Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gibin Raju, University of Cincinnati; Sheryl Sorby, University of Cincinnati; Grace Panther, University of Nebraska - Lincoln; Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Luke Fisher, University of Cincinnati

real time feedback to alleviate cognitiveload, increasing flexibility and personalization of the learning and teaching process.AcknowledgementThis material is based upon work supported by the National Science Foundation in the U. S. undergrants number DRL-1535307 (PI: Perez) and DRL-1818758 (PI: Sorby). Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. References[1] L. L. Thurstone, Primary mental abilities, Chicago: University of Chicago Press, 1938.[2] J. Schneider and K. S. McGrew, "The Cattell-Horn-Carroll theory of cognitive abilities.," in Contemporary Intellectual

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

, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, DC: The National Academies Press, 1997. doi: 10.17226/5789.[4] E. C. Carey and D. E. Weissman, “Understanding and Finding Mentorship: A Review for Junior Faculty,” J. Palliat. Med., vol. 13, no. 11, pp. 1373–1379, Nov. 2010, doi: 10.1089/jpm.2010.0091.[5] A. H. Farkas, E. Bonifacino, R. Turner, S. A. Tilstra, and J. A. Corbelli, “Mentorship of Women in Academic Medicine: a Systematic Review,” J. Gen. Intern. Med., vol. 34, no. 7, pp. 1322–1329, Jul. 2019, doi: 10.1007/s11606-019-04955-2.[6] K. E. Foote and M. N. Solem, “Toward better mentoring for early career faculty: results of a study of US geographers

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rustin Webster, Purdue University, New Albany; Joseph Ottway

, MT, NV, OR, UT, WA, WYResultsThe descriptive research study surveyed 780 individuals (643 CSWPs and 137 CSWEs) locatedwithin the United States, of which 193 (24.74%) provided some feedback (answering allquestions was not mandatory) and met all inclusion criteria. The respondents were primarilyeducated (unlicensed) white males between the age of 26 to 54, who worked for corporations ingeneral engineering fields (see Table 2). Figure 1 shows the diversity and number ofcertifications held by the respondents and Figure 2 shows approximately when respondentsattempted a SOLIDWORKS certification exam(s).Results show that 88.89% of respondents perceive that, in general, a SOLIDWORKScertification is valuable (i.e., has relative worth, utility, or

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

are first-generation low-income students [18],[29], [30]. Participant selection will also be based on open-ended responses from the survey, particularlythose we are likely to glean the most information about our study [31].The design of the interview protocol will be influenced by Liddell et al.'s Survey of Early CareerSocialization in Student Affairs used in their study of professional identity [32]. The semi-structuredinterviews will be conducted online via Zoom and recorded before the audio files are professionallytranscribed and analyzed in NVIVO. We will employ a constructivist phenomenological approach whenexamining the data to explore how participants interpreted their experiences and characterize theirpreparation and persistence in

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gretchen Dietz, University of Florida; Elliot Douglas, University of Florida; Erica McCray, University of Florida

their intelligence andSTEM identity. Maya described that being the only one created heightened awareness and lesscomfort than her white coworkers. Like Walton et al.’s study, lack of diversity in a professionalsetting detracted from a sense of belonging in the workplace [54].Authenticity was also experienced when the interns had a strong commitment to their racialidentity, or internalization of their identity. Similar to Helms and Piper, as people of Colordevelop and grow in their careers, racial identity is internalized and there is “positive racial-group commitment, humanistic orientation, and internally defined racial attributes” [57, p. 127].Stanley and Evie showed strong commitments to their identities and were agents within theirworkplace

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Young, The Ohio State University; David Delaine

risk factors for persistence of American Indian students and retention of non-American Indian teachers in reservation schools,” in 2017 ASEE Annual Conference & Exposition, Columbus, OH, June 2017.[16] C. H. Foster and S. S. Jordan, “A philosophy of learning engineering and a Native American philosophy of learning; An analysis for congruency,” in 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, June 2014.[17] I. Anderson and S. S. Jordan, “Engineering connections in a Native American community and culture,” in 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT, June 2018.[18] D. Luecke et al., “Efforts to improve mathematical preparation for a pre-engineering

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

: “In general, the studies did not take a critical stance on how engineering knowledge is constructed, who participates in engineering, and who decides who becomes an engineer. In terms of critical pedagogy, few studies questioned how to empower students of color (e.g., concientização) or considered taking action and working alongside the students (e.g., praxis) to de-colonize and re-inhabit their spaces, including all of these different domains that students of color inhabit” (pp. 157-158).In a similar vein, Patrick et al.’s state-of-the-art review of papers claiming to use critical methodsin STEM education found that many articles mentioned using a critical theory at the beginningbut did not follow through by

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University at West Lafayette (COE); Grace Baldwin; Virginia Booth-Womack, Purdue University at West Lafayette (COE); Sarah Larose; Carol Stwalley, Purdue University at West Lafayette (COE)

Students and Developing Professional Support NetworksIntroduction The Purdue University Rising Scholars program was initially funded in 2016 by NSF S-STEM#1644143 Rising Scholars: Web of Support Used as an Indicator of Success in Engineering. Theterm ‘Rising Scholars’ has come to represent the strata of the population that are of low socio-economic status (SES) striving to complete a collegiate education (Kent State University, 2021;Stanford University, 2020). The current collegiate entrance metrics favored by many well-regarded state institutions for their STEM programs have certain gateway values, and in general,do not select equitably across many notable factors, including gender; race; ethnicity; first-time,full-time status; and low-SES

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Tang, Western Carolina University; Nelson Granda Marulanda, Western Carolina University; JennieV. Sorrells, Western Carolina University; Robert Pierce, Western Carolina University

work on any n- 3D cars - projects10:00: S ON SET- S ON SET- Brainstorm Printing, Build a Scott00 AM UP AND UP AND ing Robot simple- 11:00 TEACH TEACH Solutions Programm THEM TO THEM TO circuitAM ing DO THE DO THE ACTIVITIES ACTIVITIES LUNCH LUNCH11:00: . . - Former - Faculty

Conference Session

Graduate Studies Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlin Mallouk, Rowan University; Darby Riley, Rowan University; Jacob Troutman, University of Texas at Austin

majordifferences between coping networks of students who are able to successfully manage stress versusthose who are not able to? To answer these questions, we surveyed graduate engineering studentsat a mid-sized Mid-Atlantic institution. The survey consists of three major sections: (1) thePerceived Stress Questionnaire (S. Levenstein, et al. J. Psychosom. Res., vol 37, no. 1, pp. 19-32,1993.), which is a validated instrument that assesses an individual's perceived stress level, (2) asection for respondents to identify and rank major sources of stress, and (3) a section forrespondents to identify and rank major coping strategies. The survey identified research, grades,and issues relating to mental health as major stressors for all groups, and people

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Genovesi, Drexel University; Ian Marcus, Drexel University; Kimberly Sterin, Drexel University; Dominique Thomas, Drexel University

applying a holistic-content narrative analysis [70] to each interview,focus group, or journal. Next, we employ open coding which gleans from elemental methods:descriptive, in vivo, and process coding and affective methods: emotion, values, and evaluationto identify emerging patterns in the data [73]. Then, we apply axial coding to identify subthemes[74] and thereafter, group themes and sub-themes across all interviews and focus groups,formulate meaning through the clustering of themes [69], which will ultimately lead to theemergence of key findings.Research FindingsPreliminary Findings with EngWINS ParticipantsQuantitative Findings:Descriptive statistics from the S-STEM Pre (n=15) and Post (n=11) Surveys were calculated, asdisplayed in Table 3 and

Conference Session

Unassigned (6 available)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Heemstra, University of Illinois at Urbana - Champaign; Luis Rodriguez; Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Erin Cortus, University of Minnesota - Twin Cities; John Classen, North Carolina State University at Raleigh; Jacek Koziel, Iowa State University of Science and Technology; Alison Deviney

Conference Session

First-Year Programs Division Technical Session 14: Introductory Programming Assessment, Plagiarism, Motivation, Engagement, and Textbooks

Collection

2022 ASEE Annual Conference & Exposition

Authors

P.K. Imbrie, University of Cincinnati; Jeff Kastner, University of Cincinnati; Dylan Ryman, University of Cincinnati

test a substantiallygreater number of mutations and samples when compared to this work. However, the results inCheers et al. are unable to answer this paper’s research question because the purpose of Cheers etal.’s work is to measure similarity robustness in isolation, and does not attempt to evaluatedetection correctness [15, Sec. 4.1]. The gap between the work of Cheers et al. and this paper’sresearch question is filled by the development of the sensitivity preservation metric that considersonly the similarity robustness that is a result of correctly detected plagiarism. Additionally,Cheers et al. note that “...the interpretation of the second comparative metric poses a threat to thevalidity of results in this work. As discussed, it is not a

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Melissa Moorehouse, United States Military Academy

and rds. AY AY ta, d th th ions. tud c nda to s ent nati . Deve tion EV310 Aquatic Science

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Brown, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; Erfan Al-Hossami, University of North Carolina at Charlotte; Daniel Janies; Samira Shaikh, University of North Carolina at Charlotte; Zhuo Cheng, University of North Carolina at Charlotte

dashboard to track COVID-19 in real time,” Lancet Infect. Dis., vol. 20, no. 5, pp. 533–534, May 2020. [3] S. X. Zhang, Y. Wang, A. Rauch, and F. Wei, “Unprecedented disruption of lives and work: Health, distress and life satisfaction of working adults in China one month into the COVID-19 outbreak,” Psychiatry Res., vol. 288, p. 112958, Jun. 2020. [4] A. El Masri and E. Sabzalieva, “Dealing with disruption, rethinking recovery: Policy responses to the COVID-19 pandemic in higher education,” Policy Design and Practice, vol. 3, no. 3, pp. 312–333, Jul. 2020. [5] A. F. Tasso, N. Hisli Sahin, and G. J. San Roman, “COVID-19 disruption on college students: Academic and socioemotional implications,” Psychol. Trauma, vol. 13, no. 1, pp

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sequoia Callahan; Blaine Pedersen, Texas A&M University; Lerah Lockett, Prairie View A&M University; Camille Burnett, Prairie View A&M University; Bimal Nepal, Texas A&M University; Karen Rambo-Hernandez, Texas A&M University

Paper ID #37887Persistence and the Pandemic: Retention of HistoricallyUnderrepresented First-Year Engineering Students Beforeand After COVID-19Sequoia Naomi CallahanBlaine Austin Pedersen (Graduate Student)Lerah LockettCamille S. Burnett (Assistant Professor) Camille S. Burnett, Ph.D., ACUE, is Assistant Professor of Mathematics Education and Director of the SMaRTS (Science, Mathematics, Reading, Technology, and Social Studies) Curriculum Resource Lab in the Department of Curriculum and Instruction at Prairie View A&M University. She has almost 20 years of combined experience in the K-12 and higher education

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Tufts University; Harpreet Auby, Tufts University; John Galisky, University of California, Santa Barbara; Susan Nolen

Journal, 56(3), 638-675.Kinser-Traut, J. Y., & Turner, E. E. (2020). Shared authority in the mathematics classroom: Successes and challenges throughout one teacher’s trajectory implementing ambitious practices. Journal of Mathematics Teacher Education, 23(1), 5-34.Koretsky, M. D., Falconer, J. L., Brooks, B. J., Gilbuena, D. M., Silverstein, D. L., Smith, C., & Miletic, M. (2014). The AiChE Concept Warehouse: A web-based tool to promote concept-based instruction. Advances in Engineering Education, 4(1), 7:1-27.Koretsky, M. D., & Magana, A. J. (2019). Using Technology to Enhance Learning and Engagement in Engineering. Advances in Engineering Education.Koretsky, M., Nolen, S., Self, B

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rockwell Clancy, Colorado School of Mines; Qin Zhu, Colorado School of Mines; Diana Martin, Eindhoven University of Technology; Gunter Bombaerts

] I. Van de Poel, “Design for value change,” Ethics Inf. Technol., vol. 0, no. 0, pp. 1–5, 2018, doi: 10.1007/s10676-018-9461-9.[5] H. C. Luegenbiehl and R. F. Clancy, Global engineering ethics. New York: Elsevier, 2017.[6] Q. Zhu and B. Jesiek, “Engineering Ethics in Global Context: Four Fundamental Approaches,” in American Society for Engineering Education, 2017, doi: 10.18260/1-2-- 28252.[7] P.-H. Wong, “Global Engineering Ethics,” in Routledge Handbook of Philosophy of Engineering, D. Michelfelder and N. Doorn, Eds. 2021.[8] G. Hofstede, Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations. New York: Sage, 2001.[9] K. Leung, M. H. Bond, and S

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pierre-Philippe Ouimet, University of Regina; Ying Cao, Drury University; Tong Wan, Westminster College

et al.’s framework [6]. We alsoidentified new themes emergent from our data.We identified an EER instance when one or more of the group members express negativejudgements of collaborative learning (including uncertainty) and intend to make an adjustment orchange to it. When an EER was identified, we assigned it a code of EER category—the targetarea of regulation (i.e., cognition, behavior, motivation, social, and emotion). We added thecategory of social, which is not in Sobocinski et al.’s framework, to code the regulation towardsconflicts between group members. Table 2 describes the EER categories of target areas.Table 2. Descriptions of target areas of EER. Category Description Cognition Regulating task understanding

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Reed, Old Dominion University; Tyler Love, Pennsylvania State University, Harrisburg, The Capital College; Scott Bartholomew, Brigham Young University; Kelly Dooley, ITEEA

International. Kelly is truly passionate about STEM education and attributes much of her career success to the foundation built through her own STEM journey and a hands-on, systems- thinking approach to learning and development. She is excited to serve the ITEEA community of educators and advance technological and engineering capabilities for all.Tyler Love Tyler S. Love, Ph.D. is an Assistant Professor of elementary/middle grades STEM education and the Director of the Capital Area Institute for Mathematics and Science (CAIMS) at The Pennsylvania State University’s Capital Campus. He was previously an Associate Professor and Coordinator of Technology and Engineering Education at the University of Maryland Eastern Shore. His

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Paper ID #38426Three Years of the Urban STEM CollaboratoryMaryam Darbeheshti (Faculty) Dr. Maryam Darbeheshti is an Assistant Professor of Mechanical Engineering at the University of Colorado Denver. Her research interests are in multiphase fluid flow, and Engineering Education.Miriam Howland Cummings (Graduate Research Assistant) Miriam is a PhD candidate in Education Research and Evaluation Methods at the University of Colorado Denver (CU Denver) and a graduate research assistant on an NSF S-STEM grant in CU Denver's College of Engineering, Design, and Computing.Stephanie S Ivey (Associate Dean for Research

Conference Session

Faculty Development Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Amazon; Lilianny Virguez, University of Florida; Michelle Soledad, Minnesota State University, Mankato; Debarati Basu

reviewed papers will be provided in a futurepublication.References[1] D. J. Nelson and D. C. Rogers, A national analysis of diversity in science and engineering faculties at research universities. Citeseer, 2003.[2] L. Blaney, R. Kandiah, J. J. Ducoste, J. A. Perlinger, and S. L. Bartelt-Hunt, “Trends in Population and Demographics of U.S. Environmental Engineering Students and Faculty from 2005 to 2013,” Environ. Eng. Sci., vol. 33, no. 8, pp. 578–590, 2016, doi: 10.1089/ees.2016.0063.[3] M. B. Bailey et al., “Establishing the Foundation for Future Organizational Reform and Transformation at a large private university to expand the representation of women faculty,” 2011.[4] M. Heyvaert, K. Hannes, B. Maes, and P. Onghena

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Adam Carberry, Arizona State University; Kaela Martin, Embry-Riddle Aeronautical University - Prescott; Sanjeev Kavale, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron; Madeline Roth, Bucknell University

intuition development, and 3) understanding how early intuitiondevelopment can help level the playing field for all students regardless of individual background,including socio-economic status, demographics, or past engineering experiences.AcknowledgementThis material is based upon the work supported by the National Science Foundation under GrantNo. 1927149 and Grant No. 1927250.References Cited[1] A. Smith, “Exploring the legitimacy of intuition as a form of nursing knowledge,” Nursing Standard, vol. 23, no. 40, pp. 35-40, 2009.[2] H. A. Simon, “Making management decisions: The role of intuition and emotion,” Academy of Management Perspectives, vol. 1, no. 1, pp. 57-64, 1987.[3] S. E. Dreyfus, and H. L. Dreyfus, A Five-Stage

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Maeng; Amanda Gonczi; Robert Handler; Hamid Nadir, University of Virginia; Whitney McCoy

from this case study suggest a need to invest inbuilding teacher confidence, knowledge, and the belief that technology-enhanced engineeringinstruction is appropriate (and necessary) at all grades in light of future educational disruptions.Funding StatementThis project was supported by Grant #1850296 awarded by the National Science FoundationInnovative Technology Experiences for Students and Teachers. The opinions, findings, andconclusions or recommendations expressed in this manuscript are those of the authors and do notnecessarily reflect those of the NSF.ReferencesAnderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers' technology-related abilities, beliefs, and intentions to use technology in

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sabia Abidi, Rice University; Javier Lasa; Parag Jain; Kirsten Ostherr, Rice University; Austin Hwang, Northwestern University; Nellie Chen

are being discussed with faculty teaching engineering designcourses as an opportunity for student-led design projects. Overall, the co-production model wassuccessful in identifying areas for future design innovation in pediatric healthcare.References:1. SECTION ON CARDIOLOGY AND CARDIAC SURGERY et al., “Off-Label Use ofMedical Devices in Children,” Pediatrics, vol. 139, no. 1, p. e20163439, Jan. 2017, doi:10.1542/peds.2016-3439.2. J. Kadlowec, T. Merrill, S. Sood, J. Greene Ryan, A. Attaluri, and R. Hirsh, “ClinicalImmersion and Team-Based Design: Into a Third Year,” in 2017 ASEE Annual Conference &Exposition Proceedings, Columbus, Ohio, Jun. 2017, p. 28040. doi: 10.18260/1-2--28040.3. E. P. Brennan-Pierce, S. G. Stanton, and J. A. Dunn

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Yareni Lara-Rodriguez, University of Puerto Rico, Mayaguez Campus; Cynthia Paschal, Vanderbilt University; Rebecca Atadero, Colorado State University; Sarah Vigmostad, The University of Iowa; Desen Ozkan, Tufts University; Amanpreet Kaur, University of Pennsylvania; Courtney Smith-Orr, University of North Carolina at Charlotte; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington; Nicole Jefferson, Virginia Polytechnic Institute and State University

Paper ID #37240WIP: ASEE Year of Impact on Racial Equity: 90 Day EquityChallengeJeremi S London (Assistant Professor) Associate Professor of Engineering Education at Virginia Tech Chair of ASEE's CDEI during the Year of Impact on Racial EquityYareni P Lara-rodriguez (Ms.) Yareni holds a manufacturing engineer degree from the Autonomous University of Nuevo Leon (UANL), Mexico. She has worked in the Applied Optimization Group at the University of Puerto Rico at Mayagüez (UPRM) as part of her research internship in the Department of Industrial Engineering. Afterwards, she earned a master’s degree from the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elsa Gonzalez, University of Houston; Emma Perez, University of Houston

Foundation, National Center for Science and Engineering Statistics.“Women, Minorities, and Persons with Disabilities in Science and Engineering: 2021,” 2021.[Online]. Available: www.nsf.gov/statistics/wmpd/[2] J. M. Krogstad and L. Noe-Bustamante, “Key facts about U.S. Latinos for National HispanicHeritage Month,” Pew Research Center, Sep. 09, 2021. https://www.pewresearch.org/fact-tank/2021/09/09/key-facts-about-u-s-latinos-for-national-hispanic-heritage-month/.[3] Hispanic Association of Colleges and Universities, “2021 Hispanic higher education andHSIs Facts.” hacu.net. https://www.hacu.net/hacu/HSI_Fact_Sheet.asp (accessed January 18,2022).[4] Excelencia in Education, “25 Years of Hispanic-Serving Institutions: A Glance on Progress,”2020

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Diane Peters, Kettering University; Elizabeth Gross, Sam Houston State University

before I ever started the program. There are only a few Fairly supportive Accessibility to the academic required courses advisor is critical. (S)He should make time to tend to advisee needs, academically, professionally, and personally. Very structured. Courses Somewhat supportive He's ok, by big research build on a set, specific university standards. He sequence for any

Conference Session

Issues Facing STEM Programs at Rural Two-Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Dustin Grote, Weber State University

]. There are two components of the framework, instructional complexityand structural complexity [2]. Instructional complexity refers to the latent characteristics of thecurriculum, such as the quality of instruction. Currently, the instructional complexity is proxiedby pass/fail rates; little work has been done to expand this metric, with some exceptions likeHilliger et al.’s [12] mixed methods grounded theory study on what makes engineering coursesdemanding. Still, pass/fail rates appear sufficient for simulation studies [2,8].Next, structural complexity involves representing a plan of study as a network, where eachvertex is a course and the edges connecting them are the pre- and corequisites. Each course isassigned a delay factor, the longest

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Frederic-charles Krynen, Stanford University; Shima Salehi, Stanford University; Carl Wieman

on this course redesign. Anecdotally,the changes which have been piloted in flipping the order of introduction of content and activelearning activities during instructor-led class sessions have thus far been very well received. Thework is being embraced and enthusiastically incorporated into the AY22-23’s version of thecourse. As shown in figure 1 the control portion of the study will run during the Spring ’22 term.The impact of the redesign will be measured when comparing these results to those gatheredduring AY22-23 across the five above-mentioned methods. The findings will be analyzed andincluded into a larger body of work focusing on the importance of teaching decision making inproblem-solving in STEM courses.The hope for this study is