Conference Session

Biological and Agricultural Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Madhumi Mitra, University of Maryland Eastern Shore; Travis Ford; Izzeldin Abuelgasim, University of Maryland Eastern Shore; Charles Raleigh, University of Maryland Eastern Shore

, analysis, and mapping form asignificant component of the overall precision agriculture project. It not only helps to visualize thevariabilities in production agricultural fields but is also essential for variable rate application ofagronomic inputs using geo-located prescription maps. In this paper, the student experiences andresults of grid soil sampling efforts that have been undertaken on a specific production field oncampus are outlined. In alignment with Kolb’s cycle, the students used concrete field andlaboratory experiences and used experiential knowledge, reflection, and abstract concepts toimprove the grid soil sampling process on campus. The improvements were achieved byintegrating contemporary technologies that provided additional

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyson Eggleston, The Citadel; Robert Rabb, The Citadel; Ronald Welch, The Citadel

] and transferable [6]. Crucially, the literatureimmediately identifies gaps between researchers’ and employers’ definitions of ‘employability’with employers valuing communication skills, analytical ability, and reflection on the part ofemployees, connecting these attributes with greater flexibility and organizational adaptation [7].Perhaps employers are seeking future leaders as well. This would support the heavy recruiting ofCitadel engineering graduates since leadership is a critical developmental pillar at the institution.Johnson and Hackman believe that leadership is a human condition based on the use ofcommunication (verbal and nonverbal) to obtain organizational goals, while purposelydisplaying organizational values and behaviors through

Conference Session

ERM: Lessons Learned from COVID (COVID Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Gail Headley, University of Delaware; Jenni Buckley, University of Delaware; Haritha Malladi, University of Delaware

team dysfunction. Teamformation processes can be developed to ensure each team has sufficient variation in, forexample, educational experiences, technical skills, and demographic characteristics to bringmultiple perspectives to the design project [1, 20-22]. Explicit descriptions of professionalexpectations can help students understand the kind of time-management, communication, andconflict resolution skills they are expected to develop as emerging engineers [8, 23, 24]. Havingstudents write self-reflections [2] and report their perceptions of teammates’ contributions [14,23, 25] appears to support within-team accountability.The literature suggests aspects of identity is an important consideration in team dynamics. Forexample, Mentzer [4

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lynn Mayo, RePIcture; Katie Wheaton

of an AISC award, which was optional. o Students completed a “self-reflection”. They were asked to answer the following: What aspect of the project was most successful for you? What sparked curiosity and/or satisfaction when working on this project? What challenges did you encounter? Students were then asked what grade they think their project deserves. o This deliverable is graded by review of the student’s self-reflection and suggested final grade. Using the instructor dashboard, projects were marked as “ready to publish”.Completion of the assignment in this manner had benefits for both the instructor and students.Three deliverables allowed the students

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Samieh Askarian, University of Cincinnati; Keri Eason

representation andinnovation to ensure their voice is included. In our research model we strive to challenge theengineering cultural norms centered on white men by highlighting the experiences of thetraditionally and historically excluded.These stories showcase the patterns of Black women in engineering academic arenas. This wasnot merely as an intellectual exercise, but a very personal and emotional experience for theresearch team. Writing their stories gave the lead author an opportunity to reflect on her personaljourney through engineering. The lead author is a Black woman with a bachelor’s degree inbiomedical engineering, master’s degree in quantitative analysis and a doctoral degree inbiomedical engineering. There were times that she saw herself in

Conference Session

Materials Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Breejha Quezada, Purdue Engineering Education; Emily Haluschak, Purdue University at West Lafayette (COE); Aileen Ryan, Purdue University at West Lafayette (COE); Katherine Schieltz; Congying Wang, Purdue University at West Lafayette (COE); Amanda Johnston, California Polytechnic State University, San Luis Obispo; Alejandro Strachan, Purdue University at West Lafayette (COE); Tamara Moore, Purdue University at West Lafayette (COE)

was completion ofopen-ended survey reflection questions. If a student did not complete both of the responses, theassignment would be unusable. Because analysis of open-ended responses was the focus of theresearch, we did not find it necessary to exclude data based on incomplete interest levelresponses. The third criterion was legibility; if a response could not be read, the response wasdeemed unusable. Once data cleaning was complete, 153 assignments were left to be analyzed.AnalysisThe data from the homework and survey had three parts. The content questions from thehomework, the Likert-type question about interest, and the open-ended survey questions. For thispaper, we analyzed the Likert-type question and the open-ended survey questions to

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Laura Carey, The University of Akron; Elle Bonnema

databases for intervention and comparison students at the beginning of Fall 2021.ResultsA. Program ActivitiesWhile virtual shadowing may be limited in exposing students to an authentic work environment,survey results indicated that first-year students engaged in a range of activities during that time.For example, 47% participated in a video overview of the company, 26% participated in ameeting, and 15% observed some aspects of hands-on work. This is in contrast to the program’sprior years when over 80% of students participated in a tour of the company, and over 60%observed hands-on work. From the survey results, the virtual experiences tended to focus ondiscussions and reflections with the co-op mentors, which is expected given the format

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chengyi Zhang, University of Wyoming; Xuanyi Zhu; Ashleigh McManus; Bryan Dyer; Scott Arias

performanceon the exam should reflect the true extent of knowledge and effort that each student gives. Poorperformance on the AC exam could result from program level SLO's being inadequately alignedto the AC exam test subjects, and if properly improved, it would better reflect programperformance and more accurately reflect any changes that need to be made in the future.The construction management program at Eastern Kentucky University started in the fall of 1977with the assistance of the Bluegrass Chapter of the Associated General Contractors (AGC). Theprogram was the first accredited by the ACCE in the Commonwealth of Kentucky in 1993 andwas received re-accreditation for the fourth consecutive time in 2016. Over forty years,assessment plans were

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, The Hill School

, donot have enough resources/trainings to provide engineering learning opportunities for theirchildren at home.This resource shares a detailed description of a short professional development (PD) that washeld at a high school for parents to learn about engineering. The parent PD had two aims: (1) tointroduce what engineering design is, and (2) ways to engage children in engineering design athome. The PD was developed based on the ASEE P-12 Framework for Engineering Learning(p12framework.asee.org). During the PD, parents engaged in an engineering design activity ingroups of three-four, without being introduced to any engineering design processes/frameworks.They were then asked to reflect on and discuss their design practices and processes

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Alexander, California State University, Chico; Michael Kotar, California State University, Chico; JoAna Brooks, California State University, Chico

. Rate your level of 7- Strongly agree • People in the STEM community listen to how Iagreement with each statement. would like to do things.Perceptions of how ones values align with STEM practitionersPlease read each description and Not at all like me A person who thinks discussing new theories •think about how much that person Not like me and ideas among STEM professional isis like you or not like you. Select the A little like me important.rating that best reflects how much Somewhat like me • A person who feels discovering something newthe person in the description is like Like

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brittany Fasy; Joseph Chipps, Montana State University - Bozeman; Stacey Hancock, Montana State University - Bozeman; Aayushi Dangol; Kristin Searle, Utah State University; Colby Tofel-Grehl, Utah State University; Aubrey Rogowski, Utah State University; Mengying Jiang, Utah State University

redefine what it means to compute and who computes, we leverageBrayboy’s tenets of TribalCrit to ground introductory computing within the stories of AmericanIndian People. Telling the stories of American Indian People, particularly individuals fromMontana, educates students on American Indian concepts of culture and knowledge, while alsorecognizing students’ own enculteration in Western culture. We encourage students to reflect ontheir sociocultural practices, to juxtapose those with stories from local American Indiancommunities, and to personalize and construct related computational artifacts.In this paper, we describe an iterative curricular design process in which we partner with Montanateachers, OPI, and other stakeholders to develop

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathan Washuta, The Citadel; Alyson Eggleston, The Citadel; James Righter, The Citadel; Robert Rabb, The Citadel

goals such as no poverty, zero hunger, and cleanwater and sanitation [7]. ASME contends that “mechanical engineering practitioners will need tobetter understand the global marketplace in terms of economics, user needs, values and culture[8].” Each of these reports highlights the growing responsibility of engineers to consider globalneeds and impacts in the design process. These broader implications of design solutions and changes to the responsibilities ofengineers are reflected in changes made in 2019 to the ABET Criteria for AccreditingEngineering Programs, which describe the criteria that must be met by all accredited engineeringprograms and help to guide the direction of engineering education [9]. Specifically, the StudentOutcomes

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville; Courtney Faber, University of Tennessee at Knoxville; Daniel Mountain

/TPTE 115 at the beginning and end of the semester. Participantswill also complete reflective journals (see Table 2) throughout the course and participate in semi-structured interviews at the end of the course.Table 2: Example Reflective Journal Prompts Reflective Journal Questions How do you view math, engineering, or science education differently from when you began this class? Has participating in this class changed your understanding of how to teach engineering? How? How has participating in this class impacted your confidence in your ability to teach math, science, or engineering in the future? What did you learn about yourself in this course? How would you describe engineering to a [elementary/middle/high] school student?Future Plans:The

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Esther Tian; Daniel Showalter; Tara Kishbaugh; Scott Barge

healthcare clinical experiences, to reflect uponvocation choice, and to develop a more thorough understanding of professionalism in theirchosen field. While this new course met a general education requirement for the students, it wasnot required for any major. Almost every STEM scholar enrolled in the course, but virtually noothers. Because of this lack of student interest, the course was eliminated. The biology programdid create something similar for their majors. The goals of the STEM practicum (accomplished)were: ● Connect students with EMU STEM alumni and other STEM professionals, ● Tour / interact with local STEM industries and employers, ● Work with Career Services to develop a resume and cover letter, ● Prepare to apply for summer

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Zilles, University of Illinois at Urbana - Champaign; Ryan Ware; Megan Mericle; Paul Prior; John Gallagher, University of Illinois at Urbana - Champaign; John Popovics, University of Illinois at Urbana - Champaign; Lance Cooper; Celia Elliott, University of Illinois at Urbana - Champaign

, illustrate how discursive turbulence canbe generative. In our first semester of meeting weekly, as we were planning a survey ofengineering faculty, we spent many meetings discussing terms and concepts such as genre andprocess, trying to develop and articulate a common understanding. Reflecting on those meetings,several of us remembered not only how difficult it was to develop that shared understanding, butalso our surprise at how much sustained effort it took. During this period of learning howdifferent disciplinary groups described and practiced writing, we experienced discursiveturbulence. It was only with the shared understanding that resulted that we were able to envisiona truly transdisciplinary approach to improving writing skills in our

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Feil-Seifer; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

declining.Personal Experiences Shaping PerceptionsThroughout the interviews both participants spent a significant amount of time reflecting on theirown experiences with stress and mental health during their graduate programs. Rather thanpresent specific quotes, we have summarized these experiences to maintain a level of participantanonymity. One faculty member described significant concerns about money and significantrelationship issues during their graduate program. In contrast, the other faculty member describedphysical symptoms in the form of ulcers and migraine-like reactions as a result of the significantstressors of graduate school. Both participants described how these stressors and declines inmental health led to significant declines in their

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Widmann, California Polytechnic State University, San Luis Obispo; John Chen, California Polytechnic State University, San Luis Obispo; Jocelyn Gee; Melissa Melton; Nicholas Seah; Brian Self, California Polytechnic State University, San Luis Obispo

consisting of brief reflection and writing about one’svalues, followed one week later by a post-survey, and ending with a follow-on survey severalweeks later to test whether any resulting impacts were sustained. Students were randomlyassigned into one of three activities during the second week: the values affirmation exercise, achallenge exercise in which students reflected on the relative importance of the various GrandChallenges of Engineering, or a control in which they wrote about something they are lookingforward to in the upcoming academic year. Preliminary results are reported elsewhere at thisconference and a full analysis will be completed and reported in the future.Extracurricular ActivitiesExtracurricular activities are another aspect of

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Francesca Lopez

activity, concepts of implicit bias and stereotyping werediscussed during a lecture and then students were asked to discuss team member responsibilitiesfor upcoming team assignments, and to submit a list of responsibilities for each team member(week 4). These team responsibility discussions were repeated in class several times (weeks 5-12) during the semester. At the end of the semester (week 15), students were asked to reflect onteaming, the impact of bias and stereotypes on team responsibilities, and how they used and grewtheir assets during the course.Instruments: To examine the impact of the ABP activities, students were surveyed at thebeginning and end of the semester, using items from validated measures of sense of belonging,engineering

Conference Session

Faculty Development Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Deb Jordan, Colorado School of Mines; Sam Spiegel, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Stephanie Cutler, Pennsylvania State University

; McTighe, 2007) process for course design and facilitation (Spiegel, 2017; Spiegel,Sanders & Sherer, 2018) as well as a continuous improvement model for instruction. Part of thisprocess emphasizes utilizing data and reflection to monitor and guide the efforts.The evaluation also serves as an external review for Our Center funders so they can see theprogress we have made with the resources. While we do not need to justify Our Center for theinstitution, we have found it helpful to have external evaluations to support claims of success andto note areas of needed enhancement to warrant new funds. We receive funding from theinstitution’s core budget (operating funds decided by the Senior Leadership Team), discretionaryfunds to support short-time

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Isabella Stuopis, Tufts University; Kristen Wendell, Tufts University

element of the LA model [3]. In manyinstitutions using the LA model, LAs are involved in the pedagogical training for just their firstsemester of practice. However, there may be benefits to providing sustained pedagogical trainingand reflection across multiple semesters of LA participation. Research is needed to explore theaffordances of mixed-experience pedagogical training for LAs.This study looks specifically at LAs within the mechanical engineering department at a smallprivate university in the northeastern US who participated in the program over two academicyears. A unique aspect of this department’s pedagogy seminar is that both veteran and noviceLAs took part in the pedagogy course. We, as the facilitators and program coordinators, began

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Matthew Ohland, Purdue University at West Lafayette (COE); Richard Layton; Marisa Orr, Clemson University; Russell Long, Purdue Engineering Education; Joe Roy, American Society for Engineering Education (ASEE); Hayaam Osman, Purdue University at West Lafayette (PPI); Catherine Brawner

Duke University. She specializes in research and evaluation in higher education STEM disciplines with a particular focus on underrepresented groups.Richard A. Layton (Dr) Richard Layton is a data visualization consultant focusing on educational research. He designs exploratory data graphics to assist a research team in discovering the stories in quantitative data and preparing visuals in which the logic of the display reflects and supports the logic of the argument. He has facilitated numerous workshops on using R for data visualization. He received his BS (1991) in Engineering from California State University, Northridge and his MS (1993) and PhD (1995) in Mechanical Engineering from the University of Washington in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katrina Donovan, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Paula Jensen, Texas Tech University; Michael West, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

developed will be described in the following section. Finally, the critical elements of theprogram and the results will be examined.Engineering culture and demographicsA review of the relevant literature indicates that culture and educational experience often have amore significant impact than grades on retaining students in engineering. In 1997 Seymour andHewitt interviewed students who left engineering in seven different universities, including womenand minorities. Retention issues were noted because of "structures of educational experience andthe culture of the discipline (as reflected in the attitudes and practices of the Science, Mathematics,and Engineering faculty)" [4, p. 392], [5, p. 743].Shrein describes organizational culture as being

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Bradley Harris, University of Tennessee at Chattanooga

in constructing deep and accuratethreshold concepts, so we chose to frame the RET and the design of curricular materials usingthe PBL approach.We used the research-informed model for PBL instruction as described by the organizationPBLWorks (formerly the Buck Institute for Education) as “Gold Standard PBL” [10]. Thisapproach to PBL combines the most effective PBL practices in seven design elements thatshould be addressed in a PBL unit: (1) a challenging problem or question, (2) sustained inquiry,(3) authenticity, (4) student voice and choice, (5) reflection, (6) critique and revision, and (7) apublic product [10]. The template from PBLWorks (https://www.pblworks.org/) that ourparticipants used can be found athttps://my.pblworks.org/resource

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Vaden, University of Pittsburgh; Melissa Bilec, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Nave; Amy Landis; Kristen Parrish, Arizona State University

research hasindicated that instructors should create classroom environments that foster inclusivity andbelonging. However, there is a lack of specific guidance for how to create these environments,especially in engineering classrooms where much of the focus is on technical content. This studyis addressing this gap through developing and providing pragmatic, proven, and trusted practicesfor engineering faculty who are seeking to make their classrooms more inclusive environmentsfor all students. This research is informed by and aligned with the Theory of Change Model developed byHenderson, Beach, and Finkelstein which notes 4 categories of change strategies for highereducation: disseminating curriculum and pedagogy, developing reflective

Conference Session

Civil Engineering Division - The New Normal: Enduring Technology Improvements in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sotiria Koloutsou-Vakakis, University of Illinois at Urbana - Champaign; Christopher Tessum; Eleftheria Kontou; Hadi Meidani; Lei Zhao

correctly. Solved worksheet problems become available on Canvas as study material,soon after class. Summative assignments comprise of weekly homeworks, exams and anassigned team project. Homework and exam problems are randomized to minimize cheating[12].Here, we focus on the in-class student problem solving period. Our in-class worksheet approachis inspired by that described in [13] about self-regulated learning, even though we refer to asingle class session with short problems rather than bigger projects. English and Kitsantas [13]distinguish three phases in the classroom environment: problem launch, guided inquiry/solutioncreation and problem conclusion that correspond to three student processing phases: forethought,performance and reflection

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jay Wierer, Milwaukee School of Engineering

circuits course(s). Because mastery of each of thesefundamental concepts is essential for future courses, the use of standards-based grading (SBG) isappealing, as it measures proficiency on an objective-by-objective basis.SBG has been implemented in several fundamental undergraduate engineering courses, includingfluid mechanics [2], thermodynamics [3], signals and systems [4, 5], and software verification[6]. In electric circuits, other grading strategies and interventions have been used, such as usingteam-based learning [7], reflection and metacognition [8], and mastery-based grading [9]. Itshould be noted that, while SBG and mastery-based grading are quite similar approaches, onemajor difference in the author’s approach to SBG is that all-or

Conference Session

Engineering Libraries Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada - Las Vegas

United States, the science, technology, engineering, and mathematics (STEM) professionsremain disproportionately white and male when compared with the overall population [1]. This is also thecase with higher education degree attainment [1]. Our university has one of the more diverse studentpopulations in the U. S. [2], and a stated commitment to social justice, equity, and inclusion [3].However, our faculty demographics reflect the national trends in the STEM professions. Thus, ourstudents may not see people like them represented in our faculty or their chosen professions. Representation does matter for college STEM students. STEM college students from historicallyunderrepresented gender and ethnic groups indicated that watching STEM

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Seyed Mohammad Seyed Ardakani

curiosity, connections,communications, and collaboration. Curiosity was assessed through problem selection,connections based on the style of the questions, communication from the written report, andcollaboration per students’ reflection on teamwork and whether they were able to teach and learnfrom their peers. Such games can be played again and again and provide the students with aunique experience to review the course content within the course.IntroductionDuring the COVID-19 pandemic, higher education institutions across the U.S. offered threetypes of classes in the fall semester of 2020: traditional in-person learning by taking thepreventive measures suggested by the U.S. Centers for Disease Control and Prevention (CDC)and local health

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Kristen Billiar, Worcester Polytechnic Institute; Jordan Jarrett, Colorado State University; David Knight, Virginia Polytechnic Institute and State University; Linda Vanasupa, Franklin W. Olin College of Engineering

and engineering technology students, faculty andadministrators in colleges of engineering and engineering technology, and P-12 parents andguardians. This paper focuses on the second of these three groups.To explain our rationale and goals for the ASEE Year of Impact on Racial Equity, we quotecontent from the Summer 2021 ASEE Prism article published: “In light of ASEE President Sheryl Sorby’s acceptance speech at the 2020 Annual Conference, in which she outlined a vision for ASEE and an engineering education experience that reflects more diversity and equity, as well as the societal momentum toward dismantling white supremacy and racism, it is time for a Year of Impact on Racial Equity. Many aspects of the current

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Katey Shirey, eduKatey LLC; Malinda Zarske, University of Colorado Boulder; Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University

’ reflective growth practices.Malinda S Zarske (Teaching Associate Professor) Dr. Malinda Zarske is the Chair of ASEE's Commission on P-12 Engineering Education. She is also a Teaching Professor in the Integrated Design Engineering program at the University of Colorado Boulder. She teaches undergraduate product design and core courses in engineering, as well as STEM education courses for pre-service teachers and professional development around equitable STEM teaching for inservice teachers.Elizabeth Litzler (Director) Elizabeth (Liz) Litzler, Ph.D., is the Director of the Center for Evaluation & Research for STEM Equity (CERSE) at the University of Washington (UW) and an Affiliate Assistant Professor in UW Sociology. She