Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Erin Carll; Emily Knaphus-Soran, University of Washington

students attend two-year colleges [3].Over 80% of first-time CC students intend to complete their bachelor’s degree or higher [4].However, relatively few CC students go on to four-year programs: only 33% transfer, regardlessof major [5]. In engineering, over 65% of students who transfer eventually earn an engineeringbaccalaureate degree [6]. Unfortunately, only about 15% of CC students declare a major inengineering or computer science [7].Women CC students face particular barriers in pursuing careers in engineering and computerscience. Research has found that women students who begin their studies at a two-yearinstitution have higher rates of switching out of engineering and computer science than men [8].Further, research has found that women

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tobi West, Dakota State University

developing education pathways, she enjoys organizing outreach events such as CyberTech Girls and GenCyber Girls to raise awareness about cybersecurity career pathways. Her passion is encouraging and empowering students to find their academic pathways and achieving career goals. © American Society for Engineering Education, 2022 Powered by www.slayte.com The Synergy of Intertwining Grant Activities: Cyber Up! and GenCyber GirlsAbstractThe ongoing workforce shortage of skilled and diverse cybersecurity professionals coupled withthe continued upward trend of cybercrime has led to an increased number of fundingopportunities from the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Murad Mahmoud, Wartburg College; Trinity Borland, Wartburg College; Samuel Bast; Cristian Allen, Wartburg College; Kurt Becker, Utah State University - Engineering Education

undergraduate and graduate courses in engineering education for the department. © American Society for Engineering Education, 2022 Powered by www.slayte.com The Effect of Summer Engineering Camps on Students’ Interest in STEM Based on Their Age (Work-in-Progress)IntroductionSTEM fields play an important role in the United States’ economy and will continue to in thefuture [1]. However, although STEM jobs are being created, the number of students interested inthose careers is not sufficient [2]. Due to the shortage of skilled STEM workforce, there exists anongoing need for better ways to get students to participate and become more involved in STEM.The

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Barbara Fagundes; Nrupaja Bhide, Purdue University at West Lafayette (PPI); Tamara Moore, Purdue University at West Lafayette (COE); Maeve Drummond Oakes, Purdue University College of Engineering; Allison Godwin, Purdue University at West Lafayette (COE)

classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work focuses on defining STEM integration and investigating its power for student learning. She has examined different mechanisms of bringing engineering content and standards into the classrooms that led to a framework for quality K-12 engineering education. Dr. Moore’s team has developed several sets of instructional modules for elementary and middle school learners that employ engineering and literacy contexts to integrate STEM and computational thinking content in meaningful and significant ways. In 2012, she received a U.S. Presidential Early Career Award for Scientists and Engineers (PECASE) for her work

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Carol Haden, Northern Arizona University; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Joel Howell; Chung Seop Jeong, University of South Florida; Wilfrido Moreno, University of South Florida; Arash Takshi; Kevin Yee; Paul Spector, University of South Florida

of a novel faculty teaching evaluation process with directengagement of student and industry review teams; (3) the launch of a new course series,Professional Formation of Engineers 1, 2, and 3 to provide electrical engineering students withprofessional skills and career development guidance to broaden their education experience andsupport them in better understanding their discipline and potential future careers; (4) Study ofthe impact of action-state orientation on student success. An overarching theme for the project isthat the new completely connected department model will engage all stakeholders in sharing theresponsibility to empower students to Take Responsibility to Understand Engineering (TRUE).INTRODUCTION The department of

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Denise Simmons, University of Florida

Collaborative Autoethnography: Examining Professional Formation and Workplace Sustainability in Discipline-based Engineering Education ResearchAbstractIn this paper, we explore challenges faced by early-career researchers in developing andsustaining a robust discipline-based research enterprise and strategies to overcome thosechallenges. We use collaborative autoethnography methods of self-reflection and shareddiscourse to navigate a conversation between a mid-career engineering education researcher andher postdoctoral researcher. The paper weaves our stories to explore experiences in the culture ofengineering education related to professional formation and research sustainability. In narratingour

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ann Beheler, Center for Occupational Research and Development; Hope Cotner, Center for Occupational Research and Development

with faculty to align curriculum such that those who complete certificates and degrees in IT have the knowledge, skills, and abilities that will make them readily employable in high- paying IT positions. Ann holds a PhD in Community College Leadership from Walden University, a MS in Computer Science from Florida Institute of Technology, and a BS in Math from Oklahoma State University.Hope Cotner Hope Cotner is President/CEO of the Center for Occupational Research & Development, a national nonprofit preparing students for success in careers and higher education. She is passionate about helping schools, colleges, and communities strengthen business-education partnerships to ensure students are armed with the academic

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Elle Bonnema; Deanna Dunn, The University of Akron; Laura Carey, The University of Akron

Based Learning. Her research interests include teacher learning and practices in science education, engineering education, and student learning and motivation for STEM.Joshua Phillips Joshua Phillips is a graduate student attending the LeBron James Family Foundation College of Education at The University of Akron. He received his B.S. in geology from The University of Akron. He is currently obtaining his master's degree in education.Elle BonnemaDeanna R. Dunn (Director)Laura L Carey (Director, Career Services) © American Society for Engineering Education, 2022 Powered by www.slayte.com Zip to Industry: A First-Year Corporate-STEM Connection

Conference Session

Computers in Education 7 - Modulus 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Gay Stewart, West Virginia University

Scalability & Sustainability, she previously served as Digital learning Coordinator, Principal, andAssistant Principal as well as Technology Integration Specialist and Teacher for Raleigh County Schools.Abstract Secure and Upgrade Computer Science in Classrooms through an Ecosystem with Scalability &Sustainability is an NSF-funded Computer Science (CS) educational Research-Practice Partnership whoseshared goal is to provide high quality CS educational opportunities to all middle school students in ruralRaleigh County West Virginia (WV) before expanding to additional districts. The project will help districtsmeet recent WV requirements that all K-12 students be exposed to a variety of CS experiences throughouttheir careers. Specifically

Conference Session

PCEE Session 4: Resource / Curriculum Exchange

Collection

2022 ASEE Annual Conference & Exposition

Authors

Latanya Robinson, Florida International University; Emily Dare, Florida International University

education. In particular, she is interested in supporting science teachers’ pedagogy while also exploring their beliefs about teaching and learning. As science classrooms shift towards integrated STEM approaches that include engineering design as a central component, this is especially critical. Additionally, Dr. Dare has a passion for working with K-12 students to understand how changes in classroom instruction towards these integrated STEM approaches impact their attitudes towards and beliefs about STEM fields. In particular, she examines methods that positively impact girls, which may increase the number of women pursuing careers in STEM-related fields where they are currently underrepresented

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Perkins, Wichita State University; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus

. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver's research examines engineering student career decision-making, early-career engineering work experiences, engineering mindsets, and faculty development. She also conducts studies of new engineering pedagogy to improve student engagement and understanding. © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: Perceptions of Effective Engineering Faculty-to-Faculty MentorshipabstractThis work-in-progress paper describes the perceptions of senior (tenured) engineering faculty onwhat

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lori Houghtalen, Abilene Christian University; Timothy Kennedy, Abilene Christian University; Jody Jones, Abilene Christian University; M. Suzanne Clinton, University of Central Oklahoma; Kimberly Merritt, Oklahoma Christian University

, Zulkifli, and Hamzah (2017) analyze the evidence that suggests that despitewomen's efforts to be successful and recognized in engineering, they still lackrepresentation in the engineering profession. Moreover, the authors acknowledge thatseveral factors such as misconceptions about engineering, lack of opportunities, and otherfactors serve as barriers preventing women from choosing a career path that is stillconsidered a non-traditional career for females. The authors identify specific perceptionsof women in engineering that create barriers such as the fact that women are affectedpsychologically (e.g. thinking they cannot succeed, industry image, expectations forwomen), family barriers, and lack of enough mentors or role models.In order to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Frary, Boise State University; Donna Llewellyn, Boise State University; Paul Simmonds, Boise State University; Julianne Wenner, Clemson University

goal was to prepare future academics/scholars, and ithas thus focused on the creation and conservation of disciplinary knowledge [1], [2]. However,the reality today is that most engineering graduate students (GSs) go on to non-academic careers[3], [4]. As educators, it should be our aim to equip GSs for success, regardless of careeraspirations, and to be more thoughtful about what ‘success’ in a particular field means. Boyerstates that, …graduate study must be broadened, encompassing not only research, but integration, application, and teaching, too. It is this vision that will assure, we believe, a new generation of scholars, one that is more intellectually vibrant and more responsive to society's shifting needs [5, pp

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ciera Fluker; Lara Perez-Felkner; Kiaira McCoy, Florida A&M University - Florida State University

Program within the College of Education at Florida State University. Her research uses developmental and sociological perspectives to examine how young people’s social contexts influence their college and career outcomes. She focuses on the mechanisms that shape entry into and persistence in institutions and fields in which they have traditionally been underrepresented. In particular, she investigates racial-ethnic, gender, and socioeconomic disparities in post-secondary educational attainment and entry to scientific career fields. Published work appears in journals including: About Campus, Developmental Psychology, Frontiers in Psychology, International Journal of Educational Development, Journal of Higher Education

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mara Lopez, Arizona State University; Caroline Vaningen-Dunn

develop a detailed description of thechallenges in an effort to provide rural HSIs and eHSIs with evidence to support efforts toaddress those challenges. This paper will be discussing the data from the Rural HSI conferenceand implications for future practice. For the purposes of this paper, the themes related to funding,diversity of mentors and role models, and outreach and career exploration to strengthen STEMprogramming will be expanded upon. Purpose Hispanic students are the fastest growing underrepresented group in rural America andcomprise nine percent of the country’s rural population (Cromartie, J., 2018). With 84 rural HSIs(Excelencia in Education, 2019) and 72 rural institutions as

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Chalece Delacoudray, Georgia Institute of Technology; Sunni Newton, Georgia Institute of Technology; Justina Jackson; Meltem Alemdar, Georgia Institute of Technology; Stephen Garrett, Georgia Institute of Technology; Hilah Barbot, Amazon Web Services; Jason Freeman; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman

that seeks to promote racial equity andincrease interest in computing careers by integrating elements of computing, music, social justice,and entrepreneurship. Centering around the song “Entrepreneur” by Pharrell Williams, studentsengage in lyrical analysis to extract and explore themes of social justice using the OUTKASTImagination framework. Students then engage with musical concepts from a computingperspective and implement them using EarSketch, a web-based, learn-to-code through musicremixing platform developed at Georgia Tech. In this paper, we present a description of the YourVoice is Power Curriculum and results from an evaluation study. The curriculum overviewincludes a description of the content and activities, as well as a discussion

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eugene Mahmoud, Mt. San Antonio College; Carolyn Robinson, Mt. San Antonio Community College; Brandon Saller, Mt San Antonio College

and social stigmas when seeking degrees and career preparation. Compared to othercommunity college STEM students, technology students are more likely to enroll as only part-time (15%), and to leave community college without completing any certificate or degree (41%)[1]. Compared to other community college students, technology students are the least likely tohave successfully transferred to a university STEM program (19%), and more likely to beenrolled in community college for more than six years. Compared to all community collegestudents, technology students have the highest average loan amounts amongst those with studentloans after 6 years. Compared to university STEM students, community college technologystudents are more likely to be first

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Jason Gross, West Virginia University; Evana Nusrat Dooty, West Virginia University; Sumaia Ali Raisa, West Virginia University; Yu Gu, West Virginia University

. Participantrecommendations centered on better communication, increased direct support from mentors, andfocus on leadership, careers/graduate school, and scientist identity development. We recommendconsideration of literature on cognitive apprenticeship in communities of practice organizedaround research groups [8] to inform projects such as this.Perspective and StructureThis project was part (year 2 of a 3-year project) of a National Science Foundation (NSF)-fundedResearch Experience for Undergraduates (REU) Site on human-swarm interaction. The overallgoal of the project was to provide research opportunities to undergraduate students, especiallysocial-economically disadvantaged students from the Appalachian region of the United States,and help them develop toward

Conference Session

Faculty Development Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Catherine Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Ryan Walerius, Minnesota State University, Mankato; Rachael Johnson, Minnesota State University, Mankato

support. Evidence of effectiveness includes high graduationrates, career placement rates of students, and student perceptions of preparation for meeting ourprogram educational objectives. Perspectives from faculty new to the program and current andformer students illustrate the personal impact of the model.IntroductionThe Department of Integrated Engineering (IE) at Minnesota State University, Mankato housesupper-division project-based and co-op-based programs at two different off-campus locations.Student engineers in the programs are primarily transfer students from two-year colleges andspend at least two years in our programs to complete their BS in Engineering, thus creating a 2+2learning experience. The curriculum includes technical knowledge

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jia Zhu, Florida International University; Monique Ross, Florida International University; Disha Patel, Florida International University

alternative pathways. © American Society for Engineering Education, 2022 Powered by www.slayte.com Avoiding Barriers: A Literature Review on the Alternative Pathways for Women in Computer ScienceAbstractChallenges remain in fulfilling skilled professionals to meet the growing demand for the computingworkforce. Computer and information technology occupations are projected to grow at an above-average rate of 13% from 2020 to 2030. To meet the need for computer science jobs, the computerscience education research (CSER) community has explored pedagogical theories and practices toprepare students for careers in the field. However, the focus has been on

Conference Session

Materials Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Breejha Quezada, Purdue Engineering Education; Emily Haluschak, Purdue University at West Lafayette (COE); Aileen Ryan, Purdue University at West Lafayette (COE); Katherine Schieltz; Congying Wang, Purdue University at West Lafayette (COE); Amanda Johnston, California Polytechnic State University, San Luis Obispo; Alejandro Strachan, Purdue University at West Lafayette (COE); Tamara Moore, Purdue University at West Lafayette (COE)

developed several sets of instructional modules for elementary and middle school learners that employ engineering and literacy contexts to integrate STEM and computational thinking content in meaningful and significant ways. In 2012, she received a U.S. Presidential Early Career Award for Scientists and Engineers (PECASE) for her work with urban youth. In2016, she received Purdue University’s Faculty Engagement Scholarship Award for working with teachers and studentsacross the United States on teaching and learning engineering. © American Society for Engineering Education, 2022 Powered by www.slayte.com Identifying Students’ Connections to Advanced Topics in an Introductory

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

Gordon-MIT Engineering Leadership Program at Massachusetts Institute of Technology, where he has taught in engineering leadership, design, and ethics. His current research centers on engineering work and careers, with a focus on engineering career pathways and student persistence. Prior to joining MIT, James served as a mechanical engineer and engineering manager in the aerospace industry.Alison Olechowski Alison Olechowski is an Assistant Professor in the Department of Mechanical & Industrial Engineering and the Troost Institute for Leadership Education in Engineering (Troost ILead). She completed her PhD at the Massachusetts Institute of Technology (MIT) studying product development decision-making during complex

Conference Session

WIED: Support for All in the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Cali Anicha, North Dakota State University; Brianna Blaser, University of Washington; Sheryl Burgstahler; Cecilia Aragon, University of Washington; Teresa Shume, North Dakota State University

Disabilities Task Force, Promotion to Professor Task Force, and the NDSU Childcare Center Committee.Brianna Blaser (Coordinator/Counselor) Brianna Blaser, associate director of AccessADVANCE, is a part of the DO-IT Center at UW where she works to increase the participation of people with disabilities in science and engineering careers. Her work includes direct interventions for students with disabilities and working with faculty, employers, and other stakeholders to create institutional change. Brianna has a PhD in women studies from UW and a background in broadening participation and career development in science and engineering fields. Before joining DO-IT, she was the project director for the AAAS (American Association

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Donald Visco, The University of Akron; Nidaa Makki; Erin Stevic; Joshua Phillips, The University of Akron; Laura Carey, The University of Akron; Elle Bonnema

STEM Students Participating in a Corporate-STEM Connection ProgramAbstractThis evidence-based paper investigated the impact of a virtual job shadowing program on first-year university students’ retention in STEM majors, knowledge of STEM careers, andmotivation to continue in STEM majors. Research shows that most students enter STEM majorswith little knowledge of what a career in their specified major does. In order to address thisproblem, this study provided first-year students the opportunity to job shadow a near peer mentorwho was participating in a cooperative education program. As a result of the impact of Covid-19on intervention activities, the development of a virtual job shadowing experience for first

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; NAZMUL RAHMANI, Texas A&M University - Kingsville

limited number of facultywho have made this transition. The intent of the effort presented in this paper is to lay thefoundation for a more extensive future survey of the unique challenges the professionals face inmaking this career change, and to obtain feedback from other engineering faculty in the US whoview this transition as a unique challenge. The authors’ personal experience indicates that thistransition involves factors beyond the adjustment to teaching as a primary activity, includingaspects such as rethinking one’s client base, adjusting to research in an academic environment ascompared to an industrial environment, and managing numerous goals and time demands posedfrom various university sources. The survey results indicated a number

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Annie Wang, University of Michigan; Cassandra Jamison, University of Michigan; Jan Stegemann, University of Michigan; Aileen Huang-Saad, Northeastern University

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress: Using Resume Reviews to Explore Skill Sets Valued in Biomedical Engineers by Recruiters in Industry, Healthcare, and AcademiaAbstract. From its foundation, the field of biomedical engineering (BME) has strived to solveinterdisciplinary problems involving engineering, biology, and healthcare, which has resulted ina field that is diverse in both subject matter and career opportunities. However, the wide range ofsubjects under the umbrella of BME has led to criticism of BME curricula for being too broadwithout providing enough depth in content to prepare students to be competitive against otherengineering students in the

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Blaine Pedersen, Texas A&M University; Karen Rambo-Hernandez, Texas A&M University

Bandura’s [9] social cognitive theory, stating that motivation isgoal-directed behavior. Behaviors are produced and sustained by the anticipated consequences ofone’s actions (outcome expectations; OEE), a person’s judgment of their ability to attain theirgoals (self-efficacy; SE), and their career-oriented interests [9], [10]. Pertinent to the career-oriented goals people set is the degree to which they feel their values are congruent with theirwork, which is an aspect of outcome expectations [11]. Further, the effect of outcomeexpectations on career-oriented goals is expected to be mediated by students’ career-relevantinterests.Figure 1. Path diagram of the Social Cognitive Career Theory.In the seminal work establishing the SCCT, Lent et al. [11

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victor Garcia; Peter Golding, University of Texas at El Paso; Diane Golding, University of Texas at El Paso; Irma Torres-Catanach; Nora Cuvelier, University of Texas at El Paso; Crystal Cholewa; Karla Ayala Mendoza

towards graduation and entry into the STEM workforce. Her educational background is in psychology, and within STEM- education, her research interests are centered on using mixed methods and asset-based frameworks to broaden participation of underrepresented minoritized students in STEM across all educational levels (k-12, graduate school, and academia). She is particularly interested in examining student's experiences with mentorship, sense of belonging, STEM career decision- making processes, and STEM identity development.Diane Elisa Golding (Assistant Professor of Instruction) Diane Elisa Golding is an educator, scholar, and mentor who is dedicated to student success. Her areas of interests include educator

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Agniprava Banerjee, University of Texas at El Paso; Sara Rodriguez, University of Texas at El Paso; Benjamin Flores, University of Texas at El Paso

addressing the nationwide issue of faculty diversity in community colleges,the NSF INCLUDES Aspire Alliance dedicated to developing inclusive and diverse STEMfaculty was established in 2018,with the vision to create “Inclusive and diverse national STEMfaculty who thrive within inclusive organizational cultures, leading to high retention from URG’sin STEM career pathways”[21]. The Alliance utilizes collaborative leadership models toorganize its work in change teams at three levels, referred to as Institutional, National andRegional Collaboratives . For the scope of this paper we will be specifically addressing the RCs(Regional Collaboratives) which are collaborative networks of geographically related two andfour year institutions.Figure 1. Regional

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vibhavari Vempala, University of Michigan; Aileen Huang-Saad, Northeastern University

Paper ID #37901A Qualitative Examination of Learners’ Experiences inExperiential BME-In-Practice ModulesVibhavari Vempala Vibhavari (Vibha) Vempala is a PhD student in Engineering Education Research at the University of Michigan. Her research interests include access to opportunities, social networks, career development, and career decision-making of engineering students. Vibha received her B.S. in Engineering from the joint department of Biomedical Engineering at The North Carolina State University and The University of North Carolina at Chapel Hill and a M.S. in Biomedical Engineering from the University of