Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Diane Peters, Kettering University; Austin Nash, Kettering University

Paper ID #36821Improving Student Laboratory Experiences throughIntegration of Instructions, Worksheets, and Computer Codeusing LiveScriptsDiane L Peters (Associate Professor) Dr. Diane Peters is an Associate Professor of Mechanical Engineering at Kettering University in Flint, MIAustin L Nash (Assistant Professor) © American Society for Engineering Education, 2022 Powered by www.slayte.com Improving Student Laboratory Experiences through Integration of Instructions, Worksheets, and Computer Code using LiveScriptsAbstractAt Kettering University

Conference Session

Remediation and Curricular Changes to Improve Student Learning and Outcomes

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alberth Alvarado; Jose Portillo; Byron Linares Roman

needed.VIII. Integration into our LMS. MATH 101 was developed over our LMS, thus familiarizing the students with the usage of GES since their early start. Another important consequence of this integration is explained next. IX. No membership costs for the students. There are no costs transferred to the students because all of the materials in MATH 101 are owned by the university and it is mounted in our LMS. In other words, this remedial course can be offered to the students without any additional fee. It is important to recall that online courses may suffer from some well-known engagement disadvantages (see, e.g., [20]), and MATH 101 is not an exception. Among those drawbacks, virtual classes require self

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cory Brozina, Youngstown State University - Rayen School of Engineering

SupportWe focus on two areas of interest to answer our overarching question: (1) the experience ofbeing a commuter student in an engineering curriculum and (2) the integration of commuterswithin a cohort community. Our project and research are framed using the Model of Co-Curricular Support which highlights four areas of integration: Academic, Social, Professional,University. To understand how the MCCS pertains to engineering commuter students we answertwo research questions: (1) How do undergraduate engineering students who commuteexperience academic and social integration and (2) How do cohort-based student learningcommunities influence integration for engineering commuter students?For this work we present findings regarding the academic, social

Conference Session

Civil Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Xi Wang, University of Mount Union; Charles Cope, Case Western Reserve University

realistic constraints such as economic, environmental, social, political,ethical, health and safety, manufacturability, and sustainability." [4] Various approaches havebeen found to be successful through the assessment of sustainability knowledge and skillslearned in activities, modules, and courses and across the civil engineering curriculum [5].Among those approaches, integrating sustainability in the capstone design is one of the mosteffective teaching approaches. A capstone course is an integral part of Civil Engineeringundergraduate education. It requires students to apply knowledge and skills acquired in earliercourse work from a Civil Engineering curriculum in a design that solves real-world problems ormimics real-world projects [6

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)

) © American Society for Engineering Education, 2022 Powered by www.slayte.com Vertically Integrating E-portfolios and Cooperative Educational Experiences to Develop Students’ Entrepreneurial MindsetThis paper addresses how small coordinated curricular changes can promote the development of anentrepreneurial mindset in engineering students. An entrepreneurial mindset helps students makeconnections, learn from mistakes, and identify opportunities to create value – behaviors that help themmake greater contributions to society, and more successfully navigate their educational process. Wepresent an approach that involves integrating e-portfolio experiences across the curriculum, aligning e-portfolio

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kang Xia; Mohammad Yunus Naseri, Virginia Polytechnic Institute and State University; Gautam Biswas, Vanderbilt University; Manoj Jha, North Carolina Agricultural and Technical State University (CoE); Erin Henrick, Vanderbilt University; Emily Kern; Caitlin Snyder; Landon Marston, Virginia Polytechnic Institute and State University; Abhishek Dubey; Christopher Vanags; Niroj Aryal; Steven Jiang, North Carolina Agricultural and Technical State University (CoE); Erin Hotchkiss; Vinod Lohani, Virginia Polytechnic Institute and State University; Brendan McLoughlin, Virginia Polytechnic Institute and State University; Sambridhi Bhandari

freshwaters.Manoj Jha Dr. Manoj K Jha is a professor in the Civil, Architectural, and Environmental Engineering department at the North Carolina A&T State University. His research interests include hydrology and water quality studies for water resources management under land use change and climate change. His educational research interests include critical thinking and active learning.Steven Jiang Dr. Steven Jiang is an Associate Professor in the Department of Industrial and Systems Engineering at North Carolina A&T State University. His research interests include Human Systems Integration, Visual Analytics, and Engineering Education.Emily KernVinod Lohani Dr. Vinod K Lohani is a Professor of Engineering Education at

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

Grenmarie Agresar, University of Michigan; John Callewaert, University of Michigan; Steve Skerlos, University of Michigan; Joanna Millunchick, University of Michigan

engineering fields because they don’t feelwelcome in the classroom [14], [15]. Since many engineering instructors believe that STEMcontent is purely objective, they have little understanding or training about how to positivelyinfluence classroom climate or how to incorporate the social context of engineering into theircourses. Yet, connecting topics to real-life situations valued by students is an excellent way tocement knowledge to practice [16]. A focus on equity, in particular, can be a motivator forunderrepresented students to pursue and complete STEM degrees [17].At the University of Michigan, we are developing a College-wide approach to teachingEquity-Centered Engineering throughout the undergraduate curriculum. But before weimplement such a

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Otilia Popescu, Old Dominion University; Orlando Ayala, Old Dominion University; Isaac Flory, Old Dominion University; Jose Fernandez, Old Dominion University; Vukica Jovanovic, Old Dominion University

is now an urgent need to train work forcefor this field. There have been recent efforts to address the problem at the community collegelevel, with some of them now offering courses on renewable energy and even boot camps orcertifications to prepare students to work with renewable systems. At the 4-year institution levelthe offerings related to renewable energy majors at undergraduate level are limited, and they areeven more so at the graduate level.At the international level, there is literature presenting different efforts to integrate renewableenergy curriculum in various universities and programs. Guttierez et. al. presents the studentfeedback from a program developed in Germany which involved over 400 students from 79countries [8]. A

Conference Session

ETD Technical Session 5 - ET Curriculum and Programs II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Miguel Arriagada, Universidad Andres Bello; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico Universidad Andres Bello, Santiago, Chile

in the Mining Engineering college degree students. ● Evaluate the results of the AutoCAD software application by administering a satisfaction survey.Theoretical foundationThe project corresponds to incorporating an elective course into the program curriculum. Thedevelopment of activities must be continuous and progressively interrelated, and support materialis designed to favor the student's learning process. The activities must complement individualadvancement and stimulate collective analysis in constructing each stage of the course.This task must facilitate the individual's construction of his subjective identity. Recreating culturerequires close and constant attention in a social space of experimental and alternative exchanges

Conference Session

ETD Technical Session 6 - Curriculum and Programs III

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jack li, Purdue University Fort Wayne

Paper ID #36904Motivating Students to Learn Basic Electronic Theories byAdopting Them in Different CoursesJack li JACK LI is an assistant professor of Electrical Engineering Technology in the School of Polytechnic at Purdue University Fort Wayne. He earned his BS, MS, and PhD degrees in electronics engineering. Dr. Li may be reached at lij@pfw.edu. © American Society for Engineering Education, 2022 Powered by www.slayte.com Motivating Students to Learn Basic Electronic Theories by Adopting Them in Different CourseJack Li, Purdue University Fort

Conference Session

ETD Technical Session 5 - ET Curriculum and Programs II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Orlando Ayala, Old Dominion University; Kristie Gutierrez, Old Dominion University; Francisco Cima; Julia Noginova; Min Jung Lee, Old Dominion University; Stacie Ringleb, Old Dominion University; Pilar Pazos, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University

. Rissmiller, “Long-term Impacts of Project- Based Learning in Science and Engineering,” Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013.4. K.M. Ranly, F. Jao, and K.L. Curtiss, “Project-based Learning: An Integration of Real-World Project in a 3D Design Class,” Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida, 2019.5. A. Shekar, “Project-based Learning in Engineering Design Education: Sharing Best Practices,” Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014.6. R.R. Ulseth, J.E. Froyd, T.A. Litzinger, D. Ewert, and B.M. Johnson, “A New Model of Project Based Learning in Engineering Education,” Paper presented at 2011 ASEE

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Astrid Layton, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Samuel Blair, Texas A&M University; Garrett Hairston, Texas A&M University; Henry Banks, Georgia Institute of Technology

of student self-reportedsurvey data. The results support the use of a modularity analysis as a way to analyze andvisualize the complex network interactions occurring within a makerspace, which can supportthe improvement of current makerspaces and development of future makerspaces.KeywordsMakerspaces; Network Design; Engineering Education; Modularity; Bio-inspiredIntroductionMakerspaces have recently become integrated into a wide variety of engineering programs atuniversities worldwide [1]. This has drawn increasing attention as to how best to create an areawhere students gain hands-on experience [2, 3]. Several studies in the past few years havefocused on barriers to entry and how tools vary in different makerspaces [4-6

Conference Session

LEES Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; Sofia Zajec, University of Virginia; Morgan Stup, University of Virginia

1aspirations are shared and align closely with the aspirations of The Engineer of 2020. We thengathered evidence about the curricula of the institutions to determine the extent to which thecontent of the curriculum aligns with the aspirations. The evidence that we gathered (and presentin its entirety in the appendix to this paper) suggests that very few top-ranked institutions requireexposure to the humanistic dimensions of engineering by integrating coursework that helpsstudents understand the role engineers play in shaping the world, how they interact with otherstakeholders, or what it takes to succeed in engineering practice. All of the institutions requirecourses in the humanities and social sciences (HSS) and specify distribution requirements

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

Physics RedesignCommission, and fellow of the AAPT in 2015. The University of Arkansas Alumni Association named heras their 2007 teacher of the year. She was the 2019 winner of the Oersted Medal of the AAPT, for heroutstanding, widespread, and lasting impact on the teaching of physics through her pioneering nationalleadership in physics education, her exceptional service to AAPT, and her mentoring of students and in-service teachers.Rachel Pauley, Director of Technology, Raleigh County West Virginia Schools, is a leader in bringing CSeducation to West Virginia’s students and integrating technology into their classrooms. In addition to herrole as senior personnel for the Secure and Upgrade Computer Science in Classrooms through an Ecosystemwith

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)

Paper ID #37640Identifying Students’ Connections to Advanced Topics in anIntroductory Materials Engineering CourseBreejha Quezada Breejha Sene Quezada is an Engineering Education PhD student at Purdue University.Emily Haluschak Emily M. Haluschak is a Research Assistant in the School of Engineering Education at Purdue University. Emily primarily works on integrated curriculum for K-2 computational thinking and post-secondary microelectronics workforce development efforts. Her research background is comprised of K-2 student problem scoping and teacher actions in response to implementation of STEM integration in

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Daniel Castaneda, James Madison University; Joi Merritt, James Madison University; Joel Mejia, The University of Texas at San Antonio

and receiving her Ph.D. in Educational Studies (Science Education), Dr. Merritt was a high school chemistry and physics teacher in Charlotte, NC. Her areas of expertise and research focus on: (a) designing science and engineering curriculum materials and assessments to investigate P-20 student learning, and (b) preparing teachers to teach science equitably in the inclusive, culturally and linguistically diverse classroom. Her work has been funded by the National Science Foundation and Department of Education. She has authored or co-authored a book, several book chapters and journal articles.Joel Alejandro Mejia (Dr.) Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Villalta-Cerdas; Faruk Yildiz, Sam Houston State University

discussed based on thecourse’s first implementation during summer 2021.Bridge Course Design and DevelopmentThe designed bridge course for the engineering technology students followed a similar approachto the chemistry bridge course previously reported in the 2021 ASEE Virtual Annual Conference[1]. The design model is referred to as the Integrated Course Design [2] and starts with the goalsof the course, followed by an analysis of the situational factors surrounding the course, with thelast step being the components of the course (i.e., assessment and feedback, learning activities,and instructional practices). Thus, the goals of the course were established before the content andlearning activities were selected. The design team then explored the

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane Brown, Oregon State University; Amy Brooks, Oregon State University

," Learning and instruction, vol. 35, pp. 94–103, 2015.[30] J. Clarke and C. Dede, "Design for scalability: A case study of the River City curriculum," Journal of Science Education and Technology, vol. 18, no. 4, pp. 353–365, 2009.[31] R. E. Stake, The art of case study research. sage, 1995.[32] H. Gaya and E. Smith, "Developing a qualitative single case study in the strategic management realm: An appropriate research design," International Journal of Business Management and Economic Research, vol. 7, no. 2, pp. 529–538, 2016.[33] N. Siggelkow, "Persuasion With Case Studies," Academy of Management Journal, vol. 50, pp. 20–24, Feb. 2007, doi: 10.5465/AMJ.2007.24160882.[34] A. B. Starman, "The case study as a type of qualitative

Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Figard, North Carolina State University at Raleigh; Medha Dalal, Arizona State University; Jacob Roarty; Samantha Nieto, Arizona State University, Polytechnic Campus; Adam Carberry, Arizona State University

on Education, 53(1).[16] WGBH Educational Foundation. (2005). Extraordinary women engineers final report. Reston,VA: American Society of Civil Engineers.[17] Aglan, H. & Firasat Ali, S. (1996). Hands-On Experiences: An Integral Part of Engineering Curriculum Reform. Journal of Engineering Education, 85(4), 327-330.[18] Xie, Y. & Schauman, K. (2003). Women in science: Career processes and outcomes. Harvard University Press.[19] Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96(3), 411–427.

Conference Session

Systems Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Goncher, University of Florida; Mengyu Li, University of Florida; John Mendoza, University of Florida

. Curriculum designtheory discusses the crucial role of developing an assessment that is capable of proposing where studentsare in the developmental trajectory of the object of learning (what needs to be learned) [18]–[20].Accordingly, we aimed to use systems thinking activity that made it possible to capture studentperspectives and provide a method of evaluation for researchers and educators; in that way, we will knowwhere the students are in the systems thinking developmental trajectory, and it will allow us to designeffective instructional interventions that move them forward in this trajectory. For the first phase of ourresearch, we utilized the systems thinking assessment tool from a peer-reviewed paper [7] to help identifythe areas of

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Damon Kirkpatrick; Michael Anderson, United States Air Force

Paper ID #37935Work-in-Progress: Redesigning an Introductory MechanicsCourse to Include Meaningful Design ExperiencesDamon KirkpatrickMichael Lawrence Anderson (Associate Professor) Mike Anderson is an Associate Professor and Director of Capstone Programs, Department of Mechanical Engineering, US Air Force Academy. He has pursued research in engineering education for several years in the areas of curriculum design and assessment, capstone design experiences, innovative design methodologies, and enhancing student creativity. In addition, he pursues technical research in autonomous systems, design of terrestrial and

Conference Session

LEES 5: Preparing and Practicing Culturally and Ethically Sensitive Engagement

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Fiss, Michigan Technological University; Darnishia Slade, Michigan Technological University

consolidating learning from experiences, as many models ofservice learning and other experiential learning note. This paper addresses the mechanics ofassigning reflection, with an emphasis on assignment structure. The prompt should be open-ended enough to allow students to bring elements of their experience that they may think don’tpertain to the subject at hand -- precisely because those moments are often where the greatestlearning takes place. Drawing from years of experience with the Immersion Experiencecomponent of the Pavlis Honors College curriculum, this paper analyzes student reflections andoffers suggestions about the structure of reflective assignments and their placement in curricula.Experiential learning is increasingly recognized as a high

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

Lowell) © American Society for Engineering Education, 2022 Powered by www.slayte.com Engaging Graduate Students as Co-creators of Educational Modules on an Interdisciplinary TopicAbstractCo-creation in higher education is the process where students collaborate with instructors indesigning the curriculum and associated educational material. This can take place in differentscenarios, such as integrating co-creation into an ongoing course, modifying a previously takencourse, or while creating a new course. In this Work-In-Progress, we investigate training andformative assessment models for preparing graduate students in engineering to participate as co-creators of educational

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Dirk Colbry, Michigan State University; Marta Dark, Spelman College; Vincent Melfi, Michigan State University; Tiffany Oliver, Spelman College

Resources that are available to students at no cost. As part of this project, we areworking to integrate this course into Spelman’s curriculum and determining the logistics ofoffering this class simultaneously on both campuses. Students will have the same lectures andcourse materials, accompanied by opportunities to work in small groups both on their homecampus and virtually with students and faculty from the partner institution.To provide more specific background knowledge that is important for data scientists, we are alsodeveloping new “short courses” that allow students to build skills in areas not typically includedin their primary degree programs. For example, a new short course in “Code Optimization forBig Data Analysis” will offer additional

Conference Session

DEED Technical Session 8 - Design Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Murray; Joseph Ekong, Western New England University; Seyed Niknam, Western New England University; Michael Rust, Western New England University

engineering curriculum on student design in the first-year engineering classes.Students are given a pre-intervention survey to gather information on their self-efficacy and priorexperience with AM. Students complete a design challenge prior to the DfAM educationalintervention that is then offered in the form of a design workshop in conjunction with a brieflecture. Ideas generated are collected and assessed using an assessment framework thatencourages the use of DfAM considerations. Parts are scored on a scale of 1 to 4 in the followingcategories: part complexity, assembly complexity, number of separate parts, functionality,thin/smallest feature size, smallest tolerance, unsupported features, support material removal andthe largest build plate contact

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

A K M Monayem Mazumder, Saginaw Valley State University

Paper ID #37383Enhancement of Student Learning in an Engineering CourseThrough Hands-on Pedagogical ApproachesA K M Monayem Hossain Mazumder (Assistant Professor) A K M Monayem H. Mazumder received his Bachelor of Science from Bangladesh University of Engineering and Technology, Dhaka, Bangladesh, in 2006; Master of Science from the University of New Orleans, New Orleans, LA, in 2010 and PhD from the University of Oklahoma, Norman, OK, in 2012, all are in Mechanical Engineering. During his PhD studies, he worked on various problems in electrohydrodynamics (EHD). He has been a Postdoctoral Fellow with Department of

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erin Henslee, Wake Forest University; Adetoun Yeaman, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University

KEEN’s Rising Star award. Her grants related to inclusive pedagogy include a recent Engineering Unleashed Fellowship and an NSF project on developing inclusive Making/Makerspace curriculum through faculty development and training. She is also passionate about open education resources (OER) and open pedagogy and using food/baking to explain STEM concepts. She received her BS degrees in Engineering Science and Mechanics and Computational Mathematics from Virginia Tech, her MS degree in Biomedical Engineering from Virginia Tech - Wake Forest University, her PhD in Biomedical Engineering, and a graduate certificate in Teaching and Learning from the University of Surrey. Her current research spans cell electrophysiology

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremy Rickli, Wayne State University; Yinlun Huang, Wayne State University

Paper ID #38283Transitioning Sustainable Manufacturing UndergraduateResearch Experiences from an In-Person to a Virtual FormatJeremy Lewis Rickli (Assistant Professor) Dr. Jeremy L. Rickli received his B.S. and M.S. Degrees in Mechanical Engineering from Michigan Technological University in 2006 and 2008 and received his Ph.D. in Industrial and Systems Engineering from Virginia Tech prior to joining Wayne State in 2013. At Wayne State, he has created the Manufacturing and Remanufacturing Systems Laboratory (MaRSLab). MaRSLab targets fundamental and applied research in manufacturing, remanufacturing, and

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lauren Griggs, Pennsylvania State University; Catherine Cohan, Pennsylvania State University; Carmen Vanderhoof, Pennsylvania State University; Aaron Mattingly, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

exploration withalumni and industry representatives.Online Schedule DevelopmentIn both 2020 and 2021, the ESB program was conducted as a fully online synchronous programvia Zoom. In this model, it was important to reevaluate the structure of the schedule, to continueto retain essential elements of academic and social integration as outlined in Tinto’s theory ofcollege student departure [5] - [6]. The program length remained 6 weeks and was restricted toMonday - Friday so that participants would have weekends to focus on additional obligationsoutside of the program. Programming was also focused primarily within an eight-hour window,containing several interspersed break periods. Evening activities were contained to two days perweek. Program focal areas

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

long-term relationships with STEM role models.Introduction Access to science, technology, engineering, and math (STEM) education for all youthremains an educational equity issue in the United States, particularly for engineering. While theNext Generation Science Standards (NGSS) added engineering to the K-12 science standards in2013 [1], engineering is not a required subject in most school districts. Instead, engineering isprovided as an elective course, if offered at all. Not only does the integration of engineering inK-12 science classrooms help student learning [2], it provides access to students who might nototherwise be exposed to engineering as a profession. Increased access to engineering in K-12settings is an important step