Lincoln, in 1998 and 2001, respectively, both in electrical engineering. Dr. Dawood is involved in teaching both nationally and internationally since 1995. At present, Dr. Dawood is an Associate Professor at the Klipsch School of Electrical and Computer Engineering, New Mexico State University (NMSU), Las Cruces, New

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Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University Bloomington; Jing Yang, Indiana University Bloomington ; Jungsun Kim, Indiana University Bloomington; Peter N. Knox, Binghamton University (State University of New York); Soo Hyeon Kim, Indiana University-Purdue University Indianapolis; Nikeetha Farfan D'Souza, Indiana University Bloomington

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themajority of caregivers shared how this engineering design program afforded them time to spendwith their child(ren), as well as make connections with their child(ren). As one caregiver stated,it allowed her a space to enter into her son’s domain. “…having to do it as a family brought mecloser to Zac, and to his mind, and to his world.” This was dedicated time and space that wasoften spent on the chaotic day-to-day tasks. As stated by another caregiver, “I guess the mostthing that I got out of the program is that it gave me a chance to do something with my kidsbecause there wasn't a lot of time that was put in to doing things with them. Between me going towork, them at school, coming home and running over here, running over here, trying to

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Micah Lande, South Dakota School of Mines and Technology

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examples from our respective experiences teaching engineering” (Lande, Jordan, & Weiner, 2017). § “Makers are a growing community of STEM-minded people who bridge technical and non-technical backgrounds to imagine, build and fabricate engineering systems. Some have engineering training, some do not. We explored the educational pathways of adult Makers and how they intersect with engineering” (Foster, Jordan, & Lande, 2017). § “This research is guided by the following research questions: (1) What can we learn about the educational pathways of adult Makers through the lens of constructivist grounded theory? and (2) How do the educational pathways of Makers intersect with engineering? This

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Rebekah J. Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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University. She spent 12 years teaching secondary science and engineering in Oklahoma, and is a 2014 recipient of the Presidential Award for Excellence in Mathematics and Science Teaching.Dr. Nick Lux, Montana State University Dr. Nicholas Lux has is an Associate Professor of Curriculum and Instruction in MSU’s Department of Education. His teaching and research interests are in the area of educational technology. He has worked in the fields of K-12 and higher education for 18 years, and currently teaches in the Montana State University Teacher Education Program. He has experience in educational technology theory and practice in K-12 contexts and teacher education, with a focus on STEM teaching and learning, technology

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Samantha Ruth Brunhaver, Arizona State University, Polytechnic School; Susan Sajadi, Arizona State University

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analysis.When asked to define adaptability, managers explicitly described it in terms of behaviors fromthe IAT framework, including learning new knowledge, being open-minded, adjusting toambiguous and unpredictable situations, and handling unexpected challenges. They also namedcuriosity about new knowledge as a key mindset to adaptability but did not mention othermindsets present in the CCT framework, such as confidence, feeling in control, or feelingconcerned (i.e., invested) about their work.Beyond the IAT and CCT frameworks, managers also mentioned other mindsets and behaviorsassociated with engineering adaptability, alluding to three categories: technical, interpersonal,and intrapersonal (our characterization). Engineering managers suggested that

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Lorelie Imperial, University of Florida; Corey Payne; Kent J. Crippen, University of Florida; Maria Korolev, University of Florida; Philip J. Brucat, University of Florida; Chang-Yu Wu, University of Florida

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Paper ID #33545Optimizing Design Experiences for Future Engineers in a ChemistryLaboratoryLorelie Imperial, University of Florida School of Teaching and Learning, College of Education, University of FloridaMr. Corey PayneDr. Kent J. Crippen, University of Florida Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida and a Fellow of the American Association for the Advancement of Science. His research in- volves the design, development, and evaluation of STEM cyberlearning environments as well as scientist- teacher forms of professional development

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2021 ASEE Virtual Annual Conference Content Access

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Zahraa Krayem Stuart, Stony Brook University; Monica Bugallo, Stony Brook University; Kathleen Dinota, Stony Brook University; Hechuan Wang, Stony Brook University; Amanda Esposito, Stony Brook University

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, was used to show participants how power stationswork to provide electrical energy to the surrounding communities.Connection to NGSSThe lessons and activities of the Academy were designed to align with the NGSS and also the New York StateScience Learning Standards (NYSSLS). According to the NGSS, at the middle school level, the new standardsallow educators to provide participants with interactive instruction that promotes analysis and interpretation ofdata, critical thinking, problem-solving, and connections across science disciplines [3]. Keeping that in mind,the lessons were also developed to encourage participants to critically think about engineering at home. ThisAcademy gave participants the opportunity to engage in hands-on activities in

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2021 ASEE Virtual Annual Conference Content Access

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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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as cold-calling,group work, or the use of i-clickers, these activities may still be successfully implemented withsome modifications such that these students have advance notice that they will be called torespond, the roles of group members are clearly articulated, or students have a longer time toprovide their answer via an i-clicker, for example [28], [29]. Even with these sorts of challenges,in the context of a course that is thoughtfully designed with inclusion of neurodivergent studentsin mind, the hands-on, experiential nature of engineering work is particularly well suited tocombine with active learning activities such as case studies and problem based learning.Additionally, it has been found that hands-on and problem-based activities

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Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Adam R. Carberry, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron

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Paper ID #32427Is it Rocket Science or Brain Science? Developing an Approach to MeasureEngineering IntuitionDr. Elif Miskioglu, Bucknell University Dr. Elif Miskio˘glu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical Engineering (with Genetics minor) from Iowa State University, and an M.S. and Ph.D. in Chemical Engineering from Ohio State University. Her early Ph.D. work focused on the development of bacterial biosensors capable of screening pesticides for specifically targeting the malaria vector mosquito, Anopheles gambiae. As a result, her diverse background also includes

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2021 ASEE Virtual Annual Conference Content Access

Authors

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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Paper ID #33565Supporting Teachers to Implement Engineering Design Challenges usingSensor Technologies in a Remote Classroom EnvironmentDr. Alexandra Gendreau Chakarov, University of Colorado Boulder Dr. Gendreau Chakarov received her Ph.D. in Computer Science and Cognitive Science from the Univer- sity of Colorado Boulder where she examined how to integrate computational thinking into middle school science curriculum using programmable sensor technologies as part of the SchoolWide Labs project. She continues this work on the SchoolWide Labs Project as a research associate where she serves as the com- puter science and

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Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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forprofessional shame to occur. [9-10]. With this in mind, we have organized this study around thefollowing research questions:RQ1: How do students psychologically experience shame in the context of engineeringeducation?RQ2: How are these experiences located and socially constructed within the institutional culturesof engineering programs?RQ3: In the context of engineering education, how do individual, psychological experiences ofshame interact with perceived cultural expectations?To answer these research questions, we organized the study in two phases. In this paper, we willfocus on Phase 2 of this study which examines the experience of shame as an individual student(RQ1) within the context of engineering education as a student minoritized in

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Darlene M. Olsen, Norwich University; Alicia Dawn Beth, Landmark College; Michelle Batchelder Burd ; Christine Latulippe, Norwich University; Joe Latulippe, Norwich University

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Alicia Beth Consulting2 , Island Pond, VT 05846 Burd’s Eye View Research & Evaluation3, Austin, TX 78704AbstractNorwich University, a private military college that serves both civilian and Corps of Cadetsstudents, secured an NSF S-STEM award to develop a program to attract and retain highlytalented, low-income students. Norwich recognizes that students who enter college with lessexperience in mathematics are less likely to graduate with a degree in a STEM discipline. Withthat in mind, the project aims to measure the benefits of a corequisite implementation ofprecalculus and calculus to help students complete the required calculus sequence by the end oftheir first year. In the first year of the study, 34 engineering students

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Kent J. Crippen, University of Florida; Gayle Nelson Evans, University of Florida; Chelsey Simmons, University of Florida

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Paper ID #33410The Laboratory Practice of K-5 Teachers in an Engineering RET:Triangulating Perceptions and ExperienceDr. Kent J. Crippen, University of Florida Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida and a Fellow of the American Association for the Advancement of Science. His research in- volves the design, development, and evaluation of STEM cyberlearning environments as well as scientist- teacher forms of professional development. Operating from a design-based research perspective, this work focuses on using innovative, iterative and theoretically

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Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

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interests in Engineering Education include engineering epistemology, equity and inclusion, and engineering culture.Mrs. Bailey Braaten, Ohio State University Bailey Braaten is currently a doctoral candidate at the Ohio State University, where she is in her fifth year of the STEM education PhD program. She is a graduate research assistant on the EHR Core NSF funded project, examining first year engineering students’ beliefs around smartness and engineering. She is also a graduate research assistant on the KEEN project, funded by the Kern Family Foundation, focusing on the assessment of entrepreneurial-minded learning (EML) in first-year engineering courses. Bailey received her B.S. in mechanical engineering from Ohio

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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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diverse backgrounds, further disrupting efforts to form capableteams in those STEM enterprises.Historically, many diversity-focused interventions have centered on “fixing” the marginalizedminority to cope with the unwelcoming cultures in which they are situated. Instead, theinterventions in this project attempt to change the culture such that it respects and valuesdiversity in all of its forms.Leveraging diversity as a tool for confronting complex and persistent societal problems willtherefore require engineering and computer science educators to be attentive to priming allstudents to work on diverse teams and be committed to addressing matters of equity within theirrespective fields. With this in mind, the ultimate purpose of our 5-year

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Ekundayo Shittu, George Washington University; Dor Hirsh Bar Gai, George Washington University ; Saniya Leblanc, George Washington University; Erica Cusi Wortham, George Washington University; Annamaria Konya Tannon, George Washington University

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Paper ID #33112Uncovering Strategies to Improve Student Engagement and Enhance theEngineering Education CurriculumDr. Ekundayo Shittu, George Washington University Ekundayo (Dayo) Shittu is an Associate Professor of Engineering Management and Systems Engineering at George Washington University. Professor Shittu conducts basic and applied research that take a systems approach to address the different dimensions of decision making under multiple and sequential uncertain- ties. His focus is on the economics and management of energy technologies, the design and impacts of climate change response policies, sustainability

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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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, and provide financial, academic and professional development support systems for them from matriculation to the time they graduate and join the workforce. 4. Partnering with local K-12 school systems, especially those serving marginalized groups in our society, to develop talented minds, support them and transition them to higher education. 5. Recognizing and celebrating national and state holidays in recognition of individuals and groups who have fought for social justice. 6. Creating an annual national IEC event to engage our communities on how Electrical and Computer Engineering promotes social, economic, and environmental justice. 7. Reaching out to institutions from across the higher education

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Christina Grigorian, California Polytechnic State University, San Luis Obipso; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Jocelyn Paula Gee, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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PerformanceAbstractThe NSF-funded Studying Underlying Characteristics of Computing and Engineering StudentSuccess (SUCCESS) project is exploring how non-cognitive and affective (NCA) factors relateto retention and broad definitions of success for undergraduate engineering and computingstudents. The main tool used in this study is the SUCCESS survey which provides insight into astudent’s Big5 personality traits (Neuroticism, Extraversion, Agreeableness, Conscientiousness,Openness), Grit (Consistency of Interest), Engineering Identity (Recognition, Interest), Mindset,Mindfulness, Meaning & Purpose, Belongingness, Gratitude, Future Time Perspectives ofMotivation (Expectancy, Connectedness, Instrumentality, Value, Perceptions of Future), TestAnxiety, Time and

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Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Paper ID #34271Mentoring and Advising Students in an S-STEM Project: Strengths Trainingfrom a Social Justice Perspective in Engineering & Computer Science asContext – Initial ImplementationDr. Jane L. Lehr, California Polytechnic State University, San Luis Obispo Jane Lehr is a Professor in Ethnic Studies and Women’s and Gender Studies and Director of the Office of Student Research at California Polytechnic State University, San Luis Obispo. She is affiliated faculty in Computer Science and Software Engineering and Science, Technology and Society. She is also the Faculty Director of the California State University (CSU

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Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University

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: Seven Research-Based Principles for Smart Teaching,” San Francisco: Jossey-Bass, 2010, ISBN: 978- 0-470-48410-4.[6] J. D. Bransford, A. L. Brown, & R. R. Cocking, (Eds). National Research Council. How People Lean: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press, 2000. https://doi.org/10.17226/9853.[7] National Research Council. Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: The National Academies Press, 2012. https://doi.org/10.17226/13362.[8] N. Kober, National Research Council. Reaching Students: What Research Says About Effective Instruction in Undergraduate Science

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Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

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Paper ID #32705Measuring Connections: Novel Methods and FindingsDr. Elise Barrella P.E., DfX Consulting LLC Dr. Elise Barrella is the founder and CEO of DfX Consulting LLC which offers engineering education and design research, planning and consulting services. She is a registered Professional Engineer and was a Founding Faculty member of the Department of Engineering at Wake Forest University. She is passionate about curriculum development, scholarship and student mentoring on transportation systems, sustainabil- ity, and engineering design. Dr. Barrella completed her Ph.D. in Civil Engineering at Georgia Tech where

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2021 ASEE Virtual Annual Conference Content Access

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Renee Rigrish Pelan, Ohio State University; Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Amber Dyche, Ohio State University

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Paper ID #33399Mapping Trajectories of Researcher Development with QualitativeLongitudinal Analysis: An Executive SummaryMrs. Renee Rigrish Pelan, Ohio State University Renee Rigrish Pelan is an Engineering Education graduate student at The Ohio State University. She is working on the AISL grant as a Graduate Research Associate under Dr. Rachel Louis Kajfez. She holds an M.S. degree in Industrial & Human Factors Engineering and a B.S. in Industrial & Systems Engineering from Wright State University. Her research interests include diversity in engineering, teaching methods, and informal learning environments.Dr

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Luis G. Daza, University of Puerto Rico, Rio Piedras; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez

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technical toolssuch as those from Federal Agencies (FEMA) or Research Institutes (Applied TechnologyCouncil). The different teams of students and professors were assigned based on their programsof study but having in mind not only each personal interest but the benefit to haveinterdisciplinary learning experiences. Table 3 shows the interdisciplinary team composition. Forthis learning and research case study project four (4) students and one (1) professor wereassigned. One student from Civil Engineering, two students from Architecture and one studentfrom Electrical Engineering. Two University Campuses were involved: Mayaguez and Rio-Piedras. Table 3: Interdisciplinary student team for case study Student

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ShaKayla Moran, Boise State University; Leslie Atkins Elliott, Boise State University

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emergence of scientific practices, including design, from disciplinary engagement with those ideas. American c Society for Engineering Education, 2021 Tinkering with theoretical objects: Designing theories in scientific inquiry ShaKayla Moran, Leslie Atkins ElliottAbstractThe EDISIn Project (Engineering Design in Scientific Inquiry), taught in an undergraduate teacherpreparation program, is investigating where engineering design opportunities emerge withincontexts of scientific inquiry, with implications for how science teachers might productivelyengage in engineering design in their science

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2021 ASEE Virtual Annual Conference Content Access

Authors

Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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Paper ID #32763Instruments Used to Capture Instructors’ Experiences During a ForcedMove to Remote InstructionDr. Grace Panther, University of Nebraska - Lincoln Grace Panther is an Assistant Professor at the University of Nebraska Lincoln. She has experience con- ducting workshops at engineering education conferences and has been a guest editor for a special issue of European Journal of Engineering Education on inclusive learning environments. Her research areas include spatial visualization, material development, faculty discourses on gender, and defining knowledge domains of students and practicing engineers.Prof. Heidi A

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Cynthia Kay Pickering, Arizona State University; Caroline Vaningen-Dunn, Arizona State University; Maria A. Reyes, Phoenix College

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Paper ID #33005Work-focused Experiential Learning to Increase STEM Student Retentionand Graduation at Two-year Hispanic-serving InstitutionsCynthia Kay Pickering, Arizona State University Cynthia Pickering is a retired electrical engineer with 35 years industry experience and technical lead- ership in software development, artificial intelligence, information technology architecture/engineering, and collaboration systems research. In September 2015, she joined Science Foundation Arizona (SFAz) to lead the Girls in STEM initiative and translate her passion for STEM into opportunities that will attract, inspire and retain

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Authors

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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textbook on Biomedical Image Analysis (Cambridge Univ. Press, 2014). He graduated over 70 MS and PhD students, and mentored over 20 postdoctoral researchers. He holds seven US patents on object modeling, computer-aided diagnosis, and visualization. He was lead editor of IEEE-TIFS special issue on Face Recognition in the Wild (December 2014), and co-general chair of ICIP-2009. He is recipient of the University top Awards: Research (1999), Teaching (2009, 2011) and Trustees (2015).Dr. Asem Ali, University of Louisville Asem M. Ali received the M.S. degree in electrical engineering from Assiut University, Asyut, Egypt, in 2002, and the Ph.D. degree in computer engineering from the University of Louisville, Louisville, KY

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Authors

Nicole Evans McIntyre, University of California, Berkeley; Catherine T. Amelink, Virginia Polytechnic Institute and State University

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Paper ID #32446Pandemic Pivots: The Successful Transition of an NSF ResearchInternship to an Online FormatNicole Evans McIntyre, University of California, Berkeley Nicole McIntyre serves as the Director of Education & Outreach for the Center for Energy Efficient Elec- tronics Science, a NSF funded Science and Technology Center. She is also the Manger of Transfer Success Initiatives for the UC Berkeley College of Engineering, and the Director of the Transfer-to-Excellence pro- gram, an REU for community college students. Nicole holds degrees in Psychology and Social Welfare from the University of California, Berkeley