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2021 ASEE Virtual Annual Conference Content Access

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Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University; Kasey M. Faust, University of Texas at Austin; Michaela Leigh LaPatin P.E., University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Grant Feinstein; Cassandra Rutherford, Iowa State University

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institutional factors that contribute to a ”culture of disengagement” from the ethical dimension of engineering work among students in the engineering profession. His Ph.D. project is funded by the NSF and is concerned with promoting and im- proving engineering students’ ethical behavior and sensitivity through on-campus student organizations. His academic interests include mental health, international development, human rights, and engineering ethics. Currently, his ambition is to work within an international organization such as UNESCO and to be an advocate for promoting science and technology as critical tools of sustainable development as well as to participate in the dialogue between scientists, policy-makers, and

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Stephanie Claussen, San Francisco State University; Brent K. Jesiek, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE); Shiloh James Howland, Brigham Young University

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Paper ID #33278Early Career Engineers’ Views of Ethics and Social Responsibility:Study OverviewDr. Stephanie Claussen, San Francisco State University Stephanie Claussen is an Assistant Professor in the School of Engineering at San Francisco State Univer- sity. She previously spent eight years as a Teaching Professor in the Engineering, Design, and Society Di- vision and the Electrical Engineering Department at the Colorado School of Mines. She obtained her B.S. in Electrical Engineering from the Massachusetts Institute of Technology in 2005 and her M.S. and Ph.D. from Stanford University in 2008 and 2012, respectively. Her

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2021 ASEE Virtual Annual Conference Content Access

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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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Paper ID #33860Engineering Ethics Through High-Impact Collaborative/CompetitiveScenarios (E-ETHICCS)Dr. Scott Streiner, Rowan University Dr. Scott Streiner is an assistant professor in the Experiential Engineering Education Department (ExEEd) at Rowan University. He received his Ph.D in Industrial Engineering from the University of Pittsburgh, with a focus in engineering education. His research interests include engineering global competency, cur- ricula and assessment; pedagogical innovations through game-based and playful learning; spatial skills development and engineering ethics education. His funded research

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Michaela Leigh LaPatin P.E., University of Texas at Austin; Cristina Poleacovschi, Iowa State University; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Grant Feinstein, Iowa State University; Luan Minh Nguyen, Iowa State University ; Kasey M. Faust, University of Texas at Austin

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Technology Dr. Kate Padgett Walsh is an Associate Professor of Philosophy at Iowa State University. She received a B.A. from Middlebury College, an M.A. from the University of Wisconsin-Milwaukee, and a Ph.D. from Northwestern University. Her research focuses on ethics and the history of ethics, including the ethics of debt and finance, as well as the scholarship of teaching and learning.Dr. Scott Grant Feinstein, Iowa State University Dr. Scott Feinstein is an expert in research design and comparative and identity politics.Mr. Luan Minh Nguyen, Iowa State University Graduate StudentDr. Kasey M. Faust, University of Texas at Austin Dr. Kasey Faust is an Assistant Professor in Civil, Architectural and Environmental

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Memoria Matters, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida; Carla B. Zoltowski, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

education through teaching methods, policies, and culture change.Dr. Andrew O. Brightman, Purdue University at West Lafayette (COE) Andrew O. Brightman serves as Assistant Head for Academic Affairs and Associate Professor of Engi- neering Practice in the Weldon School of Biomedical Engineering. His research background is in cellular biochemistry, tissue engineering, and engineering ethics. He is committed to developing effective ped- agogies for ethical reasoning and engineering design and for increasing the diversity and inclusion of engineering education.Prof. Patrice Marie Buzzanell, Purdue University at West Lafayette (COE) Patrice M. Buzzanell is Professor and Chair of the Department of Communication at the

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

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which provides funding for internsto travel to the UC Berkeley campus. Interns live in a traditional college residence hall for nineweeks and eat meals at a social dining facility. Additionally, they receive a $3,600 stipend aspayment for their work.The benefits of participating in the TTE program are well documented. A 2015 comparison ofpre- and post-program evaluation data found that participation resulted in enhanced confidenceto pursue further education opportunities and careers in science and engineering [5] [6]. A 2020follow-up study affirmed this finding, and additionally documented that participants were betterable to find scholarly resources, design ethical scientific experiments, conduct independentresearch, and analyze data [7

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2021 ASEE Virtual Annual Conference Content Access

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Kristin Kelly Frady, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Karen A. High, Clemson University

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., University of Arkansas, Fayetteville Dr. Claretha Hughes is Professor of Human Resource and Workforce Development at the University of Arkansas (UA. Her research interests include valuing people and technology in the workplace, tech- nology development, diversity intelligence, learning technologies, and ethical and legal issues. She has published numerous articles and chapters in peer-reviewed journals, books, and conferences and has 13 books. She serves as a book proposal reviewer for SAGE, Emerald, IGI Global, Palgrave Macmillan, and CyberTech Publishing. She is currently involved in a National Science Foundation Research in Formation of Engineers project as a Co-PI. She has served in manufacturing leadership roles for

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2021 ASEE Virtual Annual Conference Content Access

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Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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broadly. A nationallyrepresentative study of engineering instructors and administrators showed that both programchairs and instructors reported their programs and courses gave only slight to moderate emphasison understanding how engineering solutions could be shaped by social, environmental, political,and cultural contexts or considerations, despite acknowledging the importance of such emphases[12]. Relatedly, in a longitudinal study of undergraduate engineering students, Cech [13], [14]found that students’ beliefs in the importance of professional and ethical responsibilities,awareness of the consequences of technology, understanding of how people use machines, andtheir social consciousness all declined over the course of their degree program

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2021 ASEE Virtual Annual Conference Content Access

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Gordon D. Hoople, University of San Diego; Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego

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of Engineering and Computer Science where she is studying retention of undergraduate engineering students. She has extensive experience using qualitative and mixed-methods research in Engineering Education. Before joining UTD in September 2020, Laura worked at the University of San Diego on their RED grant to study institutional change efforts and redefine the engineering canon as sociotechnical. She has a background in environmental engineering and received her Ph.D. in Engineering Education at Utah State University with a research focus on the ethical and career aspects of mentoring of science and engineering graduate students and hidden curriculum in engineering.Dr. Susan M. Lord, University of San Diego Susan

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Carol Shubin, California State University Northridge

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curation,(2) mathematical foundations, (3) computational thinking, (4) statistical thinking, (5) data mod-eling, and (6) communication, reproducibility, and ethics. The recursive data cycle of obtaining,wrangling, curating, managing and processing data, exploring data, defining questions, performinganalyses and communicating the results lay at the core of the bootcamp, [2-4].The topics covered included: • coding in python and BASH • coding in python and BASH • data preprocessing: Pandas • data exploration and transformation • feature engineering • filtering • wrapper and embedded methods • machine learning, Scikit-learn, TensorFlow • data storage: Microsoft SQL Server, MySQL, AWS RDS • data warehouse server: Microsoft SQL

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2021 ASEE Virtual Annual Conference Content Access

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Mohsen Moghaddam, Northeastern University; Jacqueline A. Isaacs, Northeastern University; Sagar Kamarthi, Northeastern University; Martin Storksdieck, Oregon State University; Xiaoning Jin, Northeastern University

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Science Foundation (NSF) and industry.Dr. Jacqueline A. Isaacs, Northeastern University Dr. Jacqueline Isaacs joined Northeastern in 1995 and has focused her research pursuits on assessment of the regulatory, economic, environmental and ethical issues facing the development of nanomanufacturing and other emerging technologies. Her 1998 NSF Career Award is one of the first that focused on environ- mentally benign manufacturing. She also guides research on development and assessment of educational computer games where students explore environmentally benign processes and supply chains in manufac- turing. She has been recognized by Northeastern University, receiving a University-wide Excellence in Teaching Award in 2000

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; James M. Widmann, California Polytechnic State University, San Luis Obispo

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Materials at the University of Puerto Rico, Mayag¨uez Campus (UPRM). He earned B.S. degrees in Civil Engineering and Mathematics from Carnegie Mellon University (1993) and a Ph.D. in Theoretical and Applied Mechanics at Cornell University (1999). Prior to UPRM, Papadopoulos served on the faculty in the Department of Civil engineering and Mechanics at the University of Wisconsin, Milwaukee. Papadopoulos has diverse research and teaching interests in structural mechanics and bioconstruction (with emphasis in bamboo); appropriate technology; engineering ethics; and mechanics education. He has served as PI of several NSF-sponsored research projects and is co-author of Lying by Approximation: The Truth about Finite

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kakan C. Dey, West Virginia University; Md Tawhidur Rahman, West Virginia University; V. Dimitra Pyrialakou, West Virginia University; David Martinelli, West Virginia University; Julia Daisy Fraustino, West Virginia University; John Deskins, West Virginia University; Abhik Roy, West Virginia University; Karen E. Rambo-Hernandez, Texas A&M University

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Innovation Center of the Reed College of Media at West Virginia University. She specializes in public interest communication, particularly crisis, emergency, and risk communication science. In those realms, she has worked on grants and contracts through CDC, DARPA, DHS, NIH, and NSF. Dr. Fraustino’s work has been recognized with top research paper awards at national/international conferences yearly from 2013-present. Additionally, she was named a national 2017-2018 AEJMC Emerging Scholar, earned the 2018 Doug Newsom Award for Research in Global Ethics and Diversity from the AEJMC PR Division, was the 2017 Reed College of Media Faculty Re- search Award recipient, was a 2016 national Frank Public Interest Communications

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NSF Grantees Poster Session

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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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intervention activity directly addresses our second andfourth goals: teach students to appreciate diversity in engineering and computer science andserve diverse populations in their professional work.Algorithmic Justice LeagueModern technologies continue to implement features that rely on human interfaces, e.g. afingerprint reader or facial recognition to unlock a phone. However, the consideration of diversepersons is often not foregrounded in the development of the underlying technologies that makethese features possible. As a result, diverse populations are not granted equal access to thesetechnologies and may be underserved by them.The purpose of this intervention is to develop student awareness about the ethical considerationsassociated with

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2021 ASEE Virtual Annual Conference Content Access

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

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respond positively and productively to circumstances of volatility,uncertainty, complexity, and ambiguity [3]. It is often espoused as an essential skill byengineering employers [4] but generally not reified or taught within undergraduate engineeringeducation.Current approaches to fostering adaptability in engineering emphasize experiential learningopportunities such as team-based projects, co-op/internships, and undergraduate research.However, these activities seldom provide formal adaptability training, and whether they nurtureor merely test adaptability is unclear. This project calls for adaptability to be explicitly taughtand assessed, much like other professional skills such as communication and ethics that havebeen added to ABET criteria [5

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University

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concept maps were categorized intothemes and subthemes, which emerged through an iterative process as two coders categorized theterms. The themes were Engineering (with subthemes technical skills, conceptual development,prototyping & testing, and manufacturing & production), Business (with subthemes finance,market, operations, and project management), Society (with subthemes government & citizens,sustainability, ethics, and standards & codes), and General. Between Sections B and C, therewere no statistically significant differences in the pre- or post-course concept map structures orthematic contents. This indicates that the market simulation activity on its own (which took placein Section B but not Section C), without follow-up

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2021 ASEE Virtual Annual Conference Content Access

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Robin A. M. Hensel, West Virginia University; Joseph Dygert, West Virginia University; Melissa Lynn Morris, University of Nevada - Las Vegas

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Diversity, NSF Grantees Poster Session

they started their engineering education. This observationemphasizes the need for more early education about positive career expectations and the work ittakes to achieve the valued engineering career. While programs, like AcES, often focus onhelping students use academic resources, building cohorts to facilitate feelings of inclusion, andinteracting with faculty, mentors, and practicing engineers to facilitate the development ofpositive career expectations, perhaps there are additional characteristics that students need aswell. Perhaps first-year engineering programs should also consider ways to help students toadopt a growth mindset [12] and a strong work ethic to prepare them for the workload they willlikely experience. Students need to

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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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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between 1 and 2. Fourth, the participants valued theelements of working in tandem including enhancing mindsets about believing and thinking, developingskillsets about learning and applying knowledge. By mindsets, the key ingredients identified includecreative inquiry-led approach, design thinking, systems thinking, global citizenship, and ethical decisionmaking.There was unanimous agreement that more engagement can only be achieved by bringing social innovationinto the classroom through projects that ask students to work on real problems. This is consistent withBloom’s Taxonomy [12]. Some of the emerging constructs or prescriptions include what is now termed,“Fruits of Innovation,” i.e., what are the students tasked with creating – knowledge

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

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Kay Bothwell, Oregon State University Michelle Bothwell is a Professor of Bioengineering at Oregon State University. Her teaching and research bridge ethics, social justice and engineering with the aim of cultivating an inclusive and socially just engineering profession.Dr. Christine Kelly, Oregon State University Dr. Kelly earned her BS in Chemical Engineering from the University of Arizona and her PhD in Chem- ical Engineering from the University of Tennessee. She served as an Assistant Professor for 6 years at Syracuse University, and has been an Associate Professor at Oregon State University in the School of Chemical, Biological and Environmental Engineering since 2004, where she also served for three and

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2021 ASEE Virtual Annual Conference Content Access

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Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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principles via hands-on experiences, highlights the importanceof professional ethics, project planning, prototype fabrication, engineering creativity, andpreviews each engineering discipline. Student teams undertake a design project that involvesdesigning, constructing, and testing an autonomous hovercraft. Work examining the effect ofproject-based learning by Major and Kirn [13] has shown increased confidence and reducedanxiety to perform engineering tasks. Cohort 1 took this course in-person and worked in teamswith at least one other CREATE scholar. Due to the pandemic the course was re-structured andstudents worked on teams of four to design Rube Goldberg machines. The course emphasizedengineering design and teamwork throughout the semester

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2021 ASEE Virtual Annual Conference Content Access

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Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Claire L. A. Dancz, Clemson University; Yushin Ahn, California State University at Fresno; Karen Willis, Fresno City College

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experience including feeling more confident and preparedwith respect to engineering and problem solving, and feeling motivated to seek more researchexperience. Suggestions for improving the undergraduate research experience included offeringmore varied research projects, and clarifying student expectations.SeminarsSeminars are an integral part of the Engineering Scholars program. They are designed to increasestudents’ understanding of engineering research including the sociological aspects of conductingresearch. Engineering sociology seminars including topics such as engineering research ethics,research methods, identifying social problems addressed by engineers, and how to read academicjournals. Scholars rated the usefulness of these seminars on a

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2021 ASEE Virtual Annual Conference Content Access

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Anagha Kulkarni, San Francisco State University; Shasta Ihorn, San Francisco State University; Carol E. Tate, SRI International; Jennifer Nelson, San Francisco State University; Nina Narayan Hosmane, San Francisco State University; Nicole Adelstein, San Francisco State University; Pleuni S. Pennings, San Francisco State University; Torey D. Jacques, San Franciso State University; Ilmi Yoon, San Francisco State University

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Diversity, NSF Grantees Poster Session

, effectivecommunication with their mentees will help them in their future careers. One mentor said, “I am always trying to have a mental note of how I am explaining things to thestudents…It will be the same thing when I get into the job field, there will be times when I haveto explain my ideas to people who don’t have my background and I will have to find ways tomake it relatable.” Another noted, “After I complete my PhD, I’ll go into a biotech company. Iknow their work ethic is working in groups, so I hope to bring to the table the communicationskills I developed through mentoring into those groups.”While mentors and mentees agreed that the PINC mentoring program successfully created anenvironment of open communication, they noted times when

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2021 ASEE Virtual Annual Conference Content Access

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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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teaching practices, and the use of technology and innovative pedagogies on student learn- ing and success. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Dr. Matthew Charles GrahamMadison E. Andrews, University of Texas at Austin Madison Andrews is a STEM Education doctoral student, Mechanical Engineering master’s student, and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from Clemson University in 2017.Dr. Jenefer Husman, University of Oregon Jenefer Husman received a doctoral degree

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren J. Donovan, Stony Brook University; Monica Bugallo, Stony Brook University; Thomas Woodson, Stony Brook University; Candice June Foley, Suffolk County Community College; Shanise N. Kent, University at Albany, State University of New York; Bonita London, Stony Brook University; Stacie Swingle Nunes, SUNY New Paltz; Maurie McInnis, Stony Brook University

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. “The roles of perceived identity compatibility and social support for women in a single-sex STEM program at a co-educational university,” Sex Roles, vol. 65, no. 9/10, pp. 725-736, 2011.[22] L. Rosenthal, B. London, S. Levy, M. Lobel and A. Herrera-Alcazar. A. “The relation between the Protestant work ethic and undergraduate women’s perceived identity compatibility in STEM majors,” Analysis of Social Issues and Public Policy, vol. 11, no. 1, pp. 241-262, 2011.[23] J. E. L. Shin, S. R. Levy, and B. London, B. “Effects of Role Model Exposure on STEM and Non-STEM Student Engagement,” Journal of Applied Social Psychology, vol. 46, pp. 410-427, 2016.[24] V. Tinto

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2021 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Kristi L. Eustice, Arizona State University; Allison Godwin, Purdue University at West Lafayette; Gillian Roehrig, University of Minnesota - Twin Cities; Christopher Barr, Rice University; Kimberly Farnsworth, Arizona State University

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will be presented in aggregate to individual ERCs toavoid rank-ordering the ERCs.Optional modules are also under development to expand insights and provide flexibility forindividual centers. The optional quantitative modules include measurements that are not amandatory requirement from NSF (e.g., engineering identity, engineering ethics) or apply only toa specific subset of the ERC population (e.g., RET experiences, mentorship experiences formentors, etc.). TEEC will also make recommendations for existing measurements on otherassessment topics to provide support and guidance to all ERCs to help meet their diversifiedevaluation requirements. All optional scales can be added to the baseline set of categories whiledisseminating the instrument to

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2021 ASEE Virtual Annual Conference Content Access

Authors

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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research interests include educational data mining, ethical considerations regarding the use of data in education, assessment in engineering education, and the statistics curriculum for engineering. She is a member of Eta Kappa Nu (HKN), Purdue.Ms. Huma Shoaib, Purdue University Huma Shoaib is an engineering education graduate student at Purdue working with The Weldon School Biomedical Engineering. Her research interests are; identifying computational thinking patterns in engi- neering students and underrepresentation of women in engineering.Dr. Kerrie A Douglas, Purdue University at West Lafayette (COE) Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors 3. an ability to communicate effectively with a range of audiences 4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts 5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives (pp