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Gary J. Mullett, Springfield Technical Community College

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Paper ID #33809Internet of Things Education Project (IoTEP)Prof. Gary J. Mullett, Springfield Technical Community College Gary J. Mullett, a Professor of Electronics Technology and Department Chair, presently teaches in the Applied Engineering Technology Group at Springfield Technical Community College (STCC) located in Springfield, MA. A long time faculty member and consultant to local business and industry, Mullett has provided leadership and initiated numerous curriculum reforms as either the Chair or Co-Department Chair of the four technology degree programs that constituted the former Electronics Group. Since the

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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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Library and Information Science at School of Informatics and Computing at Indiana University-Purdue University Indianapolis (IUPUI). Her scholarly goal is to broaden STEM participation for socially marginalized groups by designing constructionist learning envi- ronments and mobile technologies to empower youth, families, and informal educators. Previously, she worked as a project manager to develop smartphones.Dr. Nikeetha Farfan D’Souza, Indiana University Bloomington Nikeetha Farfan D’Souza is a Postdoctoral Fellow in the Office of the Vice Provost for Diversity and In- clusion. She received her Ph.D. in Curriculum and Instruction, with an emphasis in science education, at Clemson University. D’Souza’s research

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Mark Wong, Contra Costa College; Sergio Alexander Alvarez, Contra Costa College; Jonathan Alexander Canel, Contra Costa College; Phiroze Jhalman Duggal; Yesenia Rodriguez Moreno ; Daven Ng ; Nathalie Zaldivar; Chao Liu, Contra Costa College; Jeff Kamalian, Contra Costa College; Seti Sidharta, Contra Costa College

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Paper ID #33819Preparing Future Engineers Through Project Based LearningProf. Mark Wong, Contra Costa College Mark Wong is a professor of physics and engineering at Contra Costa College (San Pablo, CA).Sergio Alexander Alvarez, Contra Costa College N/AMr. Jonathan Alexander Canel, Contra Costa College Student at Contra Costa College with a major in Aerospace EngineeringMr. Phiroze Jhalman DuggalMs. Yesenia Rodriguez MorenoDaven NgMiss Nathalie ZaldivarDr. Chao Liu, Contra Costa CollegeMr. Jeff Kamalian, Contra Costa CollegeDr. Seti Sidharta, Contra Costa College American c

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Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago

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two years. Since her appointment in 2014 she has been exploring active learning, peer instruction, team-based, hands-on, application-based techniques in her classes to fully engage her students. She was selected as a UIC Teaching Scholar for Spring 2017, named as an American Institute of Chemical Engineers (AIChE) ”35 under 35” winner in the education category for 2017 and named as American Society for Engineering Education (ASEE) ”20 under 40” awardee for 2018. American c Society for Engineering Education, 2021Reporting the Progress and Latest Status of an Ongoing S-STEM Project: An Integrated Program for Recruitment, Retention, and Graduation of

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Rosalyn Hobson Hargraves, Virginia Commonwealth University; Afroditi Vennie Filippas, Virginia Commonwealth University

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Paper ID #33118The SUMMIT-P Project: Transforming Undergraduate Mathematics Educa-tionto Support Partner DisciplinesDr. Rosalyn Hobson Hargraves, Virginia Commonwealth University Dr. Rosalyn Hobson Hargraves holds a joint appointment in the College of Engineering and School of Ed- ucation as Associate Professor of Electrical Engineering and Associate Professor of Teaching and Learn- ing at Virginia Commonwealth University. She received her B.S., M.S., and Ph.D. degrees in Electrical Engineering from the University of Virginia. Her research interests are in STEM education, biomedical signal and image processing, and machine

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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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Paper ID #34814Applying Research on Reducing Student Resistance to Active LearningThrough Faculty Development: Project UpdateLaura J. Carroll, University of Michigan Laura Carroll is a PhD candidate pursuing a degree in Engineering Education Research at the University of Michigan.Ms. Lea K. Marlor, University of Michigan Lea Marlor is a Ph.D. student at the University of Michigan, studying Engineering Education Research. She joined the University of Michigan in Sept 2019. Previously, she was the Associate Director for Education for the Center for Energy Efficient Electronics Science, a NSF-funded Science and

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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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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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Paper ID #33636Understanding the Potential of a Holistic Engineering Project Experiencein the Advancement of the Professional Formation of EngineersDr. Kakan C. Dey, West Virginia University Dr. Kakan Dey is an Assistant Professor at the Wadsworth Department of Civil and Environmental Engi- neering, West Virginia University, WV, USA. He completed his Ph.D. in Civil Engineering from Clemson University in 2014 and M.Sc. in Civil Engineering from Wayne State University in 2010. Dr. Dey was the recipient of the Clemson University 2016 Distinguished Postdoctoral Award. His primary research area includes intelligent

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Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Varun K. Kasaraneni, Gannon University

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. 1153250) and 2016(Award No. 1643869); the current award period started in 2017 and will run until 2021. As arequirement for the SEECS program, all students must participate in a community-based designproject, undertaken for a non-profit entity in the local region. This project is nominally a two-year effort, though some projects have taken longer to complete. Recently, a couple of theprojects have experienced several significant setbacks due the decommitment of the originalsponsor of the project, change of the project location, and significant change of the scope of thedesign. The current study presents the evolution of different parameters such as students’enthusiasm, motivation, perception of values and group dynamics at different stages of

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Sarah M. MacGillivray, Education Development Center; Clara McCurdy-Kirlis, Education Development Center

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Paper ID #33619STEM Learning & Resource Center (STELAR): Supporting EngineeringEducation within the NSF ITEST ProgramMs. Sarah M. MacGillivray, Education Development Center Sarah MacGillivray is an experienced project lead and technical assistance (TA) provider at Education Development Center (EDC), where she leads a body of work focused on addressing equity and access to high-quality education for all students. MacGillivray advances the goals of several National Science Foundation (NSF)-funded projects, including her work on the STEM Learning and Research Center (STE- LAR). The STELAR Center is the resource

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Carol Shubin, California State University Northridge

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Paper ID #32916NSF Data Science Program with Career Support and Connections to Indus-tryDr. Carol Shubin, California State University Northridge Carol Shubin is a professor of mathematics at CSUN and the PI of NSF Data Science Program with Career Support and Connections to Industry. She is interested in partnering with other universities that want to start a data science program. She has been the PI or co-PI in several other STEM educational projects funded by the NSF or NASA and served as a Fulbright Scholar in Rwanda. American c Society for Engineering

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Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Carmen M. Bellido, University of Puerto Rico, Mayagüez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Monica Alfaro, University of Puerto Rico, Mayagüez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus

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- cient and effective collection, analysis, and presentation of results to stakeholders are important parts of the work done for the TPP evaluation cycles. As the UPRM Center for Professional Enrichment coordina- tor for 12 years, Dr. Bellido was in charge of organizing faculty professional development activities. This placed her in an advantageous position to disseminate vanguard information about education, evaluation theory, and practice which can be useful for both teaching and research faculty. As the UPRM Resource Center for Education Research and Services Center (CRUISE) coordinator since 2002, she has directed and or evaluated more than twenty educational research, professional development, and outreach projects

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

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Paper ID #33007Getting Things Done in Data-Intensive Inter-campus Research Initiatives:A Social Network Analysis Approach to Understanding and BuildingEffective Relationships between Researchers and Other UniversityEmployeesDr. Lisa Kaczmarczyk, Lisa Kaczmarczyk PhD Consulting, LLC Lisa Kaczmarczyk is the owner of a program evaluation business that specializes in computer science and engineering education, and an Adjunct Professor of Computer Science at Harvey Mudd College. Dr. Kaczmarczyk has extensive experience evaluating NSF funded STEM projects at the primary, secondary and post-secondary levels and has served as project

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Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Omar Ochoa, Embry-Riddle Aeronautical University; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

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Department of Behavioral & So- cial Sciences at Embry-Riddle Aeronautical University in Prescott, AZ. She holds a Ph.D. in Indus- trial/Organizational Psychology from Saint Louis University, with a graduate minor in Research Method- ology.Dr. Omar Ochoa, Embry-Riddle Aeronautical UniversityMr. Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach Carlos Alberto Castro NEAR lab MicaPlex, room 222 Embry-Riddle Aeronautical University 1 Aerospace Blvd. Daytona Beach, Florida 32114–3900 386–226–7019 (W), 386–589–1402 (M) carlos.castro@erau.edu Project Role: Project Manager (a) Professional Preparation Project Management Institute Project Manager Professional (PMP) 2019 Embry-Riddle

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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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Technologies at Teachers College, Columbia University. She has conducted research at both university and K-12 levels, with a focus on STEM learning and on the impact of different technologies on teaching and learning. She has directed evaluations of multi-year projects funded by the U.S. Dept. of Education and the National Science Foundation, and served on Dept. of Education and NSF Advisory and Review panels. Dr. Lowes has worked extensively with Columbia University’s Fu Foundation School of Engineering and Stevens In- stitute of Technology’s School of Engineering and Science. She has co-authored papers and presentations on STEM learning in the sciences, engineering, and mathematics. Dr. Lowes is also Adjunct Professor

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Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology

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team that has developed innovative ways to integrate Humanities, Science, Math, and Engineering curriculum into a studio based education model. In 2015, Sriram was selected as the Outstanding Young Alumni of the year by the School of Informatics and Computing at Indiana University. Sriram serves as a facilitator for MACH, a unique faculty development experience, aimed at helping faculty and administrator develop a change agent tool box American c Society for Engineering Education, 2021 Let's Write About Impact!: Creating Persuasive Impact Statements to Disseminate and Propagate RED Research Principal investigators (PIs) and project

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S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

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Special Education at Michigan State University. She received her Ph.D. in Education and Psychology from the University of Michigan, Ann Arbor. Her research focuses on the development of achievement motivation in educational settings and the interplay among motivation, emotions, and learning, especially in STEM fields. American c Society for Engineering Education, 2021 Understanding the Impact of Institutional Supports on the Motivation, Belonging, Identity Development, and Persistence of Engineering StudentsAbstractThis NSF PFE-RIEF project is giving the PI an immersive experience working on social scienceresearch that

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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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Virginia University. While her doctorate is in Curriculum and Instruction, focusing on higher education teaching of STEM fields, she also holds B.S. and M.A. degrees in Mathematics. Dr. Hensel has over seven years of experience working in engineering teams and in project management and administration as a Mathematician and Computer Systems Analyst for the U. S. Department of Energy as well as more than 25 years of experience teaching mathematics, statistics, computer science, and first-year engineering courses in higher education institutions. Currently, she leads a team of faculty who are dedicated to providing first-year engineering students with a high- quality, challenging, and engaging educational experience with

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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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Dept. of Mathematics and Statistics, Auburn University, Auburn, AL 36849 5 Dept. of Computer Science and Software Engineering, Auburn University, Auburn, AL 36849 * Corresponding authorAbstractThe importance of data science and engineering (DSE) education cannot be overstated andundergraduate education offers a critical link in providing more DSE exposure to students andexpanding the supply of DSE talent. Currently significant progress has been made in classwork,while progress in hands-on research experience is still lacking. To help fill this gap, we proposeto create data-enabled engineering project (DEEP) modules in the form of interactive JupyterNotebooks based on real data and applications. We

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Merredith D. Portsmore, Tufts University; Jessica Watkins, Vanderbilt University; Rebecca D. Swanson, Tufts Center for Engineering Education and Outreach; Natalie Annabelle De Lucca, Vanderbilt University

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- facts. Her outreach work focuses on creating resources for K-12 educators to support engineering edu- cation in the classroom. She is also the founder of STOMP (stompnetwork.org), LEGOengineering.com (legoengineering.com) and the Teacher Engineering Education Program (teep.tufts.edu).Jessica Watkins, Vanderbilt University Jessica Watkins is Assistant Professor of Science Education at Vanderbilt University.Dr. Rebecca D. Swanson, Tufts Center for Engineering Education and Outreach Dr. Swanson is a postdoctoral research associate studying teacher learning in an online graduate-level engineering education program at Tufts University. Prior to joining the CEEO at Tufts, Dr. Swanson worked on research projects studying

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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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criteria or constraints in an engineering problem or multipledimensions of sustainability). Accordingly, some researchers have used time spent on tasks inrelation to performance on tasks as indicators of cognitive flexibility. Another definition is the“selective use of knowledge to adaptively fit the needs of understanding and decision-making ofa particular situation” [1, p. 548]. The latter definition seems appropriate for describing cognitiveflexibility in engineering problem-solving but does not seem to be fully captured by existingmeasures of time spent on task and performance.Guided by CFT, the main goals of our NSF EEC project were to improve students’ abilities toapply sustainable engineering concepts across different problem contexts or

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Cheryl Carrico P.E., E4S, LLC; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Gary R. Kirk, Virginia Polytechnic Institute and State University; Malle R. Schilling, Virginia Polytechnic Institute and State University

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Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).Dr. Jacob R. Grohs, Virginia Polytechnic Institute and State University Jacob Grohs is an Assistant Professor in Engineering Education at Virginia Tech with Affiliate Faculty status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies at Virginia Tech. He holds degrees in Engineering Mechanics (BS, MS) and in Educational Psychology (MAEd, PhD).Dr. Holly M. Matusovich, Virginia Polytechnic Institute and State University Dr. Holly M. Matusovich is a Professor in the Department of

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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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Professor in 2013 and Full Professor in 2019 . Dr. Chrysochoou’s general research area is environmental geochemistry, with a focus on site remediation, characterization and reuse of industrial waste and construction materials. Dr. Chrysochoou’s serves as the Principal Investigator of the project ”Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Sponsored by the National Science Foundation Revolutionizing Engineering Department program, this 5-year project aims at transforming educational practices and cultivate the potential of neurodivergent individuals to contribute to engineering breakthroughsDr. Arash E. Zaghi, University of Connecticut Arash E. Zaghi is an Associate Professor in the

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Christine Alvarado, University of California, San Diego; Joe Hummel, University of Illinois at Chicago; Diba Mirza, University of California, Santa Barbara; Renata A. Revelo, University of Illinois at Chicago

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minorities in CS and related disciplines.DesignThe design of ERSP is based on four pillars:1. A course-supported apprentice model2. A dual-mentoring framework3. A team-based environment4. An inclusive selection processERSP students work in teams under the guidance of a research faculty member, as part of anactive research project. This apprenticeship is supported by a required course that introducesstudents to research in a structured class setting: topics, findings, how to read and evaluate aresearch paper, and a variety of research exercises. The students are mentored by both ERSPmentors and a member of the research project (faculty, or graduate student). The program isteam-based, building a strong sense of student community and support

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Karen Wosczyna-Birch, CT College of Technology

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participating classes. The secondyear added the option of co-facilitating a project between the two classes. All teaching,assignments, and projects were completed through virtual platforms. Several travel opportunitieshave been provided for student and faculty participants. These have either been through theattendance of international technology bootcamps that were organized by the French Embassy, apartner IUT, or through a travel program organized by the IEI. Travel includes experiences thatprovide an overview of French engineering and technology education, industry, history, andculture. Study-travel opportunities and hosting faculty colleagues and leaders from partnercampuses also supply key motivators for funders, students, and faculty. It should be

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2021 ASEE Virtual Annual Conference Content Access

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Kristen Ann Thompson, Loras College; Danial J. Neebel PE, Loras College; Robert S. Keller, Loras College

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each of these three areas utilizing the nine principles.Financial support is provided in the form of scholarships. The programming then supportsstudents both academically and develops community through two main components, a first-yearseminar and seminar grouping subsequent years together. The first-year seminar focuses on keyskills related to the transition to college. In subsequent years, the program shifts its focus toapplications, incorporating a community-based learning project and developing skills to findinternships and research opportunities. We initially tried an approach of using as many of theseresearch-backed best practices as possible. This beginning tactic has helped us identify thecomponents that make the largest impact on

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Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Aldo A. Ferri, Georgia Institute of Technology; Kathy Ann Gullie, Gullie Consultant Services LLC; Dean T. Spaulding , Gullie Consultant Services LLC; James William Brown Ph.D., School of Professional Studies, City University of New York; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University

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mechanics, sustainable infrastructure development, and material model development. He had been actively involved in planning, designing, supervising, and constructing many civil engineering projects, such as roads, storm drain systems, a $70 million water supply scheme which is comprised of treatment works, hydraulic mains, access roads, and auxiliary civil works. He had developed and opti- mized many highway design schemes and models. For example, his portfolio includes a cost-effective pavement design procedure based on a mechanistic approach, in contrast to popular empirical procedures. In addition, he had been equally engaged in the study of capacity loss and maintenance implications of local and state roads (a World

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Rose-Margaret Ekeng-Itua, Ohlone College; Gabe Hanzel-Sello, Growth Sector; David Gruber, Growth Sector

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engineering technology education curriculum inthe USA is deficient in providing students with Experiential Learning opportunities. Internshipsprovide students with the much-needed experiential and project-based learning opportunities,and has helped historically underrepresented and underserved students overcome the “impostersyndrome” that oftentimes is a barrier to pursuing engineering and other STEM careers. The NS-ATE Grant (#1902339) for Smart Advanced Manufacturing Education in the Silicon Valleyawarded to Ohlone College ensures that this gap in experiential learning opportunity is closed.This paper highlights the innovative implementation of Remote and In-person Internships duringCOVID-19, the impact on participating students’ sense of belonging

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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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development efforts that support students in their STEM education and career pathways pursuits. VanIngen-Dunn as built her career on years of experience as engineer and project manager in human crashworthiness and safety design, development and testing, working for contractors in commuter rail, aerospace and defense industries. VanIngen-Dunn has an MS degree in Mechanical Engineering from Stanford University and a BSE degree in Biomedical Engineering from the University of Iowa. She serves on the University of Iowa’s College of Engineering Advisory Board, and the YWCA Metropolitan Phoenix Board of Directors.Miss Maria A. Reyes, Phoenix College With over 25 years of higher education experience, Maria Reyes has devoted

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Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Jeanne L. Sanders, University of Nevada, Reno

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for research projects conducted byengineering faculty new to the field of engineering education research (EER) who are trained ineducation methods by an experienced mentor. Since 2016, the RIEF program has supported morethan 45 projects across over 45 institutions. The project seeks to understand best practices ofmentor-mentee relationships between engineering education researchers and engineering facultyentering the engineering education research field. This exploratory, phenomenologicallyinformed [1], qualitative study was guided by the Cognitive Apprentice Model (CAM)framework [2]. Participating in the RIEF program raised questions for the authors and identifiedadditional opportunities to help integrate and support participants in EER. Our