Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Goncher, University of Florida; Mengyu Li, University of Florida; John Mendoza, University of Florida

forward.Ultimately, with these instructional interventions being implemented into engineering curricula, we canprovide an educational path to improve engineering students’ systems thinking skills.References[1] N. H. Sabelli, “Complexity, technology, science, and education,” J. Learn. Sci., vol. 15, no. 1, pp. 5–9, 2006.[2] N. Wengrowicz, Y. J. Dori, and D. Dori, “Meta-assessment in a project-based systems engineering course,” Assess. Eval. High. Educ., vol. 42, no. 4, pp. 607–624, 2017.[3] P. Godfrey, R. D. Crick, and S. Huang, “Systems thinking, systems design and learning power in engineering education,” Int. J. Eng. Educ., 2014.[4] C. E. Hmelo, D. L. Holton, and J. L. Kolodner, “Designing to learn about complex systems,” J

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Wyrick, York College of Pennsylvania; Alison Kennicutt, York College of Pennsylvania; Bridgette Hagerty, York College of Pennsylvania; JESSICA NOLAN, York College of Pennsylvania; Karl Kleiner, York College of Pennsylvania; Most Tahera Naznin, York College of Pennsylvania

Powered by www.slayte.com[WORK IN PROGRESS] Interdisciplinary and collaborative approach to integrating stream studies into campus curriculaAbstractProject based learning (PBL) is a type of experiential learning in which students are presented with acomplex problem(s) that could have multiple feasible solutions and are tasked with developing a plan orproduct that addresses that problem. A lot of emphasis has recently been put into integrating PBLexperiences into the undergraduate curriculum. Students are often presented with projects that aretailored to fit within the time constraints of a given course. However, when that project is a subset of alarger whole, then a comprehensive solution is rarely

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Holly Golecki, University of Illinois at Urbana - Champaign; Tashia Lewis

Education Research (J-PEER), vol. 9, no. 2, Oct. 2019, doi: 10.7771/2157-9288.1244.[2] A. Godwin, G. Sonnert, and P. M. Sadler, “Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices,” Journal of Pre-College Engineering Education Research (J-PEER), vol. 6, no. 2, Jan. 2017, doi: 10.7771/2157-9288.1131.[3] F. Lewis, J. Edmonds, and L. Fogg-Rogers, “Engineering science education: the impact of a paired peer approach on subject knowledge confidence and self-efficacy levels of student teachers,” International Journal of Science Education, vol. 43, no. 5, pp. 793–822, Mar. 2021, doi: 10.1080/09500693.2021.1887544.[4] M. Riojas, S. Lysecky, and J. Rozenblit

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed Noor-A-Alam, Indiana University - Purdue University Indianapolis; Julie Mendez, Indiana University Purdue University, Columbus

this promising pedagogical tool.References[1] J. D. Novak and A. J. Canas, “The theory underlying concept maps and how to constructand use them,” Technical Report IHMC CmapTools 2006-01 Rev 2008-01.[2] J. Wheeldon and J. Faubert, “Framing Experience: Concept Maps, Mind Maps, and DataCollection in Qualitative Research,” International Journal of Qualitative Methods, vol. 8, no. 3,pp. 68–83, Sep. 2009.[3] S. M. Ferguson, R. W. Foley, J. K. Eshirow, and C. C. Pollack, “Refining Concept Mapsas Method to Assess Learning Outcomes Among Engineering Students,” presented at the 2018ASEE Annual Conference & Exposition, Salt Lake City, UT, Jun. 2018. Available:https://peer.asee.org/refining-concept-maps-as-method-to-assess-learning-outcomes

Conference Session

EMD Technical Session 3: Measuring Engineering Management

Collection

2022 ASEE Annual Conference & Exposition

Authors

Suzanna Long, Missouri University of Science and Technology; Kellie Grasman, University of Michigan; David Spurlock, Missouri University of Science and Technology

Paper ID #38077Comparing Course Outcomes of Hybrid Delivery withClassroom-based Instruction in an Introductory EngineeringManagement CourseSuzanna Long Dr. Suzanna Long is professor and chair of engineering management and systems engineering at Missouri University of Science and Technology. Long earned a B.S. in physics and B.A. in history in 1984, an M.S. in engineering management in 2004 and a Ph.D. in engineering management in 2007 from the University of Missouri-Rolla, now Missouri S&T. She also earned an M.A. in history from UM-St. Louis in 1988. She joined the S&T faculty in August 2008. Prior to joining

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jared Ashcroft, Pasadena City College; Billie Copley, Micro Nano Technology Education Center; Peter Kazarinoff, Portland Community College; Neda Habibi, University of North Texas; Mel Cossette, Edmonds College

participation.The Economic, Technological and Demographic factors that will influence demand andeducation paradigms within the MNT workforce over the next twenty years must be addressed. Current Field CAGR Market (Yr) Market Energy 12.0% $5.7B $10B (2023) Composites 29.5% $2B $7.3B (2022) Filtration 18.9% $518M $1.2B (2023 Table 1. Applications MNT Figure 2. Economic Impact MNT Ceramics Impacts 8.6% $16.9B $24.5B (2024) applications by 2023Economic Factors: In 2014, research and development investments and outcomes led to $370billion in final output from MNT applications in the U. S. (Fig. 3)6 which grew

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rob Sleezer, Minnesota State University, Mankato; Nicolle Revello; Morgan Round; Kristen O'Connell; Benjamin Orlin; Andrew Roberts, Minnesota State University, Mankato

the literature. A full exploration of that literature is beyond the scope ofthis paper; however, the following paragraphs report on terminology, benefits of inmateeducation, opportunities for improvements in inmate education, and gaps between what is knownand what is unknown about teaching university-level engineering education to incarceratedstudents.1.1.1 TerminologyThe U. S. correctional system is a collection of correctional institutions, including prisons andjails, whose purpose is to punish for the purposes of rehabilitation, incapacitation, specificdeterrence, general deterrence, and denunciation [1]. In 2019, federal and state prisonsincarcerated more than 1.4 million adults and released more than 600,000 individuals to return totheir

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sydney Turner, University of Virginia; Bethany Gordon, University of Virginia; Tomeka Carroll; Katelyn Stenger, University of Virginia; Patrick Hancock, University of Virginia

historicallyunderrepresented students. To initiate this pursuit in your classroom, reference Arif et al.’s (2021)Ten simple rules for supporting historically underrepresented students in science. Lastly, exploration of positionality can help facilitators pick content that is relevant to thestudents. In the case of our intervention, the undergraduate students were primarily in their secondyear of college. Due to their current experience level as engineers, we found that most students feltthe questions posed in the workshop pertaining

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston

project by Q4a. How do you define CRP in your classroom context? X XQ4b. How did the infusion of CRP change this project?Q4c. Do you see room for infusing CRP pedagogy in other curricular projects you are currently using?Q5. What connection/s have you made between EDP and CRP? Please describe the connections you see or lack X thereof.Source: Adapted from Castillo-Montoya [62] Teaching Philosophy Statements. In addition to interviews and reflection journals, theparticipants also provided their philosophy statements. These statements generated an additionalself-reported data source that gave insights

Conference Session

ERM: Find Out More About Faculty!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Mackenzie Sharbine, Harding University; Joachim Walther, University of Georgia; Nicola Sochacka, University of Georgia; Kyle Shanachilubwa, Harding University; Grant Countess, Harding University

research,thematic analysisIntroductionIn this research paper, we examine episodic moments of professional shame as experienced bystudents when they interacted with faculty members. Anchored in theoretical foundations ofpsychology and sociology [1-4] and in empirical foundations of our prior work [5-9], we useHuff et al.’s [9] conceptualization of professional shame as “a painful emotional state that occurswhen one perceives they have failed to meet socially constructed expectations or standards thatare relevant to their identity in a professional domain” (p. 414).The findings of this study provide suggestions to engineering faculty members on how they canimprove overall well-being outcomes and cultivate systemically inclusive environments

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

-related activities anddevelop a scale to measure self-directedness in CEPD settings.References[1] S. B. Merriam and L. M. Baumgartner, Learning in adulthood: A comprehensive guide. John Wiley & Sons, 2020.[2] K. Poscente, "The Three Dimensions of Learning: Contemporary Learning Theory in the Tension Field between the Cognitive, the Emotional and the Social. Author: Knud Illeris," The International Review of Research in Open and Distributed Learning, vol. 7, no. 1, 2006.[3] E. A. Erichsen and C. Goldenstein, "Fostering collaborative and interdisciplinary research in adult education: Interactive resource guides and tools," SAGE Open, vol. 1, no. 1, p. 2158244011403804, 2011.[4] P. Sanger and I. Pavlova, "Applying

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Schwartz, The University of Texas at Arlington; Kathleen Smits, The University of Texas at Arlington; Jessica Smith, Colorado School of Mines; Thomas Phelan, United States Air Force Academy; Rosalie O'Brien

Definition and Solution,” in International Perspecties on Engineering Education, S. H. Christensen, Ed. Springer International Publishing Switzerland, 2015, pp. 435–455. doi: 10.1007/978-3-319-16169-3_21.[2] P. E. Vermaas, “Design Methodology and Engineering Design From Technical Problem Solving to Social Exploration,” in Engineering Identities, Epistemologies and Values, S. H. Christensen, Ed. Springer International Publishing Switzerland, 2015, pp. 147–159. doi: 10.1007/978-3-319-16172-3_8.[3] M. Harsh, M. J. Bernstein, J. Wetmore, S. Cozzens, T. Woodson, and R. Castillo, “Preparing engineers for the challenges of community engagement,” European Journal of Engineering Education, vol. 42, no. 6, pp. 1154–1173

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Astri Briliyanti; Dirk Colbry, Michigan State University; Julie Rojewski, Michigan State University

pandemicconditions permit, we have also learned a great deal about how to facilitate effectively online andwill work to refine and disseminate those experiences in the near future.AcknowledgementsWe are indebted to the dozens of volunteers who have participated in the TTT program, anddeeply appreciate their contributions to the success of the CyberAmbassadors project. Thismaterial is based upon work supported by the National Science Foundation under Grant No.1730137. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] “Defining Deeper Learning and 21st Century Skills | National Academies.” https

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natascha Buswell, University of California, Irvine; Joseph Henry, University of California, Irvine; Kevin Flaieh

). Engineering and Engineering Technology by the Numbers 2019. Washington, DC.Bielefeldt, A. R., Polmear, M., Knight, D., Swan, C., & Canney, N. (2018). Intersections between Engineering Ethics and Diversity Issues in Engineering Education. Journal of Professional Issues in Engineering Education and Practice, 144(2), 04017017. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000360Celedón-Pattichis, S., Borden, L. L., Pape, S. J., Clements, D. H., Peters, S. A., Males, J. R., Chapman, O., & Leonard, J. (2018). Asset-Based Approaches to Equitable Mathematics Education Research and Practice. Journal for Research in Mathematics Education, 49(4), 373–389. https://doi.org/10.5951/jresematheduc.49.4.0373Eisner, E. W

Conference Session

ERM: Instruction and Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University - Purdue University Indianapolis

classrooms turning STEM education upside down,” ScienceDaily, Jun. 07, 2016. https://www.sciencedaily.com/releases/2016/06/160607151512.htm (accessed Feb. 06, 2022).[2] L. Liu, D. Ripley, and A. Lee, “Flipped learning and influential factors: Case analysis,” Journal of Educational Technology Development and Exchange (JETDE), vol. 9, no. 2, p. 5, 2016.[3] S. Mithun and X. Luo, “Design and evaluate the factors for flipped classrooms for data management courses,” in Proceedings for the 2020 Frontiers in Education Conference, Oct. 2020, pp. 1–8.[4] S. Mithun, V. Morgan, and X. Luo, “Flipped Classroom Design Method for a Senior Data Management Course,” in Proceedings for the 2021 Frontiers in

Conference Session

Computers in Education 9 - Technology I

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Hoe, Loyola University Maryland; Dave Binkley, Loyola University Maryland; Mary Lowe, Loyola University Maryland

engineerswith expertise in control systems and electronics to build the interface circuits to the quantumcircuits, especially for measuring quantum states. This requires knowledge of FieldProgrammable Gate Array (FPGA) technology for processing the data [8], [9] as well asexpertise in designing CMOS circuits operating at cryogenic temperatures for implementing low-noise electronics that interface with quantum processors [10], [11], [12]. A review of theanticipated engineering positions needed in the quantum technology market reveals that most ofthe openings will be for ‘quantum-aware engineer[s]’ and ‘non-quantum engineer[s] employed ina quantum company’ [13]. A number of employers noted the best way to increase this work forceis to simply augment a

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Al Mestiraihi, Utah State University; Kurt Becker, Utah State University - Engineering Education

various backgrounds andincreasing the population size for this study are also vital to globalizing the results of this study.The implications of the findings mentioned in this paper on the ECE curricula and how thefindings impact the teaching will be considered for future publications.7. References[1] S. V. Yazdi, “Effective employment: A basic objective for curriculum design in higher education,” International Journal of Academic Research in Progressive Education and Development, vol. 2, no. 4, pp. 28–43, 2013.[2] S. V. Yazdi, “Review of centralization and decentralization approaches to curriculum development in Iran,” International Journal of Academic Research in Business and Social Sciences, vol. 3, no. 4, p. 97, 2013.[3] A. F

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kali Morgan, Georgia Institute of Technology; Kelly Griendling, Georgia Institute of Technology; Stephen Ruffin, Georgia Institute of Technology; Jakob Kinney, Georgia Institute of Technology

this issue by directly examining students’Scavenger Hunt assignment submissions. Specifically, this qualitative work will explore genderdifferences in the ways in which AE students experience and demonstrate vocational purpose. References[1] J. H. Schuh, S. R. Jones, S. R. Harper, & Associates, Student services: A handbook for theprofession, 5th ed. San Francisco, CA: Jossey-Bass, 2011.[2] D. G. Young. (2020). Is first-year seminar type predictive of institutional retention rates?Journal of College Student Development, 61(3), 379-390.[3] K. L. Morgan, C. L. Bell-Huff, J. Shaffer, J. M. LeDoux, “Story-driven learning: Apedagogical approach for promoting students’ self-awareness and empathy for

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Terri Dunbar, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology

, M. S., Dorime-Williams, M. L., & Tillman-Kelly,D. L. (2014). Measuring the educational benefits of diversity in engineering education: A multi-institutional survey analysis of women and underrepresented minorities. Retrieved fromhttps://commons.erau.edu/publication/292.3 Pucha, R., & Dunbar, T. (2022). SDG-focused project-based learning in engineering designcourses with diversity and inclusion interventions, ASEE SE Conference, Charleston, South Car-olina.4 Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of communitycultural wealth. Race ethnicity and education, 8(1), 69-91.5 Moalosi, R., Popovic, V., & Hickling-Hudson, A. (2010). Culture-orientated product de-sign. International journal of

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University; Janille Smith-Colin, Southern Methodist University; Cindy Hua

inaccessibility are expected if virtual community-based site analysis persists, flexibility in changewill remain an integral engineering tool in community-site engagement processes.References[1] J. Kabo and C. Baillie, “Seeing through the Lens of Social Justice: A Threshold for Engineering.,” Eur. J. Eng. Educ., vol. 34, no. 4, pp. 317–325, Aug. 2009.[2] J. Dewey, Experience and education. New York: Macmillan, 1938.[3] C. L. Dym, “Learning Engineering: Design, Languages, and Experiences*,” J. Eng. Educ., vol. 88, no. 2, pp. 145–148, Apr. 1999.[4] O. Eris, C. L. Dym, A. M. Agogino, D. D. Frey, and L. J. Leifer, “Engineering Design Thinking, Teaching, and Learning,” J. Eng. Educ., vol. 94, no. 1, pp. 103–120, 2005.[5] S. Bell, “Project-Based

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Mckenzie Landrum, University of Florida; Tara Ippolito, University of Florida; Austin Hayes

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Cruz Castro, Purdue University at West Lafayette (PPI); Tiantian Li, Purdue University at West Lafayette (COE); Leyla Ciner; Kerrie Douglas, Purdue University at West Lafayette (COE); Christopher Brinton, Purdue University at West Lafayette (COE)

, 1993, doi: 10.1002/j.2168-9830.1993.tb00065.x.[2] E. Jamelske, “Measuring the impact of a university first-year experience program on student GPA and retention,” Higher Education, vol. 57, no. 3, 2009, doi: 10.1007/s10734- 008-9161-1.[3] N. A. Pendergrass et al., “Improving first-year engineering education,” in Journal of Engineering Education, 2001, vol. 90, no. 1, pp. 33–41. doi: 10.1002/j.2168- 9830.2001.tb00564.x.[4] S. Odeh, S. McKenna, and H. Abu-Mulaweh, “A unified first-year engineering design- based learning course,” International Journal of Mechanical Engineering Education, vol. 45, no. 1, 2017, doi: 10.1177/0306419016674508.[5] S. A. Ambrose and C. H. Amon, “Systematic design of a first

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

conceptual design (when the physical artifact does not exist) where designers runmental simulations of the design works and predict the sources of flaws in the performance [31].However, design-based troubleshooting also happens during or after testing, when designersactively look for patterns of behaviors to discover the flaw and the problematic area(s) [17].Crismond [32] has identified four steps to systematically conduct designed-basedtroubleshooting including observing, diagnosing, explaining and suggesting a remedy. Duringobserving, designers observe the performance of their design. They then diagnose theproblematic area, explain the causes and finally suggest remedy to fix the problematic area.Once a problematic area is identified and the

Conference Session

First-Year Programs Division Technical Session 2: Peer Mentoring/Learning, Teaching Assistants, and Career Mentorship

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darcie Christensen, Minnesota State University, Mankato; Idalis Villanueva, University of Florida

91.5% Person of Color 3.2% Prefer not to answer 0.9% Prefer not to answer 5.8% 1. Participants chose all that applied from: Male, Female, Transgender (i.e., gender identity differs from biological sex assigned at birth), Genderqueer (i.e., do not subscribe to traditional genders), Agender (i.e., identifies as not belonging to any gender), Cisgender (i.e., gender identity matches the biological identity assigned at birth), not listed, or prefer not to answer. 2. The first person in immediate family [e.g., mother, father, sibling(s), grandparent(s)] to attend college 3. Participants chose all that applied from

Conference Session

Civil Engineering Division - Mechanics Applied and the Best in Five... Get Ready!

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Kaklamanos, Merrimack College; Simon Ghanat, The Citadel; Craig Shillaber, Northeastern University; Tanya Kunberger, Florida Gulf Coast University; Brock Barry, United States Military Academy; Shawn Griffiths, University of Wyoming; Corrie Walton-Macaulay, Saint Martin's University; Suresh Immanuel, University of Evansville; David Saftner, University of Minnesota Duluth; Chris Swan, Tufts University

educators of common pitfalls and better approaches forMohr’s circle instruction. However, most of the literature is focused on either mechanics orstructural engineering courses, with little or no references concerning the education of Mohr’scircle in geotechnical engineering courses. While the concept of Mohr’s circle is notfundamentally different in geotechnical applications when compared to structural or mechanicsapplications, it still presents challenges for many learners throughout their undergraduateeducation. These challenges include the differences in sign conventions for geotechnicalapplications, the continued complexity of the topic, and that the students have not mastered theconcept from the previous course(s).A phenomenographic analysis

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jasmine Batten, Florida International University; Alexandra Strong, Florida International University; Monique Ross, Florida International University; Elodie Billionniere, Miami Dade Community College; Myrian Herlle, Florida International University

a 4-yearinstitution, can impact a student’s “roles, relationships, routines, and assumptions” [16, p. 159].Therefore, to further examine the experiences and perceptions of transfer students withincomputer science, we leveraged Schlossberg’s Transition Theory [16], [17], a theory originallydeveloped for use in adult education and counseling. This theory outlines coping strategies thatplay a critical role in understanding an individual’s response to a transition and determining whatresources or structures could be designed to support a particular transition better. To categorizecoping strategies that would be applicable regardless of the transition or where an individual waswithin the transition, Schlossberg defined the 4 S system: situation

Conference Session

EMD Technical Session 2: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joe Bradley, University of Illinois at Urbana - Champaign

Enterprise Development, Vol. 22No. 4, pp. 716-733.Dayanim, S. L., 2011. “Do Minority‐Owned Businesses Face a Spatial Barrier?Measuring Neighborhood‐Level Economic Activity Differences in Philadelphia.” Growthand Change, 42(3), 397-419Diez, F., 2014. “The Great Recession, Entreprenurship, and Productivity Performance.”Current Policy Perspective, Federal Research Bank of Boston, No. 14-8.Dosi, G. 1982. “Technological Paradigms and Technological Trajectories: A SuggestedInterpretation of the Determinants and Directions of Technical Changes”. ResearchPolicy, 11, pp. 147-162.Gonul, O., 2018. “Encouraging and Supporting Minority Entrepreneurship for Long-TermSuccess.” Entrepreneur & Innovation Exchange. November 2018.Greenhalgh, L., Lowrey, J., 2011

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Smarr, University of Florida; Juan Gilbert, University of Florida

. 9–13. [5] National Science Foundation, “National science foundation - where discoveries begin.” [Online]. Available: https://www.nsf.gov/cise/bpc/ [6] M. M. de Royston and T. C. Madkins, “A Question of Necessity or of Equity? Full-Service Community Schools and the (mis)Education of Black Youth,” Journal of Education for Students Placed at Risk (JESPAR), vol. 24, no. 3, pp. 244–271, 2019. [Online]. Available: https://doi.org/10.1080/10824669.2019.1615920 [7] E. Dowell and M. Jackson, “”woke-washing” your company won’t cut it,” Jul 2020. [Online]. Available: https://hbr.org/2020/07/woke-washing-your-company-wont-cut-it [8] S. K. White, “How top tech companies are addressing diversity and inclusion,” Feb 2021. [Online

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reza Abolhelm, University of Waterloo; Trevor Hrynyk; Rania Al-Hammoud, University of Waterloo

,” Chemistry Educucation Research and Practice, 17(3), 590-603, 2016.[6] S. Mndzebele, & S. Mckenna, “Applying a student curriculum discourse in higher educationteaching and learning.” Africa Education Review, 10(1), 1-17, 2013.[7] K. Balkos, B. Dow, S. Shams, R. Al-Hammoud, M. B. Emelko, S. Walbridge & C.Bachmann, “Pedagogical Skill Development Through the Horizontal Integration of a Second-Year Engineering Curriculum,” in Proc. ASEE 124th Annual Conference and Exposition,Columbus, OH; June 2017, 14 pp., 2017.[8] G. Whitman and M. Hardiman, Assessment and the learning brain. Retrieved from, 2017.[Online]. Available: http://HttpsL//www.nais.org/magazine/independent-school/winter-2014/assessment-and-the-learning-brain[9] R. Lynch, P. McNamara

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arash Jamshidi, University of California, Berkeley; Elisa Stone, University of California, Berkeley

genome samples for evidence of metabolic activity from prehistoric core samples ● examine how and why E. coli behaves when it interacts with human metabolic functions ● study how microbiomes within human gastrointestinal pathways change based on nutritional habits ● study how nitrogen fixation pathways can be genetically altered to create alternative biofertilizers ● examine the biochemical pathways present in extremophiles in order to understand how they help sustain marine ecosystemsCase 3 - High School Mathematics/Physics Teacher Ms. S Participating during both summer 2020 and 2021, Ms. S and her research mentordeveloped a curricular unit around radiation detection designed to engage students with real-timedata from