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

think in my classes. So it's not that much work to just be like, hey, I hear about what's going on, just letting you know if you need anybody to talk to or something like that here's what you can do, that kind of thing would have been nice, but no one did that.Given Black students’ engagement in engineering education, it is imperative that engineeringeducators explore issues, such as sense of belonging and implicit bias as factors in broadeningtheir participation in engineering careers. Engineering educators need to be knowledgeable abouthow much the unrelented focus on race impacts the student’s ability to matriculate through theirprograms. Ignoring culture and current events is harmful to their mental health and well

Conference Session

First-Year Programs Division Technical Session 1: Student Success Boot Camps, Summer Bridge Programs, and Living Learning Communities

Collection

2022 ASEE Annual Conference & Exposition

Authors

Miriam Howland Cummings, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; Stephanie Ivey, The University of Memphis; Craig Stewart; David Russomanno, Indiana University - Purdue University Indianapolis; Danny King, Indiana University - Purdue University Indianapolis; Katherine Goodman, University of Colorado Denver; James Campbell, The University of Memphis; Tom Altman; Michael Jacobson, University of Colorado Denver; Gregory Simon, University of Colorado Denver

research separate from Summer Bridge and no interview questions were asked aboutSummer Bridge. However, one of the questions asked how connected they felt to their peers intheir classes, and three of the five interviewees brought up Summer Bridge, unprompted, assomething that helped them feel more connected to their peers. This is worth noting because thisgroup of students started their college careers in Fall 2020 when both classes and SummerBridge were completely remote. It is possible that remote learning offers fewer opportunities forpeer connection and community building than in person learning, and Summer Bridge may havemitigated that impaired community building.Conclusion: Recommendations for Other InstitutionsSummer Bridge programs

Conference Session

ETD - STEM Issues in ET II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yooneun Lee, University of Dayton; Khalid Zouhri, University of Dayton; Alexander Watson, University of Dayton

? Admissions to Cheating (student) and Reporting (faculty) I have knowingly cheated before in my Binary I always report a student I suspect of Likert college career. cheating. agreement Rank the reasons for why you believe Ranking professors may not report a student they suspect of cheating? Are there any other reason which Multiple might lead you to not report

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lori Howe, University of Wyoming; Joseph Holles, University of Wyoming

Scientific Method 12 1 Careers with Graduate Degrees 2 Scientific Method 2 Thanksgiving 3 Scientific Method 3 Thanksgiving 5 1 Student Presentation 13 1 Research Notebooks 2 Student Presentation 2 Research Notebooks 3 Student Presentation 3 Citation Management Software 6 1 Student Presentation 14 1 Student Led Ethics Discussions 2 Student Presentation 2 Student Led Ethics Discussions 3 Student Presentation 3 Student Led Ethics

Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianna Cooper, Florida International University; Trina Fletcher, Florida International University

be presenting on COVID-19 and U.S. Higher Education: The Realities of Undergraduate International STEM Students’ Experiences.Trina L. Fletcher (Assistant Professor) Dr. Trina L. Fletcher is an Assistant Professor of Engineering and Computing Education and a Faculty Fellow for the Division of Diversity, Equity and Inclusion (DEI) at Florida International University. Her research includes asset-based studies on women and people of color within STEM education and engineering and computing education at historically Black colleges and universities (HBCUs). Dr. Fletcher uses large-scale data sets to conduct research using mixed- methodologies focused her target populations. She is a 2022 NSF CAREER awardee for a project

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aysa Galbraith, University of Arkansas; Heath Schluterman, University of Arkansas; Leslie Massey, University of Arkansas; Brandon Crisel; Candace Rainwater, University of Arkansas

used to aid this discussion.IntroductionWith nation-wide graduation rates for engineering still hovering around 50%, engineeringeducators and advisors are always seeking to understand how they can improve student retentionand graduation. Numerous studies have identified factors that drive students to leave engineeringincluding classroom climate, academic success (i.e., grades and conceptual knowledge), self-confidence/self-efficacy, academic preparedness, career interests and race and gender [1].Retention efforts often expend resources to address insufficiencies in on one or more of theseissues.Engineering programs rely heavily on mathematical success not only because engineeringcourses are mathematically oriented, but also because they

Conference Session

College Industry Partnerships Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hoo Kim, LeTourneau University

round entry) Week 8: Final Demo Day ▪ In-person + remote final presentations ▪ Final judging / awardsIn the 2nd-year contest, two student clubs, SWE and IEEE of LETU, served the contest. SWEmainly served by providing their mentorship to high school participants. Representatives of eachstudent club participated in the contest events to introduce LETU’s engineering program and whatengineers do in general, not only focusing on the contest itself but also encouraging high schoolstudents to learn about careers in STEM fields with the voices of undergraduate students who wereclose to their ages. Also, student volunteers engaged with several events as they led sections of theevents, such as

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheryl Sorby, University of Cincinnati; Savannah Stark, University of Cincinnati; Christina Carnahan, University of Cincinnati

from this pilot work, although limited, indicate IwD canimprove spatial visualization skills through exposure to the curriculum. This paper includesresults from two pilot studies and discusses plans for expanding the scope of this work in thefuture, including expanding the intervention to include CAD instruction, in partnership withSiemens, to develop a STEM career pathway for IwD. Introduction Historically, students with disabilities have been excluded from high quality education inscience, technology, engineering, and math (STEM). In the past two decades, however, advanceshave been made to include students in these fields with learning disabilities and those withcognitive differences such as

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Brown; Melanie Villatoro, New York City College of Technology; Elizabeth Milonas, New York City College of Technology; Benito Mendoza, New York City College of Technology; Hon Jie Teo, New York City College of Technology; Mohammad Razani, New York City College of Technology; Diana Samaroo

Transfer Collective (STC) members and support pedagogical andcurricular development in STEM education.Momentum to the Baccalaureate (MB): CUNY ASAP-Model Supports We adopted features,of the highly successful ASAP model (2), developed to support associate degree students. Weare however, supporting a different cohort, students transitioning from their associate degree tothe last two years of baccalaureate STEM programs. The ASAP model consists of a suite ofsupports which includes: requiring full-time enrollment, immediately addressing remedial needs,consolidated scheduling, opportunities for year-round enrollment, cohort course taking,comprehensive advisement, career and employment information and tutoring, as well as financialsupport. Financial

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Peuker, California Polytechnic State University, San Luis Obispo; Erin Moss, California Polytechnic State University, San Luis Obispo; Jaxon Silva, California Polytechnic State University, San Luis Obispo; Emily Wannenmacher, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

,sustainability, global systems of extraction, bias in design, etc. (2) move past the technical/socialdualism currently present in engineering education to empower students to learn about andparticipate in social justice issues and discussions, and (3) give students the tools and skills to learnhow they can incorporate social justice work in ways that support their professional developmentand career plans. This paper will summarize and synthesize our key findings across the threequalitative data strands. By shedding light on the factors that influence student motivation toengage with social justice content in engineering courses, we can help other faculty who areworking toward related curricular transformations at their institutions.MethodsIn a

Conference Session

Thinking Outside the STEM Box: Equity, Culture & Social Justice in Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephen Fernandez, University of Massachusetts Amherst; Ankita Kumar; Mariam Alkattan

surprisingly, its laws were to him as natural as the laws of science. If some political economists drew a distinction between technology and capitalism, that distinction collapsed in the person of the engineer and his work, engineering [14, p. 34].Business provides most of the funding (73%) for science and engineering research anddevelopment [15]. Only about 16% of engineers are employed in education, the government, orself-employed, while 84% of them are employed in the private sector [12]. Consistent with thistrend, college career fairs directed at engineering students often feature positions, careers, andinternships that are within the private sector. For example, the combined engineering career fairfor Harvard University, Boston

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anne McAlister, University of Virginia; Jessica McDermott, University of Virginia; Juan Carlos Garibay, University of Virginia; Lindsay Wheeler

engineering student studying computerengineering. He had family members who worked as engineers which made him feel likeengineering was a viable career option. He signed up to take Engineering and Race in the USAbecause he thought that it would be an interesting course given that he had not previously hadmany opportunities to talk about race and how it overlaps with technology in his engineeringtraining. Before taking the class he “didn't know anything really” about how racial or socialjustice issues related to engineering and technology. Andre’s social identity informed hiscritiques of social oppression. He perceived social justice to be part of an engineering identity,and his social identity also shaped both his engineering identity and his views

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

this paper. This paper hopes to contribute to these emerging needs and thefuture development of these crucial areas of graduate engineering education.1. IntroductionAs organized in the Cold War and perpetuated with funding from federal agencies such as theNSF, NIH, etc. [1], [2], traditional graduate student research is often limited to an academicscope--for the advancement of graduate advisors, the continuation of students’ academic careers,and/or to be published in academic journals. Yet this knowledge rarely reaches impoverishedcommunities in need of research findings and undergraduate students eager to turn graduate-levelresearch into design and service-learning projects, especially in languages and formats that canmake it accessible and

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick; Michael Anderson, United States Air Force

that, as a corecourse, it was not meeting the intended institutional outcomes. The question posed to thereviewers was; “What should ME 220 offer every student to help them progress in theirdevelopment towards an officer of character?” While the course should and would continue tohave a foundational statics and mechanics of material curriculum, equipping each student withadditional skills necessary for a career as an Air Force officer was also desired. After carefulconsideration of the institutional outcomes, the AEM and CT outcomes in particular, it wasapparent that intentionally introducing students to an engineering design process and giving thempractice implementing the design process to generate solutions to problems would help them

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allen Estes, California Polytechnic State University, San Luis Obispo; Kelly Salyards, Bucknell University; Camilla Saviz, University of the Pacific; Patricia Clayton, Wake Forest University; Julian Davis, University of Southern Indiana; Corinna Fleischmann, United States Coast Guard Academy; Tonya Nilsson, Santa Clara University; Pinar Omur-Ozbek, Colorado State University; Fethiye Ozis, Carnegie Mellon University; Monica Palomo, California State Polytechnic University, Pomona; Carolyn Rodak, State University of New York, Polytechnic Institute; Cassandra Rutherford; Cristina Torres-Machi; Dion Coward; Leslie Nolen, American Society of Civil Engineers

Paper ID #36634ASCE’s Response to the Pandemic: Execution of a RemoteExCEEd Teaching WorkshopKelly Salyards (Professor) Dr. Kelly Salyards is an Associate Professor in the Department of Civil and Environmental Engineering at Bucknell University. With degrees in Architectural Engineering from Penn State, she began her career as a consulting structural engineer before returning to academia. Her areas of research include vibration serviceability and human-induced excitation while maintaining her dedication to engineering education. She is active with the American Society Civil Engineers (ASCE) through the

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yang Dan, University of Illinois at Urbana - Champaign; Andre Schleife; Dallas Trinkle, University of Illinois at Urbana - Champaign; Pinshane Huang, University of Illinois at Urbana - Champaign; Cecilia Leal

interest in computational and theoretical condensed matter and materials physics. Working under the supervision of Prof. Dallas R. Trinkle, Yang is currently doing research on modeling defects in materials, alloys and magnetism in materials using first- principles tools.Andre Schleife (Assistant Professor) André Schleife is a Blue Waters Associate Professor of Materials Science and Engineering and his degrees in physics are from the Friedrich-Schiller University in Jena, Germany (Diploma, 2006; Ph.D. 2010). He was a Directorate Postdoctoral Researcher at Lawrence Livermore National Laboratory (2011–2013). At UIUC, which he joined in 2013, he received the NSF CAREER award, the ONR YIP award, and was an ACS PRF Doctoral

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Jay, University of Oklahoma; Doyle Dodd, University of Oklahoma

graders, largerclasses lead to less grading time per submission. As a result, the benefit of the feedback couldvary from step-by-step critiques or a simple “x” indicating that something in the response isincorrect. The potential advantage the student may gain from quality feedback can besignificantly affected by the effort and clarity provided by the grader. Furthermore, students mayadjust their efforts, rather than understand the material itself, to adhere to a grader’s bias for amore favorable grade [5, 6]. The method of feedback is as essential as the feedback itself andassessment has proven to be a critical point in students’ academic careers [5, 12].Additionally, many students who are stressed about their grade or who do not understand

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder

Alliance (IEA) [13] expects that graduates from WashingtonAccord programs will have “knowledge of professional ethics, responsibilities, and normsof engineering practice. Awareness of the need for diversity by reason of ethnicity, gender,age, physical ability etc. with mutual understanding and respect, and of inclusive attitudes”(WK9) and “Knowledge of the role of engineering in society… such as the professionalresponsibility of an engineer to public safety and sustainable development” (WK7).Teaching Ethics in EngineeringDespite the importance of ethics in the career of engineers and the requirement for ethicseducation in accredited undergraduate degree programs, engineering continues to struggle withthis complex educational requirement. The

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Marah Lambert, University of North Carolina at Charlotte; Shaunelle Casey; Cathy Howell, University of North Carolina at Charlotte; Niesha Douglas

and strong connections to the faculty. Those findings wereechoed by Griffin et al. [19]. Alston et al. [17] explored the experiences of Black men, US andforeign born, with mentoring at HBCUs in STEM. Alston et al. [17] found that Black menoverall were satisfied with their mentoring experiences, in terms of career preparation, eventhose with mentors whose cultural backgrounds were different than theirs which was what themajority experienced. Their participants, on the other hand, also expressed that their mentoringrelationships did not always live up to their expectations, suggesting that the lack of Black menSTEM mentors constricted developing more potentially satisfying mentorships. “Even on theHBCU campus, STEM environments do not appear

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Hector Rodriguez-Simmonds, Purdue Engineering Education

. It costs humanity more effort to limit someone’s potential than to foster it.Kevin’s Positionality Kevin identifies as a Puerto Rican, gay, male, industrial engineer from the west side ofPuerto Rico and is currently a Ph.D. student at the School of Engineering Education at PurdueUniversity, but why does this matter? Some of these intersecting identities are not a uniquecrossroads, but many more people in the world that identify as LGBTQ+ and Latinx may want topursue a career in engineering. Yet, it is rare to find research talking about these intersectingidentities. Studying small sample sizes, especially those at the intersections, has value [12].However, there was not enough literature about the intersection of the Latinx and LGBTQ

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Tsugawa, Utah State University - Engineering Education; Brady Webster; Sakshi Solanki, Utah State University; Autumn Cuellar; Catherine Spence, Minnesota State University, Mankato

of this paper have backgrounds in engineering and experiences with seekingaccommodations in undergraduate engineering. Although some of the authors and researchers inthis work identify as neurodivergent, disabled, or have close family members who areneurodivergent or disabled, not all authors identify as having predominantly neurodivergentcharacteristics. We each share a passion for decentering the societal norms for ability particularlyaround cognitive functioning.Collaboratively, we bring expertise in identity-based motivation, career goals, wellbeing,neurodiversity, particularly autism and ADHD. Two authors contribute self-identifieddescriptions of their experiences in undergraduate engineering as a neurodivergent students,while the

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rea Lavi, Massachusetts Institute of Technology; M. Mehdi Salek; Amitava Mitra, Massachusetts Institute of Technology; Rebecca Shepardson; Justin Lavallee, Massachusetts Institute of Technology; Gregory Long, Massachusetts Institute of Technology; Nathan Melenbrink, Massachusetts Institute of Technology

had been three separate threads comprising what became the Climate &Sustainability Systems thread, namely Advanced Materials Machines, Digital Cities, andRenewable Energy Machines. Past developments in the NEET program have been publishedelsewhere [11–15]. Joining NEET is voluntary for students, and it does not fulfill any requirementstoward an engineering degree as prescribed by MIT. The NEET program is based on the following four principles: 1. Student education should focus on preparation for developing new technologies 2. Student education should prepare them to become makers and discoverers, with engineering fundamentals applicable to both research and in practical careers

Conference Session

Imagining the Research Agenda for ASEE LEAD

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Meg Handley, Pennsylvania State University; Brian Novoselich, United States Military Academy; Matthew Dabkowski

, their beliefs, and graphic about EL experiences at the intersection of race and gender [25] Traits 4 Veteran EL Development Programs developing student veterans' engineering leadership [26] Academic 4 Teacher Leader Model Building STEM capacity in K-12 through developing teachers as leaders [27] Preparation Personal & 3 Women’s Oral History Gathering, preserving, and interpreting the voices and memories of women leaders' STEM social exp. careers [28] Organizational Context Internal 11 EL in Academia Explanation of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Stephanie Claussen, San Francisco State University; Jon Leydens, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Janet Tsai, University of Colorado Boulder; Natalie Plata, Colorado School of Mines

Paper ID #38347The Development of Sociotechnical Thinking in EngineeringUndergraduatesKathryn Johnson Kathryn Johnson is a Professor at the Colorado School of Mines in the Department of Electrical Engineering and is Jointly Appointed at the National Renewable Energy Laboratory. After starting her career with a research focus on wind energy control systems, first developed an interest in engineering education research in the Fall 2011 when she experienced Aalborg University's (Denmark) Problem-Based Learning philosophy. Since then, she has led two NSF grants in social justice and sociotechncial thinking in

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Bork, University of Michigan; Joi-lynn Mondisa, University of Michigan; Nicholas Young, University of Michigan

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mark Chapman, University of San Diego; Marissa Forbes, University of San Diego

Minnesota.Marissa H. Forbes (Research Associate) © American Society for Engineering Education, 2022 Powered by www.slayte.com US-Sweden Bioinformatics IRES: Investigating Engineering Students’ Attitudes and Perspectives Throughout a 10-week International Research ProgramAbstractThe US-Sweden Clinical Bioinformatics Research Training Program is an NSF-fundedInternational Research Experience for Students (IRES) program that aims to develop a diversecohort of globally competent and engaged scientists/engineers that seek career opportunities andcollaborators throughout the world. The program consists of a six-week preparatory virtual trainingseries

Conference Session

Pre-College Engineering Education Technical Session 7: Cybersecurity and Computing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Wyoming; Andrea Burrows, University of Wyoming; Andey Robins, University of Wyoming

technology greatly impact [students]career goals," [1] the last two authors at the University of Wyoming have increased their de-velopment and offering of Professional Developments (PD) to enable K-12 teachers to extendand broaden their abilities to bring CS to their students. These PDs include two funded byNational Science Foundation grants (DRL Grant #1923542; CNS Grant#2055621), and an-other by the National Security Agency (H98230-21-1-0122). This paper provides an overviewof the camps as well as the assessment of the PD’s effectiveness at enabling K-12 teachersto implement CS topics in to their existing lessons and/or curriculum.1.2 Wyoming CS StandardsAs a means to address the lack of policy dictating pre-collegiate engineering education

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Michael Lenover, University of Waterloo; Eugene Li, University of Waterloo; Sanjeev Bedi, University of Waterloo

, field placement, internship,mandatory professional practicum/clinical placement, service learning, and work experience.Past research in WIL in the context of engineering education has found that students whoparticipate in WIL experiences tend to earn higher GPAs and have higher starting salaries upongraduation than their peers who did not participate in WIL [4]. Johrendt et al. [5] found thatcooperative education is “valuable in academic progress, career enhancement, and developmentof generic skills and attributes”, and that students who worked several shorter, varied work termsenabled them to better understand workplace culture, and develop professional networks. In arecent survey of papers examining design practices in WIL experiences

Conference Session

LEES 6: Writing & Communication

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sheila Gobes-Ryan, University of South Florida; Kingsley Reeves, University of South Florida; Elizabeth Vicario, University of South Florida; Walter Silva Sotillo, University of South Florida; Victor Ventor, University of South Florida; Ardis Hanson

incorporate education and capacity building into my research and future career in water and sanitation development.Walter Alejandro Silva Sotillo (University of South Florida)Victor Ventor (University of South Florida)Ardis Hanson (Assistant Director, Research and Education, USF HealthLibraries) © American Society for Engineering Education, 2022 Powered by www.slayte.comWritten Communication to Achieve Data Literacy Goals in a Probability and Statistics CourseAbstractEducational best practices indicate that engineering students learn professional communicationskills most effectively within their engineering courses. To provide for this practice anddocument its

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Dickrell, University of Florida; Jeremy Waisome, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida; Idalis Villanueva, University of Florida

to improve outcomes for minoritized groups in engineering using mixed-and multi-modal methods approaches. She currently is an Associate Professor in the Engineering Education Department at the University of Florida. In 2019, she received the Presidential Early Career Award for Scientists and Engineers (PECASE) award for her NSF CAREER project on hidden curriculum in engineering. Dr. Idalis Villanueva has a B.S. degree is in Chemical Engineering from the University of Puerto Rico at Mayagüez and a M.S. and Ph.D. degree in Chemical and Biological Engineering from the University of Colorado-Boulder. Soon after, she completed her postdoctoral fellowship from the National Institutes of Health in Analytical Cell Biology in