Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University

equity lens to ensure research does not perpetuate marginalization and oppression experienced by minoritized engineering populations.Holly M Matusovich (Associate Professor) Dr. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate Student Mentor Award in 2018, and was inducted into the Virginia Tech Academy of Faculty

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ying Wang, Georgia Institute of Technology; Joy Harris; Janece Shaffer

during a task, and self-reflection and evaluation after a task [4].To understand how SRL plays a role in understanding and fostering engineering students’learning in entrepreneurship, we are conducting an ongoing intervention study that providesstudents with SRL support in addition to the regular teaching activities. Our main purposes of thestudy include 1) contextualizing SRL into the entrepreneurship course; 2) providing studentswith SRL practice to support their learning in entrepreneurship; 3) identifying and assessing thelearning and psychological outcomes related to SRL that indicate students’ growth inentrepreneurship and entrepreneurial mindset.The work-in-progress study is the pilot study of the ongoing intervention study. Students

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

EF327/TPTE 115 course was developed during the Fall 2022 semester and was taught forthe first time during the Spring 2022 semester. The survey and interview protocol were alsodeveloped during 2021 and pilot data was collected from students during Spring 2022. We planto begin collecting data in the Fall 2022 semester and to collect quantitative and qualitative datafor at least three semesters (Fall 2022, Spring 2023, Fall 2023). We anticipate enrollingapproximately 10 participants each semester for a total of 30 students.References: 1. The National Academies of Sciences, Engineering, and Medicine Committee on Educator Capacity Building in K-12 Engineering Education. Building Capacity for Teaching Engineering in K-12 Education

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

National Endowment for the Humanities, and the British Academy. In 2016 the National Academy of Engineering recognized her Corporate Social Responsibility course as a national exemplar in teaching engineering ethics. Professor Smith holds a PhD in Anthropology and a certificate in Women’s Studies from the University of Michigan and bachelor’s degrees in International Studies, Anthropology and Latin American Studies from Macalester College.Thomas J Phelan (Associate Professor)Rosalie O'Brien© American Society for Engineering Education, 2022 Powered by www.slayte.com Teaching Students to Incorporate Community Perspective into Environmental Engineering Problem Definition through Iterative

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacoba Ubidia, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Víctor Viteri, Universidad San Francisco de Quito; Homero Murzi, Virginia Polytechnic Institute and State University

personal cultural orientations: Scale development and validation,” J. Acad. Mark. Sci., vol. 38, no. 6, pp. 787–806, 2010.[22] H. Murzi, T. Martin, L. McNair, and M. Parerti, “A pilot study of the dimensions of disciplinary culture among engineering students,” in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, 2014, pp. 1–4.[23] C. J. Groen, D. R. Simmons, and E. D. McNair, “Disciplinary influences on the professional identity of civil engineering students: Starting the conversation,” 2016.[24] M. H. Bond, “Finding universal dimensions of individual variation in multicultural studies of values: The Rokeach and Chinese value surveys.,” J. Pers. Soc. Psychol., vol. 55, no. 6, pp. 1009–1015, 1988, doi: 10.1037

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natalie Wint

students are accepted to study at, and indeed the decisionas to whether students can study within HE, depends almost entirely upon their qualificationsand attainment up to that point. This, of course, assumes that those with the highest grades intraditional subjects including mathematics will make the best engineers, and restricts accessto the engineering. The use of grades for admission purposes can also mean that studentsbegin to associate their worth or value with their academic success.This process continues throughout their time within HE where the function of grading is toindicate the worth of graduates to potential employers; many engineering firms within theUK specify that graduates must obtain a 2:1 (60-70% grade average) to be eligible

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

peer mentoring relationships?Researcher PositionalityWithin this study, the first author was able to research a student population that she had been apart of for many years. She had completed undergraduate and graduate degrees at the institutionwithin the College of Engineering being studied. She brought personal experience to the study,both inside and outside of the classroom with both in-person and online courses, whichpositioned her as an insider since she was familiar with the organization and potential demandsin that realm [41]–[43]. She was mindful of her positionality throughout the study to providecritical and beneficial yet ethical research findings. The secondary author provided ampleexperience in the scholarship of mentoring and has

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Memorie Gosa; Debra McCallum; Erika Steele, The University of Alabama

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Student Satisfaction and Perceptions of Summer REU Experience in an Engineering/Communicative Disorders Focused Site at Program MidpointIntroductionParticipating in a research experience for undergraduates (REU) site provides opportunities forstudents to develop their research and technical skills, raise their awareness of graduate studies[1], and understand the social context of research [2]. In support of this mission, our REU site atThe University of Alabama (Sensors, Systems and Signal Processing Supporting SpeechPathology) is exploring research at the intersection of engineering and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Henry Salgado, University of Texas at El Paso; Alexandra Strong, Florida International University; Gemma Henderson, University of Miami; Yamile Urquidi, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Ines Basalo, University of Miami

in educational change throughtargeted initiatives, such as student-centered support programs and the use of inclusive curriculathat connect to their students’ cultural identities [3]–[7]. Our research focuses on exploringmethods for amplifying the engineering educational change efforts at HSIs by 1) making visiblethe experiences of engineering instructional faculty at HSIs and 2) designing, implementing, andevaluating a leadership development model for engineering instructional faculty, thereby 3)equipping and supporting these faculty as they lead educational change efforts.To achieve these goals, our project team, comprising educational researchers, engineeringinstructional faculty, instructional designers, and graduate students from three

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Case, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Polytechnic Institute and State University; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Paper ID #38260Changing the Paradigm: Developing a Framework forSecondary Analysis of EER Qualitative DatasetsHolly M Matusovich (Associate Professor) Dr. Holly Matusovich is the Associate Dean for Graduate and Professional Studies in the College of Engineering at Virginia Tech and a Professor in the Department of Engineering Education where she has also served in key leadership positions. Dr. Matusovich is recognized for her research and leadership related to graduate student mentoring and faculty development. She won the Hokie Supervisor Spotlight Award in 2014, received the College of Engineering Graduate

Conference Session

Construction Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi; Diana Bairaktarova, Virginia Polytechnic Institute and State University

have scheduled a pilot study for Summer2022 and full implementation and data collection during the Fall 2022 and Spring 2023semesters.References[1] Violatti, C. “Neolithic Period.” Ancient History. 2018. Available: https://www.ancient.eu/Neolithic/[accessed Feb 9, 2022][2] Abrams, E. M. How the Maya built their world: energetics and ancient architecture. University ofTexas Press. 1994.[3] Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. Student success in college: Creating conditions thatmatter. John Wiley & Sons. 2011.[4] Weimer, M. Learner-centered teaching: Five key changes to practice. John Wiley & Sons. 2002.[5] Boothby, T. Empirical Structural Design for Architects, Engineers and Builders. Institute of CivilEngineers (ICE

Conference Session

LEES Session 8: Care and Commitments

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Kuryloski, University at Buffalo, The State University of New York; Amy Baird, University at Buffalo, The State University of New York

publicwelfare; these messages shape student perceptions of ‘real engineering,’ ultimately frustratingtheir ability to shape an engineering identity that includes equal concern for the technical and thesocial [4].The National Academy of Engineering’s (NAE) Grand Challenges, the National Society ofProfessional Engineer’s (NSPE) Code of Ethics, and the Accreditation Board for Engineeringand Technology’s (ABET) accreditation criteria are three artifacts that offer us insight into howthe engineering community understands (or presents their understanding) of how social,economic, and environmental factors play a role in technological solutions, which we’ll brieflyexplore here. To clarify, by economic factors, we mean a community’s economic system,methods of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Joseph Hammer; Melanie Miller; Courtney Wright, University of Kentucky; Lucy Hargis; Ellen Usher

-engineering students. Lack of treatment can result in theescalation of mental health symptoms among engineering students. This study, supported by anNSF Research Initiation in Engineering Formation grant, focused on characterizing engineeringstudents’ beliefs about seeking help for a mental health concern. Using the integrated behavioralmodel as a framework, 33 semi-structured qualitative interviews were conducted withengineering students from a wide range of majors, years of study, and social identity groups.Interviews were analyzed through deductive coding to identify key beliefs associated with help-seeking as defined by the integrated behavioral model. The beliefs identified include a desireamong engineering students to fix their own problems, to

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Novick, University of Texas at El Paso; Meagan Kendall, University of Texas at El Paso; Sebastian Palacios; Melanie Realyvasquez, University of Texas at El Paso

(Associate Professor) Dr. Meagan R. Kendall is an Associate Professor in the Department of Engineering Education and Leadership at the University of Texas at El Paso. As an NSF Graduate Research Fellow, she received her M.S. and Ph.D. in Mechanical Engineering, with a concentration in Biomechanics, from The University of Texas at Austin. An engineering education researcher, her work focuses on enhancing engineering students' motivation, exploring engineering identity formation, engineering faculty development, developing integrated course sequences, and methods for involving students in curriculum development and teaching through Peer Designed Instruction. Dr. Kendall's scholarship emphasizes the professional formation of

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Kurfess, California Polytechnic State University, San Luis Obispo; Katya Vasilaky, California Polytechnic State University, San Luis Obispo; Tina Cheuk, California Polytechnic State University, San Luis Obispo; Ryan Jenkins; Grace Nolan; Amir Hajrasouliha; Elise St John

tools, both quantitative and qualitative, for twopurposes: First, for the assessment of ethical and social justice (ESJ) considerations in researchprojects, and second, as a pedagogical toolkit that allows users to improve their understanding ofthese aspects of data ethics. Below we describe three existing assessment methodologies forevaluating ESJ in data science research projects: a scoring rubric, a questionnaire, and a canvassheet (i.e., a user-friendly template and tool that captures data), and we propose one additionalmethod, a predictive machine learning model. This document describes an evaluation of thefeedback from 124 students in two different classes who used the questionnaire and canvas sheetto assess their team projects. This data

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston

Paper ID #37345The Intersection of Culturally Responsive Pedagogy andEngineering Design in Secondary STEM (Research toPractice)Mariam Manuel Dr. Mariam Manuel is an Instructional Assistant Professor/Master Teacher for teachHOUSTON, a secondary STEM teacher preparation program in the Department of Mathematics at University of Houston. In addition to preservice STEM teacher education courses, Dr. Manuel teaches Physics for Middle School Teachers and has authored/taught graduate level coursework in Engineering Design Education, for the UH STEM Master’s program. Dr. Manuel serves on multiple grants and actively publishes and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kirsten Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Elizabeth Buchanan; Justice White, Lipscomb University

: ● Engineering students are positively impacted by involvement in humanitarian engineering projects, but the length of impact is not well-studied, nor is the impact on views of DEI. ● Community engagement (a cousin to humanitarian engineering) provides opportunities for students to understand inequity and develop empathy. ● Social responsibility could be an indicator of active inclusivity but may require a more nuanced approach than scaled items in a questionnaire. ● Empathy in engineering is a teachable and learnable skill but requires students to question their contextual situation and engineering professional identity. ● Professional identity development for early career engineers is connected to their social context

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

related grants funded by the National Science Foundation, and a prior paper by the P4E research team was awarded Best Diversity Paper at the ASEE Annual Conference in 2015. She also conducts technical research with civil engineering and construction management graduate students. She and her students study ways to extend the safe and useful life of existing structures, particularly concrete bridges, through enhanced inspection, management and repair techniques. This research has been funded by the Mountain Plains Consortium, a USDOT University Transportation Center, and the Colorado Department of Transportation. She teaches courses in structural engineering such as reinforced and prestressed concrete design and civil

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette (COE); Alanna Epstein, University of Michigan; Aileen Huang-Saad, Northeastern University

. We were also interested in how challenges might be overcome with moreresources and coordination. It is clear that many Nodes and Sites lack funding andexpertise necessary to do evaluation research, and the sharing of instruments andevaluation protocols could enhance evaluation and assessment activities. As I-Corpsenters a new phase of expansion, findings from this study will inform our ownevaluation work going forward, and allow us to share best practices with I-Corpseducators and administrators across the U.S. BACKGROUNDAcademic EntrepreneurshipMany institutions are actively investing in entrepreneurial ecosystems and initiatives toboost the involvement of faculty and graduate students in commercialization

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cecilé Sadler, Massachusetts Institute of Technology; Shaundra Daily, Duke University; Alicia Washington, Duke University

makepersistence difficult (if not impossible). This paper introduces a novel, virtual, cohort-based,professional development (PD) program that helps computing administrators, faculty, staff,postdoctoral researchers, and graduate students to identify and address systemic barriersimpacting students and faculty with marginalized identities in computing classrooms anddepartments. The programmatic objectives are: (1) to increase participant knowledge of identity-related topics, (2) to increase participant self-efficacy to lead initiatives based on anunderstanding of these topics, and (3) to increase the number of departments implementing moreidentity-inclusive courses, modules, and other activities.The program was piloted in the 2020–2021 academic year with

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mala Htun; Amir Hedayati Mehdiabadi, University of New Mexico; Elizabeth Moschella-Smith, University of New Hampshire

complicates social relations, and evidence that harassing or uncivilbehavior gets punished all have the potential to change individual risk-benefitcalculations. Bystander training can help to increase participant awareness andconfidence, and thus to consolidate norms that endorse interventions. We expect toreport results of our pilot study of bystander intervention in engineering at the 2023ASEE meeting. ReferencesCares, A. C., V. L. Banyard, M. M. Moynihan, L. M. Williams, S. J. Potter, and J. G. Stapleton (2015). Changing attitudes about being a bystander to violence: Translating an in-person sexual violence prevention program to a new campus. Violence Against Women 21(2), 165–187.Dobbin, F. and A. Kalev

Conference Session

Mechanical Engineering: Fluids, Heat Transfer

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jiamin Zhang, Auburn University; Soheil Fatehiboroujeni, Cornell University; Matthew Ford, University of Washington; Eric Burkholder, Stanford University

Paper ID #36855Assessing authentic problem-solving in heat transferJiamin Zhang Jiamin Zhang, PhD, is a postdoctoral scholar and lecturer in physics at Auburn University. Her research focuses on studying authentic problem-solving in undergraduate engineering programs and what factors impact student persistence in STEM. She earned her PhD in chemical engineering from the University of California, Santa Barbara.Soheil Fatehiboroujeni (Assistant Professor ) Soheil Fatehiboroujeni received his Ph.D. in mechanical engineering from the University of California, Merced in 2018 focused on the nonlinear dynamics of

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cyril Okhio, Clark Atlanta University; Sade Tramble, Kennesaw State University; Amy Buddie, Kennesaw State University; Ayse Tekes

well, we fully engage with local high school teachers, students,parents, engineering faculty and student counselors, and the professional organizations andbusiness leaders who need our products for their workforce.Program ApproachIn this WIP effort, we are initiating a survey that will track student persistence and time tograduation for the E&ET programs, and with particular attention on female and minority students.Some pilot studies [2] show a large degree of variability in retention and graduation by race,ethnicity, and gender. The study shows the six-year graduation rate of Asian Americans was66.5%, Caucasians – 59.7%, Hispanics – 44.4%, Native Americans – 38.6%, African Americans– 38.3%, females 61%. A survey is being created that

Conference Session

International Division Technical Session 3 - Humanitarian Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Awatef Ergai, Kennesaw State University; Shane Peterson; Ginny Zhan, Kennesaw State University; Sabine Smith

modalities across the four categories. The findings corroborate positive reviews by formerparticipants and facilitators, especially for groups of university students from diverse culturalbackgrounds. The findings from the pilot study indicate a positive trajectory: Intentionalinclusion of guided, interpersonal communication exercises in engineering courses based on theUNESCO Story Circles methodology is appreciated by learners. The method offers a potentialtemplate for broad adoption in engineering programs due to its readily accessible, cost-free, andeasily adaptable format for diverse instructional settings.1 IntroductionAs we continue to adjust to the “new normal” in pandemic-infused academic contexts, manylearners, educators, and administrators

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University; Gabriella Sallai, Pennsylvania State University

mechanisms, metrics, policy, and amelioration; engineering writing and communication; and methodological development for nontraditional data. Her NSF CAREER award studies master’s-level departure from the engineering doctorate as a mechanism of attrition. Catherine earned her B.S. in Chemistry from The University of South Dakota, her M.S. in Aeronautical and Astronautical Engineering from Purdue University, and Ph.D. in Engineering Education from Purdue University.Gabriella M Sallai Gabriella Sallai is a PhD candidate in the Department of Mechanical Engineering at The Pennsylvania State University. Her work characterizes engineering graduate students’ experiences within graduate school. Gaby earned a Bachelor’s degree in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

urban student populations.In this paper we share the potential of the Backtracking Technique to generate contextualizedcareer pathway data for institutions and create visualizations that can aid in institutionaldecision-making through a study pilot. The pilot is an initial effort to test the project’s aims ofintegrating institutional data with phenomenological data to model student progression throughpost-secondary STEM programs. The analysis will identify and verify influencers that support orhinder student success. Quantitative data analyses will consist of descriptive and comparativemethods, which will be verified and informed by open coding and thematic analysis of thequalitative data. We share how the systematic investigation of

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nina Telang, University of Texas at Austin; Katherine Molina-Gallo, University of Texas at Austin; Elliot Lopez-Finn, University of Texas at Austin

performance and overall coursegrades and DFQW (Ds, Fs, Q-drops, Withdraws) rates [3-8]. This research has shownthat regular attendance (i.e., attending six sessions or more) has the highest impact ongrade outcomes, retention, and graduation rates.I.Motivation for Study: As students transition from lower-division to upper-division courses, theiracademic support needs change. While Supplemental Instruction (SI) has been a partof our institution since the 1980’s and was introduced in Engineering courses in 2015,the Learning Center only assigns this support to many of the large, introductory lecturecourses at our university. The SI model was built upon theories including the mediationof learning by social constructivism and interdependence, social

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Doris Espiritu, Wright College; Ruzica Todorovic; Bridget O'Connell

underrepresented students pursuing an associate degree (AES)in engineering and computer science and streamline two transitions: high school to community collegeand 2-year to 4-year institutions. Through the grant, Wright College created a holistic and programmaticframework that examines and correlates engineering students' self-efficacy (the belief that students willsucceed as engineers) and a sense of belonging with student success. The project focuses on Near-STEMready students (students who need up to four semesters of math remediation before moving into Calculus1). The project assesses qualitative and quantitative outcomes through surveys and case study interviewssupplemented with retention, persistence, transfer, associate and bachelor's degree

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Brianna McIntyre, Purdue University at West Lafayette (PPI); Nicole Jefferson, Virginia Polytechnic Institute and State University

progression as a leader in recruiting,retaining, and graduating Black and Brown engineering students. All site coordinators wereinvited to participate in the pilot interviews; all but one had completed their interview at the timeof this publication. We invited six participants to participate in the pilot interviews through a recruitmentemail. Five pilot interviews were completed in Year 1 of this project. Each interview wasapproximately 90 minutes in duration, except for three participants where a second 60-minuteinterview was scheduled to complete the interview protocol. The second interview wasapproximately an hour. Two researchers co-facilitated each interview. These interviews wereaudio-recorded and transcribed verbatim. These interviews

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Jason Silverman, Drexel University

] Cooper, R. & Heaverlo, C. (2013). Problem solving and creativity and design: What influence do they have on girls' interest in STEM subject areas? American Journal of Engineering Education. 4. 10.19030/ajee.v4i1.7856[24] Katz-Buonincontro, J., Davis, O., Aghayere, A., & Rosen, D. (2016, February). An exploratory pilot study of student experience in creativity-infused engineering technology courses. Journal of Cognitive Education and Psychology, 15(1), Special issue on Creativity.[25] Zappe, S.E., Reeves, P., Mena, I.B., & Litzinger, T. (2015). A cross-sectional study of engineering students' creative self-concepts: An exploration of CSE, personal identity, and expectations. ASEE Annual Conference and Exposition