Conference Session

CIT Division Technical Session #5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mandy Korpusik, Loyola Marymount University; Jordan Freitas, Loyola Marymount University; John David Dionisio, Loyola Marymount University

taught in the Java programming language atLoyola Marymount University, a primarily undergraduate university. To ensure grading consis-tency across sections, every student was randomly assigned two labs per late policy, for a total ofeight labs completed over the course of the semester. The four late policies consisted of: 1) Nopenalty for late submissions, 2) Early incentive (one extra credit point awarded per day early thelab was submitted, up to three points max), 3) Late penalty (25% off within 24 hours of the dead-line, 50% off for 24-48 hours late, 75% off for 48-72 hours late, and zero credit after 72 hours), and4) Combined (early incentive combined with a late penalty). For our quantitative and qualitativestudy, we measured, per policy

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shulong Yan; Eunice Kang; Andrew Katz, Virginia Polytechnic Institute and State University; Avneet Hira, Boston College

collective effort to address environmental problems[1]. An individualistic approach to life is considered a major factor contributing to the currentenvironmental challenges [2]. Scholars have recognized the need for inviting multiplestakeholders to jointly tackle these complex and interconnected environmental issues [2]–[5]. Asthe challenge of creating sustainable living is intrinsically a team sport, individual efforts are notenough.However, collaboration among multiple stakeholders does not always deliver expected positiveresults [3] since the quality of micro-level (person to person) collaboration plays a critical role inany joint endeavor [6]. The term system within the complex systems perspective is often limitedto macro-level systematic

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

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

junior engineers’ responsibility to reshape companies’ goals to address environmental and social impacts of their technology/product? - What is your opinion?Several qualitative questions focused on students’ actions. Students in their 1st year were askedquestion 1 but not question 2 because the team assumed they would not have had time toaccumulate enough experiences within the institution at that point. 1. Is there a time when you acted to improve some situation? Please explain. 2. Which projects with a social or environmental aspect have you participated in while at “our school” (in class, in projects)? Please list.Question 1 will not be discussed in this paper because coding of the answers proved verychallenging. In

Conference Session

CIT Division Technical Session #5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida; Saira Anwar, Texas A&M University; Kwansun Cho, University of Florida; Syeda Fizza Ali, Texas A&M University

transition was more rapid. These rapid shifts required tools to share course materials suchas lecture notes, assignments, and activities, which were primarily convened using an LMS[1-3]. Also, the tools were needed to conduct exams online with the surety of minimalplagiarism and conduct classes online, which were often integrated into the LMS [4].Although technology integration was the need of the hour, it had several drawbacks. Theseinclude: 1) the rapid integration was done without validating its effectiveness on variousfactors of students' learning or any alignment with the course content, assessment, andpedagogy [5]. 2) the rapid transition overlooked the preparation of faculty and students toadopt such tools and stay engaged. 3) the rapid

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Krauss, Grand Valley State University

vibration suppression, and stabilization of the pendulum inthe inverted position. Pictures of the left and right sides of the robot are shown in Figure 1.The robot performs real-time feedback control experiments and uses the combination ofa Raspberry Pi and two Arduinos to form a wireless, open-source system. The studentsprogrammed the robot in Python while lower-level Arduino code was provided to them. 1Figure 1: Pictures of the robotic cart/pendulum system (left and right hand side views).Literature ReviewDynamic systems and feedback control can be abstract and mathematically intensive. Courseson these subjects are sometimes taught from a purely theoretical point of view. Feedbackcontrol experiments

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff

similar characteristicswould be found amongst peers. The assignment serves as an evidence-based practice to exposefirst-year engineering students to the challenges of designing for a universal user, creating aninteractive unit to understand the variations of user interpretations in an active way.IntroductionIn 2018, the U.S. Bureau of Labor Statistics reported that engineering professionals are workingwithin all major industry workforces [1]. The perception of engineers only contributing to themanufacturing and technical service fields is historical knowledge, not contemporary reality.Today, engineers are applying technical knowledge in government, retail, entertainment, andtransportation industries. Mann & Tan [2] highlight that the

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CET); Jeanne Christman, Rochester Institute of Technology (CET); Laura Shackelford; Stacy Nation-Knapper, Montana State University - Bozeman; Daniele Brown, Rochester Institute of Technology (CET)

todissuade students from completing engineering degrees. Positivism in science, which emerged during thewestern European Scientific Revolution of the seventeenth century, has been the prevalent tradition inwhich science and engineering have been portrayed in the classroom. In this positivistic perspective ofscience, empirical data and the scientific method are emphasized and science is presented as objective fact[1, 2]. As such, there is a long history of classroom science and engineering being taught with anemphasis on memorizing and churning out facts in addition to lab work where the solution is knownahead of time [2].The result of these pedagogical practices is the belief by students that science and engineering are staticbodies of knowledge

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed K. Faris, University of Mosul / Iraq; Charles Pierce, University of South Carolina; Muwafaq Awad; Inthuorn Sasanakul

engineering students who participate in sponsored programs. According to Ortega-Alvarez et al. [1], three common challenges that most early-career engineering faculty face arebalancing the demands of research, teaching, and other professional obligations; lack of time tocope with personal and professional responsibilities; and setting realistic goals and expectationsfor individual accomplishments. The difficulties can be more pronounced for internationalstudents, especially those who return to their home countries. Khanal and Gaulee [2] describethis readjustment as reverse culture shock. Arthur [3] recognizes that international students oftenneed coping strategies to manage the re-entry transition after their academic studies arecompleted. She

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Aguilar, California Polytechnic State University, San Luis Obispo; Jane Lehr, California Polytechnic State University, San Luis Obispo; Lynne Slivovsky, California Polytechnic State University, San Luis Obispo; Emily Flores, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

researchers, across fields, to more critically examinetheir methodologies and to center the well-being of the participant over the benefit of theresearcher.Introduction:Historically, engineering education has neglected the experiences of its students. Students areexpected to work in intensive, difficult curriculums in the name of rigor and aptitude [1].“Numerous publications have documented an engineering culture pointing not only to issues of‘climate’ but also to the lack of role models, rigid pedagogical approaches that lack creativedesign elements and teamwork, and even subtle habits used to establish who belongs inengineering and who does not'' [2]. However, “[e]ngineering has reflected some unjust biasesembedded in our social structures to the

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Sours, The Ohio State University; Howard Greene, The Ohio State University

Education, 2022 Powered by www.slayte.com Engagement in Practice: Reflections on Remote Community- Engaged Learning in the Context of a Multilateral International PartnershipIntroductionA significant aim of many engineering programs is to give students the knowledge, skills, andattitudes to become global problem solvers [1]. There has been re-examination withinengineering curricula to prepare students to achieve said outcomes that will help them navigatethe culturally diverse global workforce [2]–[4]. Universities across the higher educationlandscape have developed community-oriented programs that aim to give students team-basedopportunities to apply technical

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stu Thompson, Bucknell University; Alan Cheville, Bucknell University; Jason Forsyth, James Madison University

knowledge, skills, and attitudes neededfor convergent problem solving then engineering educators have a set of tools and practices thatcan contribute towards creating engineers who are better prepared to work on the hard problemsof tomorrow.1. IntroductionThis paper explores the connection between convergence and entrepreneurial minded learning.The term “convergence” emerged from work at the National Academies and the NationalScience Foundation. The goal of convergence work is to address problems that cannot beaddressed by traditional disciplines or approaches by bringing together a variety of disparatedisciplines, sectors, methods, and ideas to create new knowledge, tools, and modes of thinking[1]. While the idea of convergence emerged

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis

Indiana Summer Clinical Residency in Innovation for Biomedical Engineers or (IN)SCRIBEProgram, which combines clinical rotations, multi-format instruction, and team-based design tobuild student design skills and awareness of socioeconomic factors in healthcare.Biomedical engineers who understand the varied contexts of healthcare training and delivery arepositioned to make informed design decisions in the classroom (e.g., capstone) and beyond (e.g.,industry, academia). BME programs across the U.S. have leveraged an opportunity from theNational Institutes of Biomedical Imaging and Bioengineering (NIBIB) to establish clinicalimmersion programs for their students [1]. Published examples of such programs have combinedstructured instruction with

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Howard, North Carolina State University at Raleigh

seen enthusiastic adopters among the faculty; we hoped to build thisinto our faculty at NC State so they could use it in their research and teaching.1-2 The goal of thisparticular subcontract was to introduce EM and EML to a small cohort of faculty and students tolearn what would work at our university and what needed to be adapted from other KEENpartner schools to work better here. The eventual goal at NC State is to build EML into thecurriculum across campus.The entrepreneurial mindset has been much investigated by the KEEN network (KernEntrepreneurial Engineering Network). The network is a partnership of more than 50 collegesand universities investigating how the entrepreneurial mindset can be developed in engineeringgraduates and faculty

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University; Sanjit Basker; JINGJIE YEO, Cornell University

forces and moments as vectors. For such a basic concept, there are many subtleaspects and decisions that go into drawing proper FBDs and it can be challenging for new learnersto master this skill. Cornwell and Danesh-Yazdi 1 identified errors and lack of clarity ininstruction on FBDs in physics and statics textbooks. Various instructional aids such asmnemonic devices 2 , and supplementary animations 3,4 have been developed. Ultimately, the onlyway for students to master FBDs is by practice with expert feedback. The difficulty of scaling upindividualized grading or feedback on FBDs to large enrollment courses has led to many effortsover the years to develop automated grading software. Some examples include: Newton’s Pen 5,6 ,which uses a stylus

Conference Session

CIT Division Technical Session #10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Janis Raje

science and engineering students. High-impact practices reportedon include Capstone Courses, Collaborative Projects, First-Year Experiences, Internships,Undergraduate Research, and Writing Intensive Courses.IntroductionTo address the national need to increase substantially the number of American scientists andengineers, the National Science Foundation (NSF) established the Scholarships in STEM(S-STEM) program in accordance with the American Competitiveness and WorkforceImprovement Act of 1998 [1]. S-STEM programs award scholarships to academically talentedstudents who demonstrate financial need. S-STEM programs are designed to increase the numberand diversity of students entering science and engineering programs as well as to retain morestudents

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Campbell Bego, University of Louisville; Pamela Thomas; Xiaomei Wang, Texas A&M University; Arinan Dourado, University of Louisville

to improve student persistence.1 IntroductionTechnological innovation depends on a qualified and diverse engineering workforce [1, 2]. Toremain internationally competitive, the US needs to improve recruitment, retention, and prepara-tion of undergraduate engineering students, focusing particularly on improving the representationof underrepresented minorities [3]. This paper considers a broad range of factors that have beenfound to predict students’ persistence through the first year of undergraduate engineering school, Figure 1: SEVT, as presented in [5]with the goal of identifying potential interventions for improvement. The work is grounded in Situ-ated Expectancy Value Theory (SEVT), which describes and

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lalita Oka, California State University, Fresno; Kimberly Stillmaker, California State University, Fresno; Sue Rosser; Arezoo Sadrinezhad; Maryam Nazari, California State University, Los Angeles; Younghee Park; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Feruza Amirkulova

efforts at the California State University System are also reported.BackgroundIn the past decade, the percentage of doctoral degrees in engineering awarded to women hasincreased from 21.2% to 24.1% (ASEE [1]). Simultaneously, the average percentage of womenfaculty in the engineering professoriate has also increased from 8.1% to 18.8% (ASEE-EDGE[2]). Most of these gains seem to be driven by the hiring of assistant professors (tenure trackpositions) with parallel trends in increasing associate and full professors over a 5-6-year period,indicating that these women are most likely retained. While overall trends in recruiting andretaining more women in engineering in academia are promising, demographic markers such asunderrepresented minority (URM

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Delaram Totonchi, University of Virginia; Emma Huelskoetter; Bradley Ferrer; Chris Hulleman, University of Virginia

FerrerChris Hulleman (Associate Professor ) © American Society for Engineering Education, 2022 Powered by www.slayte.comImproving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value InterventionsIntroductionStudents from underserved populations (e.g., first-generation college students, raciallymarginalized students) face substantial barriers to degree completion in introductory science,technology, engineering, and math (STEM) courses [1], [2]. To remedy this equity problem, avariety of interventions have been designed to improve the achievement and persistence ofhistorically underserved students in STEM disciplines. For example

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

in high impact research onstudent matriculation patterns disaggregated across various engineering disciplines, ethnicities,and sexes as well as in exploring and promoting state of the art research methods. This projectseeks to expand the number of institutions participating in MIDFIELD to enhance its value as apredictive tool. More details about the dataset are available in [1]. Information about theMIDFIELD team and research conducted using MIDFIELD is available on the MIDFIELDwebsite [2]. As of November 1, 2021, 33 institutions have completed Memoranda ofUnderstanding (MOUs) and nineteen institutions with ABET-accredited engineering programshave joined MIDFIELD.A major effort in Year 6 was the development of a partnership with the American

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

, piquing their interests and developing their identities. An increasing number of OSprograms are offering STEM. However, such efforts have focused primarily on mathematics andscience activities [1]; only about 30% of STEM programming focuses on engineering [2]. Moreengineering programming is needed [1]. Because most afterschool educators do not have abackground or coursework in engineering or knowledge of age-appropriate engineeringactivities, high-quality curricular resources can play an important role in supporting theintroduction of engineering activities.OS programs offer possibilities for addressing inequities in STEM education. Hispanic andAfrican American youth participate in OS programs at more than twice the rate of Caucasianyouth, [3

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Valerie Carr, San Jose State University; Belle Wei, San Jose State University; Maureen Smith

recommendations for faculty who are currently developing or planning to developinterdisciplinary computing programs at their institutions.IntroductionInternationally, there is growing demand for computing skills in the workforce that cut acrossmany different sectors [1]. A 2017 report from the Brookings Institute [2] describes the need forindustry, educational institutions, and government to expand the digital knowledge pipeline andto ensure that this pipeline is inclusive and accessible. It is clear that industry needs moreworkers with computing skills than traditional programs can graduate [2]. Moreover, graduatesof computer science programs continue to be predominantly male and White or Asian [2], [3]and the need to diversify the educational pipeline

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

reuse inengineering education [1], less than a dozen studies funded by EEC have involved data reuse,almost always with quantitative data. The recent meta-synthesis across higher education byPerrier et al. demonstrates the breadth of the problem, highlighting ubiquitous concerns about“data integrity, responsible conduct of research, feasibility of sharing data, and value of sharingdata” [2]. These concerns are compounded by disciplinary and publication practices that valueoriginal data over integrative efforts based on secondary analysis. Additionally, institutionalreward structures are based on accounting of individual accomplishments and thus discouragemore integrated collaboration implied by broad based data sharing. Finally, funding

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chi-ning Chang, The University of Kansas; Guan Saw; Laura Malagon-Palacios

and opportunity to disseminate the findings at the NSF Grantees’Poster Session. In the presentation, we plan to share our findings regarding the challenges inremote learning and mentoring activities among engineering students and faculty membersduring the COVID-19 outbreak in Spring 2020. Building on our prior studies [1]–[6] and a well-established mentoring input-process-output model [7], [8], we will also present how thementoring support could mitigate engineering students’ remote learning challenges and academicdisruption in the crisis of a pandemic.MethodsData/SampleThe data were collected through online surveys for faculty and students on June 3-22, 2020.Student survey invitations were emailed to the undergraduate and graduate students

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Jarvie-Eggart, Michigan Technological University; Alfred Owusu-Ansah, Michigan Technological University; Shari Stockero

directlyaffects the relevance of engineering graduates’ technical skills. Additionally, by adopting andteaching new and relevant technologies, engineering faculty model life-long technology adoptionto their students. Technology acceptance has been widely studied and modeled by informationsystems researchers. The most widely used model in educational settings is the TechnologyAcceptance Model (TAM) [1] and its revision, the TAM2 [2].These models are general, however,and not specific to engineering faculty. There is thus a need for qualitative research to determinefacilitating conditions to support engineering faculty’s technology acceptance.This qualitative study involved interviewing engineering faculty at a Midwestern US University.Transcripts were

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katie Evans, Houston Baptist University; Marisa Orr, Clemson University; Mitzi Desselles, Louisiana Tech University

[1]-[4]. The project is now in a one-year nocost extension with sufficient scholarship funds to support a Year 6 cohort in Summer 2022. TheFast-Forward Scholarship program supports engineering majors in the summer between theirfirst and second years to take one engineering and one mathematics course in their major, alongwith a professional development (PD) course that includes opportunities to visit regionalcompanies employing engineers. The purpose of the program is to provide students withscholarships and support while they have a gentler transition into more challenging sophomoreengineering and mathematics coursework. Additionally, completing this coursework early allowsfor more enriching experiences later in the curriculum, such as

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jinhui Wang, University of South Alabama; Jill Motschenbacher, North Dakota State University; Amber Finley

experience unfamiliar cultures, by eliminating physical, financial, and conventionalbarriers, helps seed ideas and insights on how these obstacles can be overcome in the future. Intime, collective knowledge obtained from these learning experiences will provide new wisdom inthe lives of the Native American student participants, their family and peers, and future students.Similar to all cycles in life: Providing opportunity seeds hope; hope nurtures motivation, and;motivation blooms change.1. ActivitiesWe completed the first year of the project. Two Native American students from Nueta HidatsaSahnish College (NHSC) joined the 5-week program. The students had preparatory training atNorth Dakota State University (NDSU), which focused on the basic

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Uddin, East Tennessee State University; BEVERLY SMITH, East Tennessee State University

www.slayte.com East Tennessee Noyce STEM Teacher Preparation ProgramAbstractThere is a critical shortage of STEM teachers in high-need fields, especially in ComputerScience, Engineering/Engineering Technology, in the southern Appalachian region. This paperdescribes an NSF funded Noyce Track 1 Teacher Recruiting program at East Tennessee StateUniversity (ETSU) awarded in 2019. The program is administered in partnership with localhigh-need school districts in the First Congressional District of Tennessee as well as fournearby nonprofit educational organizations, namely the Gray Fossil Site/ETSU NaturalHistory Museum, the Hands- On Museum, the Pisgah Astronomical Research Institute, and theBays Mountain Planetarium, and three summer science

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Vladimir Genis, Drexel University; Susan Herring; Tracy Timby, Bucks County Community College

. We expect that fulfillment of the goals of this grant will increase the number of engineeringtechnicians in our region, and become a blueprint for community colleges nationwide.Introduction Bucks County Community College (Bucks) is committed to serving the community andthe nation by addressing the growing and urgent need for skilled and capable employees [1].Our NSF ATE grant #1902075 entitled, "Increasing the Number of Workforce ReadyEngineering Technicians in Southeastern PA” is a collaboration between the Bucks credit andnon-credit workforce development sides of the college, and with Drexel University [2] as ourfour-year partner. This grant focuses on workforce readiness of engineering technicians toprepare them for the workforce

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio

operations and services from face-to-face to virtual learning environments, including virtual classrooms, learning communities,offices, and meeting/advising rooms [1]. Technological tools and virtual learning platforms,which facilitated virtual course delivery and learning, allowed universities and students tocomplete their spring semesters [2]. However, many engineering faculty and studentsexperienced personal, technical, and psychosocial challenges associated with this dramaticallyaltered reality, which may have significant and unprecedented effects on their personal andacademic lives [3-4]. The COVID-19 pandemic required prompt and bold action by engineering departmentsand faculty to (1) identify and understand the needs and challenges

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

iscultivating this culture of “Engineering with Engineers” through changes in four essential areas:a shared department vision, faculty, curriculum, and supportive policies [1] - [4].This paper reports the continuous efforts of our RED project and updates previous NSF GranteesPoster papers presented at the 2018, 2019, 2020 and 2021 ASEE Annual Conferences. Theproject background and objective are unchanged; hence, the first two sections of the paper aretaken from our previous papers [1] - [4]. The project description section summarizes the changesmade in the four essential areas thus far and provides important updates in each of the four areaswith emphases on actions taken during the previous year. The remaining sections of this paperdiscuss ongoing