Conference Session

Multidisciplinary Engineering Division Technical Session - Best Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Illysa Izenberg, The Johns Hopkins University; Steven Marra, The Johns Hopkins University; Trevor Mackesey, Johns Hopkins University; Leslie Kendrick; Jenny Bernstein, The Johns Hopkins University

industry. Thus, our research reflects a desire to gain this industry perspectiveand identify a list of multidisciplinary teamwork skills that working engineers agreed wereimportant to the success of their organizations and projects.In this paper, we have built on existing literature and interviews with industry professionals toconstruct and carry out a survey to answer the following primary research questions: 1. Are there skills specific to working effectively on multidisciplinary teams? 2. How competent are newly hired engineering employees (i.e. entry-level hires) with these skills? 3. How long does it take a newly hired engineering employee unequipped in these skills to become proficient in their execution

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, San Jose State University; Andrew Danowitz, California Polytechnic State University, San Luis Obispo

of engineering education are given, necessary, unchangeable, or desirable.Shedding light on the ways in which the features identified in this paper impact students can helpengineering educators, administrators, and other students critically reflect on how their role inperpetuating these characteristics affects students and the engineering education system as awhole.BackgroundMental health in engineering is a research area that has grown rapidly in recent years and studiesin this area have documented wide-spread and often severe problems [3]–[5]. In the past severalyears, nationwide surveys have found that undergraduate engineering students suffered from somemental health issues at significantly higher rates than the general U.S. population

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuchen Huang, Portland State University; Branimir Pejcinovic, Portland State University

% because 3 out of 5 pattern arecorrectly predicted.We solve this example step-by-step using document camera and different color of pens tohighlight the last and current occurrence of the branch pattern and their subsequent next branchpattern. This process helps students to use pattern recognition to predict the branch outcome.Such detailed process of solving example problem helps students connect all pieces of thiscomplex branch predictor together to solidify their knowledge.As a practical matter and based on students’ feedback, document camera works better indisplaying the problem solving steps than white board since white board has reflection andcannot be viewed well from all angles by students sitting at different seats in the classroom.3.4

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Goldberg, University of Maryland College Park

. attributes relate to concepts. development. manufacturing, safety and efficacy. Strongly Agree Agree Neutral Disagree Strongly DisagreeFigure 4. Student perception of learning outcome mastery. Data was obtained frominstructor-administered post-semester survey. Data was similar for 2018 and 2019 and wascombined in this figure.In addition, students were asked on the instructor-administered survey to reflect on the finalgroup project. They were given the prompt “The goal of the group project was to challengestudents to combine their understanding of biopharmaceutical process development

Conference Session

Civil Engineering Division - Is This Real? Reaching Students with Virtual and Augmented Reality

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Sippel, University of Wisconsin - Madison; Hannah Blum, University of Wisconsin - Madison

EducationCommittee. Any opinions, findings, conclusions, and recommendations expressed in this paper arethose of the authors and do not necessarily reflect the view of the sponsors or the other individualsmentioned here.References [1] M. Haque, “Visualization Techniques For Structural Design Education”, in 2003 Annual Conference, https://peer.asee.org/12260, Nashville, Tennessee: ASEE Conferences, 2003. [2] H. Demirkaya and Y. Atayeter, “A study on the experiences of university lecturers and students in the geography field trip”, Procedia - Social and Behavioral Sciences, vol. 19, pp. 453–461, 2011. doi: 10.1016/j.sbspro.2011.05.154. [3] J. Barroso-Osuna, J. J. Gutiérrez-Castillo, M. C. Llorente-Cejudo, and R. V. Ortiz, “Diffi- culties in

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Kaushali Patel, Purdue University at West Lafayette (COE); Devang Patel, Purdue University at West Lafayette (COE); Alejandra Magana, Purdue University at West Lafayette (COE)

specialized in one aspect of the interaction about a topic. system. However, for them to complete the prototype, everyone must understand the system functionality as a whole. In addition, students utilize in-class time to work on the project and help each other as a team Group As a group, make Team retrospectives were used as a mechanism processing decisions about which for group processing. For every milestone, behaviors to continue students were asked to reflect on what went well

Conference Session

Industrial Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Omar Ashour, Pennsylvania State University, Behrend College; Ashley Seamon, Pennsylvania State University, Behrend College; Christian Lopez, Lafayette College; Sabahattin Ozden; Daniell DiFrancesca, Pennsylvania State University, Behrend College; Conrad Tucker, Carnegie Mellon University

in a synthetic environment that is controlled yet realistic, thusavoiding safety concerns and expensive mistakes [1]. However, perhaps the greatest benefit tosimulation-based education is the connection established between classroom theory and real-world practice, a connection that is often lost within traditional teaching methods due to theoversimplified and/or unrelated content [11]–[18]. Other fields of education have experiencedpositive outcomes, especially in healthcare education. For example, a study concluded thatnursing students who were exposed to simulation-based learning found their experience to bemore reflective, practical, and engaging [19]. Similarly, another study found that learning invirtually simulated 3D worlds is not

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Kenyon; Lisa Benson, Clemson University; William Bridges, Clemson University

connectedness and alignment andthe perceptions of exams factors existent in the multiple linear regression models and are excitedto continue building on these initial results from this pilot study. We intend to continue investi-gating these relationships at a similar land grant, R1 university in the southern U.S.. While wedid not report demographic information of the participants in this pilot study, we do want to notethat the institution we collected this data from has a predominantly white engineering studentpopulation. So, we wish to repeat this study at a second institution whose engineering studentpopulation is more reflective of the engineering degrees awarded nationally. The second phaseof this work will involve repeating the initial open-ended

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Rodgers, Embry-Riddle Aeronautical University - Daytona Beach; Matthew Verleger, Embry-Riddle Aeronautical University - Daytona Beach; Farshid Marbouti, San Jose State University; Angela Thompson, University of Louisville; Nicholas Hawkins, University of Louisville

that studentsdiscussed in their responses to open-ended survey questions [12]. To ensure validity of thecoding scheme, relevant modeling literature was reviewed to ensure the types of models inengineering were accurately reflected. Throughout the development of the coding scheme, theteam used inductive and deductive approaches to ensure both the literature and the data werereflected.Once intercoder reliability was obtained, the two undergraduate researchers coded a total of1,829 survey responses. This consisted of data collected at University 1 in two different first-yearengineering courses across two semesters. Throughout the development of this framework andanalysis of students’ responses, the researchers documented patterns and developed a

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shamita V, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University; Eileen Fong, Nanyang Technological University

statisticalsignificance for various statistical relationships examined. As such, future studies shouldinvolve a larger number of participants to verify the results of this study. First-generation college students have a multitude of experiences that allow them topossess a vast pool of knowledge, skills, and methods. This study has only managed tocapture a fraction of the experiences, knowledge, skills, and methods students have acquired.Additionally, as this study only used data collected from one university in Singapore, theresults may not be reflective of the overall demographics of the population.Table 3. Summary of Data Analysis Results of Correlation Between Different Constructs

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Maya Denton, University of Texas at Austin; Bryant Chambers; Indu Venu Sabaraya; Navid Saleh, University of Texas at Austin; Mary Kirisits, University of Texas at Austin

before STEM Activity 2 (year 2), the second after Engineering Module 2 (year 3), and thethird after Engineering Module 3 (year 4). The surveys included multiple-choice and open-endedquestions that had been adapted from existing, validated pre-college question sets [21], where thewording was modified slightly to better reflect the current outreach. The survey questionsaddressed three topics: perception of engineering (Table 1; six questions and one open-endedquestion), confidence in STEM skills (Table 2; three questions), and enjoyment of STEM classesand activities (Table 3; four questions). We chose to include surveys on STEM in addition toengineering for two reasons: 1) Activity 1 and 2 broadly focused on STEM and 2) STEM isintegral in pursuing

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Becker, United States Air Force Academy; Timothy Frank, United States Air Force Academy; Joel Sloan, United States Air Force Academy

, as well as prepare engineering students forthe skills needed in the profession today. However, many challenges exist including extra timeneeded and borrowed technical writing expertise. Our study aims to provide a model fortechnical writing implementation on a small scale that can be replicated across the engineeringcurriculum. Developing a full semester-long technical communication class, to include oralpresentation skills, warrants further attention. Student self-assessment of their writing abilitiescan be a good metacognitive reflection exercise and potentially contribute to a betterunderstanding of technical communication principles.DisclaimerThe views expressed in this article are those of the author and do not necessarily reflect

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mark Burns, University of Michigan; Valerie Johnson, University of Michigan; Kaylee Smith, University of Michigan

this Number of questions in Canvas quizz: box, enter the percent error you will accept in the student's 1 answer, the number of questions you want to pick for the quiz, and the points for each question. Point value per question: 10 Step 5 – The "For copy-paste" tab should now contain a mix of randomized questions and answers, and the mix should reflect Total number of questions to pick from: the percentage values you entered in Step 4

Conference Session

International Division Technical Session 1: Looking at Study Abroad through an enhanced lens

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meredith Blumthal; Luis Rodriguez; James Stubbins, University of Illinois at Urbana - Champaign; Brian Woodard, University of Illinois at Urbana - Champaign; Gretchen Forman, University of Illinois at Urbana - Champaign; Molly Goldstein, University of Illinois at Urbana - Champaign; Hannah Dougherty, University of Illinois at Urbana - Champaign; Ernest-John Ignacio, University of Illinois at Urbana - Champaign; Dawn Owens, University of Illinois at Urbana - Champaign

. Strongly disagree Higher scores are desirable, representing a higher level of cultural competence, so someof the items were reverse-scored to accomplish this. (Reverse scoring means that “Stronglyagree” is scored as a 7 instead of a 1, “Moderately agree” is scored as a 6 instead of a 2, etc. Therespondents never see the scoring numbers in the questionnaire, only the verbal labels for eachpoint.) The means and standard deviations presented in Table 1 reflect this reverse scoring, asnoted. In addition, we assessed the Cultural Competency scale for internal consistency(reliability) using Cronbach’s alpha statistic. In so doing, we discovered that two of the items (7and 10) detracted from the overall reliability of the scale, and so removed

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University; Angela Minichiello, Utah State University; Amy Wilson-Lopez, Utah State University - Engineering Education

the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] B. D. Lutz and M. C. Paretti, “Exploring school-to-work transitions through reflective journaling,” presented at the 2017 American Society for Engineering Education (ASEE) Annual Conference & Exposition, 2017. doi: 10.18260/1-2--28332.[2] R. Stevens, A. Johri, and K. O’Connor, “Professional engineering work,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge University Press, 2014.[3] J. Trevelyan, “Technical coordination in engineering practice,” J. Eng. Educ., vol. 96, no. 3, pp. 191–204, 2007, doi: 10.1002/j.2168-9830.2007.tb00929.x.[4] D. J

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Theo S Hopper; Christopher Tossas-Betancourt, University of Michigan; Peter Walczyk, University of Michigan; Laura Hirshfield, University of Michigan

4.14 4.14I see myself as a part of the LGBTQIA+ community 4.37 4.36I feel accepted by people in the LGBTQIA+community 4.03 4.17Identity with FieldBeing in my field is an important reflection of who Iam 4.03 3.86I am happy to be in my field 4.33 4.26I fit in well with others in my field 3.49 3.51I feel uneasy with others in my field 2.61 2.63Identity with UniversityBeing affiliated with the university is an importantreflection of who I am 3.20 3.41I am happy to be at the

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Tisdale, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder; Katherine Ramos, University of Colorado Boulder; Rebecca Komarek, University of Colorado Boulder

Average + Stdev n Environmental Engineering 3.5 + 1.0 10 Mechanical Engineering 2.8 + 1.1 106 Open Option Engineering 2.6 + 1.0 76 Aerospace Engineering 2.6 + 1.0 66 Electrical Engineering 2.5 + 1.2 14In the pre survey, there were statistically significant correlations among 10 of the other skillswith sustainability (only public speaking was not significantly correlated), as shown in Table 4.These correlations on the pre-survey may simply reflect overall student “confidence” (uniformlyhigh or low, more related to the Dunning Kruger effect than actual [19].)Table 4: Statistically significant correlations among self-rated preparation for

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Hoda Ehsan, The Hill School; Monica Cardella, Florida International University

Braun and Clarke (2006)’s six-phase method for thematicanalysis, which encompassed, familiarizing yourself with data, generating initial codes,searching for themes, reviewing, defining, and naming the themes, and creating the report.While the method is presented as being linear, we took an iterative and reflective process thatinvolved a constant moving back and forth between phases. Finally, video recordings andobservation notes that captured all the moments of target participants’ conversations andinteractions that could hold meaning of CT were reviewed. Those transcriptions of thesemoments underwent a similar process of thematic analysis by both the first and second authorand were shared with the third author.This study was strengthened by

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olgha Qaqish, North Carolina State University at Raleigh; David Parish, North Carolina State University at Raleigh

fivecompetencies that prepare them to solve these challenges. Most incoming scholars lackexperience in identifying specific research mentors. This program assists with that task. Throughthe first competency, also known as talent, the scholars engage in hands-on projects to helpdesign innovative solutions through deep immersion in an academically rigorous environment.This paper describes the improvement efforts post COVID-19 to the course goals, structures,designs, and targeted recruitment efforts for the GCSP during the face-to-face and online coursedelivery, focusing on engineering research and introducing interested students to how to identifya research topic and choose a mentor. In addition, it includes reflections and insights gainedfrom the course

Conference Session

Investigations Using Calculus Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

undergraduate curriculum was initiated by Breidenbach et. al [22]by studying students` conceptual view of the function in their research. In 1996, Asiala et. al [3]applied Action, Process, Object and Schema theory (called APOS theory) to understand students'function knowledge and explained this theory as the combined knowledge of a student in a specificsubject based on Piaget`s philosophy. Dubinsky et. al [23] explain the components of the APOStheory as follows:  An action is a transformation of objects perceived by the individual as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation...  When an action is repeated and the individual reflects upon it

Conference Session

Curricular Developments in Electrical and Computer Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alejandro H Espera Jr, Virginia Polytechnic Institute & State University; Nicole Pitterson, Virginia Polytechnic Institute & State University

concepts and the need for them to pinpoint these early on in their study [3],[4], [5], it is also important for instructors that they develop an awareness of their own conceptualknowledge of the content. Thus, a systematic inquiry [1] into this issue is necessary to giveinstructors, especially beginners, the mechanism to reflect and improve on their teaching strategies[6], [7].The concept inventory used in this study [8] has been originally designed to comprise two parts:a) 20-item multiple-choice questions involving electric circuits operating in transient D.C. andsteady-state A.C., and b) a follow-up structured interview, where the latter is not within the scopeof this study. More detail about this instrument is discussed in the methodology

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Rose-Hulman Institute of Technology; Eric Constans, Rose-Hulman Institute of Technology; James Mayhew, Rose-Hulman Institute of Technology

an experimental measurement isprovided as a means of illustrating the framework and learning objectives of the Creation Cratesprogram. This section is most likely of interest to educators who may be interested in adoptingsimilar techniques in their own classrooms or programs. Next, details of the program’simplementation are provided, including learning objectives, experiments, and logistics ofrunning the program in an online environment. Some insights into the program are thenprovided, including feedback from participants and reflections from the program’s creators andinstructors. Concluding remarks are then provided.Experimental Measurements: An Illustrative ExampleThe inspiration for the Creation Crates program was drawn from the online

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aminul Islam Khan, Washington State University; Olivia Reynolds, Washington State University; Mohammad Hossan, University of Central Oklahoma; David Thiessen, Washington State University; Bernard Van Wie, Washington State University; Prashanta Dutta, Washington State University

venturi meter experiment is shown inFig. 5. For each question, assessment scores of post DLM activity are greater, which indicates animprovement in the student conceptual understanding. Q1 is a remember/understand levelquestion in Bloom’s taxonomy [12] as it just requires recalling the facts about fluid continuity.Students usually get to know this type of question very well through traditional lectures, whichare reflected by the high average score in the pretest. Therefore, room for improvement inconceptual understanding is limited. But we still see ⁓6% improvement in the post DLMassessment with a small effect size. In Q2, students were asked to select the most realisticpressure profile along the axis of the venturi. This is a very high-level

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Wingate; Aaron Johnson, University of Michigan; Kayla Brooks, University of Colorado Boulder

this study, student data on enrollment, academic performance, financial aid, and Pell Granteligibility were provided by the Office of Data Analytics (ODA) at the University of Colorado,Boulder. The data consisted of first-year students admitted into the aerospace engineering majorbetween Fall 2012 and Fall 2017. We selected this six-year period as the department’scurriculum was consistent; the required core courses and course learning objectives remained thesame from year to year. To ensure the data set reflects the impact on courses taken primarilywithin the aerospace engineering department on student persistence and performance, this studyfocuses on first-time freshmen who started in fall terms. Transfer students were excluded fromthe data

Conference Session

Aerospace Division Technical Session: Student Success

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Iowa State University of Science and Technology; MacKenzie Reber, Grove City College

engineering research) from start to finish, pushing them out of their comfort zones whilelearning new professional skills and knowledge. When asked to reflect upon their summer researchexperience, students fondly described their experience. Their eyes opened up to the many diversebackgrounds of their peers and professionals. During the outreach project, many students feltuncomfortable interacting with strangers and networking. However, participating in this outreachproject served to encourage many students to continue pursuing their chosen career path. Thispaper describes the outreach project and its impact on REU students in more detail.The purposes of the paper are as follows:1. To provide detailed information on the integration of the outreach

Conference Session

Design Experiences in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Pennsylvania State University, Behrend College; Daniell DiFrancesca, Pennsylvania State University, Behrend College; Matthew Swinarski, Pennsylvania State University, Behrend College; Chetan Nikhare, Pennsylvania State University, Behrend College; Mohammad Rasouli, Pennsylvania State University, Behrend College; Qi Dunsworth, Pennsylvania State University, Behrend College

impacted by the pandemic. Along with retirement and economic expansion, thisskills gap is widened by a lack of programs and curricula designed to attract a skilledmanufacturing workforce [1]. Traditional curricula, however, tend to focus on a specific discipline,limiting students from seeing manufacturing as part of a systemic process and places a heavyemphasis on the growth of students’ technical knowledge and skills, leaving transferable skillsdevelopment to the workplace [4]. Nonetheless, today’s manufacturing industry values well-rounded employees who can think reflectively and thrive in team environments. Thus, it requiresemployees to have both technical and professional skills [5]. Communication, system thinking,and problem-solving skills

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise M Driscoll, Purdue University at West Lafayette (PPI); Kristin Everett

long history of assessing inclusion, and reflected in this history is a wealth ofinclusion-related scales that differ in their purpose, focus on certain psychological constructs,intended audience, type of entity, and abstractness [1] - [3]. Although there is great appeal tousing an existing scale that has been shown to be valid, reliable, and generalizable, there aredisadvantages when needing it to be well-suited to a group with unique characteristics, such aswe describe exists at a National Science Foundation (NSF) Engineering Research Center (ERC).Understanding ERCs. An NSF ERC is a multi-institutional entity that consists of faculty, staff,postdoctoral scholars, and students (graduate and undergraduate) from several universities andacross

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Margaret Beier, Rice University; Brittany Bradford, Rice University; Michael Wolf

-year students have the option of participating in additional group advisingsessions led by upperclassmen program participants. All students can apply for funds to addressepisodic financial crises that may impact student success. Through the combination of thesummer program and the term-time support, RESP aims to ameliorate any obstacle to studentsuccess and support students in achieving their goals.The Current StudyThe current study analyzes data collected during the 2016-17, 2017-18, 2018-19, and 2019-20school years as part of an on-going research project funded by an NSF S-STEM grant exploringthe efficacy and impact of an anti-remedial, comprehensive summer bridge program on STEMretention. These longitudinal data reflect students

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brittain Sobey, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Thomas Lindsey, University of Texas; Laura Suggs, University of Texas at Austin; Mia Markey, University of Texas at Austin

that the didactive instruction “vines” helped simulatethe graduate student experience of classes.We emphasize that training in technical communication remained a very strong element of ourSite, even with the transition to the online format in summer 2021. In future offerings of the Site,we aspire to extend this professional development activity through an online component in thefall after the on-campus summer experience. We believe that extending the technicalcommunication training beyond the summer will enable us to multiply the impact of Scholars’participation in the BMES conference (October) through supporting their preparation in theweeks leading up to the conference and guided reflection after the conference.AcknowledgementsThe “BME

Conference Session

Engineering Technology Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carmen Cioc, University of Toledo; Noela A Haughton, University of Toledo; Sorin Cioc

Tagged Divisions

Engineering Technology Division

so that theengineering profession progresses (Mejia et al., 2020). Hence, pedagogical practices should buildan engineering workforce that reflects diverse communities, thinking, and perspectives. Thereare several well-established pedagogical practices, project-based learning included, that focus onimproving content knowledge, communication, and collaboration, for example, but notnecessarily focus on improving effectual reasoning. To drive innovations, our engineeringgraduates should be prepared not only with strong soft and technical skills, but also with anentrepreneurial mind (Zhu, 2021).Entrepreneurial minded learning (EML) emphasizes seeking opportunities, pursuing innovation,and creating value. For example, Gerhart and Melton (2016