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2023 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University ; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Daniel Lapsley, University of Notre Dame; Kerry Meyers, University of Notre Dame; Emily C. LaPorte; Khalid Oladeji Bello, University of Louisville

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Diversity, NSF Grantees Poster Session

year replication, however, we breakout replication sites with onlydescriptive statistics.Replication SitesThe C-EEEM replication, as noted, focuses on cities in the Midwest. In part, replication siteswere chosen for similarities to the pilot site region, such as a decline in population in the 20thcentury. Challenges aside, these cities offer corresponding opportunities [18]. Louisville is aspecial case; despite is losing population each decade from the 1970s on, a county merger in2003 nearly doubled the population of the city for the following census. Otherwise, as withSouth Bend and Youngstown, it has disinvested neighborhoods in its urban area and populationdemographics reflecting a high number of those underrepresented in STEM fields

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2023 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University

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Diversity, NSF Grantees Poster Session

)represent a unique yet understudied student group that comprises substantial numbers of thosehistorically underrepresented and underserved in STEM (i.e., due to race, ethnicity, gender, socialclass, ability, orientation, etc.). The individual diversity reflected by SVSMs, as well as theirtechnical interests, leadership and teamwork skills, maturity, life experience, and self-discipline,highlight SVSM as promising candidates for helping the field of engineering meet 21st centurySTEM workforce diversity goals [1,2].Project Goals and Work PlanThe overall goal of this NSF CAREER project is to advance full participation of SVSM within higherengineering education and the engineering workforce via two complementary work streams: aresearch plan and an

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2023 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan ; Shanna R. Daly, University of Michigan; Jesse Austin-Breneman

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Diversity, NSF Grantees Poster Session

reflection for makerspace staff to consider when creating a makerspace that encouragesbelonging. To promote a culture of belonging in academic makerspaces, this study suggestsadministrators and staff members should consider the variation in understanding how onebelongs to a space.1 IntroductionAcademic makerspaces are spaces where users learn, share, and create new knowledge throughthe act of building physical objects using tools and supported by expertise from mentors or staffmembers [6], [8], [9] . Building equitable makerspaces is a major goal for many makerspaceproponents in order to increase access to knowledge that was once out of reach for many [10].Prior research has shown that access to tools and expertise in makerspaces can improve

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2023 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Christina Belanger; Tracy Anne Hammond, Texas A&M University; Christine A Stanley, Texas A&M University

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Diversity, NSF Grantees Poster Session

Applied Mathematics and Physics. Hammond advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Christine A Stanley, Texas A&M University Christine A. Stanley is regents professor of higher education, holder of the Ruth Harrington Endowed Chair, and vice president and associate provost for diversity emerita

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2023 ASEE Annual Conference & Exposition

Authors

Malle R Schilling, Virginia Tech; Jacob R Grohs, Virginia Tech

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NSF Grantees Poster Session

, meaningful connections to existingstructures in the community will be leveraged to continue research and outreach. AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1943098. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. References[1] C. A. Carrico, “Voices in the Mountains: A Qualitative Study Exploring Factors Influencing Appalachian High School Students’ Engineering Career Goals,” 2013.[2] S. Ardoin, College aspirations and access in working-class rural communities

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2023 ASEE Annual Conference & Exposition

Authors

Marialice Mastronardi, University of Texas, Austin; David R. Brown, Foundation for California Community Colleges; John Krupczak Jr., Hope College; Maura Borrego, University of Texas, Austin

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workshop has been submitted and currently in review.In this paper, we intend to reflect on the successful features of this workshop series and thelessons learned throughout the three offerings. Over three years, 2019, 2020 and 2021, theprogram supported 103 participants on 51 teams from 2YCs. The program assisted at least 312YCs submit their S-STEM proposals to NSF, and 12 of these 2YCs received S-STEM grants.An additional 2YC proposal was first recommended for an award, but the proposal wassubsequently declined for reasons unconnected to the content of proposal itself. The 3-yearfunding rate is 39%; if the above-mentioned proposal that received an award recommendationbut was then declined is taken into account, the award rate is 42%.Description

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2023 ASEE Annual Conference & Exposition

Authors

Deborah Silver, Rutgers, The State University of New Jersey; Elizabeth Friedman, The University of Illinois, Chicago

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result in delivery of a better master’s level education. Finally, experience with anIDP acclimates the students to personal development plans/assessments widely used in theworkplace and to the necessity of ongoing planning and awareness for continuous professionaldevelopment.Acknowledgement:The STEM IDP workshop and msIDP initial development (Nov 10, 2021) was supported by theNational Science Foundation (Award Abstracts #1940221, #193934) through a collaborativegrant to the NPSMA (P.I. Deborah Silver, Rutgers) and CGS (P.I. Hironao Okahana). Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References:[1

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2023 ASEE Annual Conference & Exposition

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

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under grants EEC#1929484 and #1929478. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author and do not necessarily reflect the views of theNational Science Foundation.References[1] R. L. Spitzer, K. Kroenke, J. B. Williams, and P. H. Q. P. C. S. Group, “Validation and utility of a self-report version of PRIME-MD: the PHQ primary care study,” Jama, vol. 282, no. 18, pp. 1737–1744, 1999.[2] R. P. Cameron and D. Gusman, “The primary care PTSD screen (PC-PTSD): development and operating characteristics,” Primary Care Psychiatry, vol. 9, no. 1, pp. 9–14, 2003.[3] D. Van Dam, T. Ehring, E. Vedel, and P. M. G. Emmelkamp, “Validation of the Primary Care Posttraumatic Stress Disorder

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2023 ASEE Annual Conference & Exposition

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Tony Hills, Northwest State Community College

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necessarily reflect the views of the NSF.References[1] C. Singleton, C. DeBeck, J. Chung, D. McMillen, S. Craig, S. Moore, C. Hammond, J. Dwyer, M. Frydrych, O. Villadsen, R. Emerson, G.-V. Jorudan, V. Onut, S. Carruthers, A. Laurie, M. Alvarez, S. Wuttke, G. Prassions, J. Zorabedian, M. Mayne, L. Kessem, I. Gallagher and A. Eitan, "X-Force Threat Intelligence Index 2022," IBM Corporation, Armonk, NY, 2022.[2] S. M. Loo and L. Babinkostova, "Cyber-Physical Systems Security Introductory Course for STEM Students," ASEE 2020 Annual Conference, 2020.[3] J. Ekong, V. Chauhan, J. Osedeme, S. Niknam and R. Nguyen, "A framework for Industry 4.0 workforce training through project-based and experiential learning approaches," ASEE Annual

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2023 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University

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generalizability of the results to an international context.Currently, additional faculty are being surveyed as to which of these suggested interventions topromote engineering technology adoption would be most appealing and most likely to be utilizedby them. The results of these surveys will inform focus groups that will flesh out more detailsand structures of chosen interventions. Work is also underway to expand the survey to includeengineering faculty at another university.Acknowledgement:This work was funded by the National Science Foundation award # 2024970. Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the NSF.References: 1. Schwab, K. (2017

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2023 ASEE Annual Conference & Exposition

Authors

Shengfan Zhang, University of Arkansas; Eric Specking, University of Arkansas

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industry advisors helpedthe participating teachers develop modules reflecting current cutting-edge research in dataanalytics as well as gain a better understanding of the development needs for next-generationdata analytics workforce. In this paper, we summarize key activities of the AR-DATA program,including findings from the application process, the six-week summer program, and academicyear follow-up. We analyze the teachers’ expectation and feedback of the program as well as thelearning modules developed and piloted in the classroom. Finally, we present challenges andopportunities for sustainability of the AR-DATA program.IntroductionThe Arkansas Data Analytics Teacher Alliance (AR-DATA) program was established in 2020,funded by the National

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2023 ASEE Annual Conference & Exposition

Authors

Dan DelVescovo, Oakland University; Darlene Groomes, Oakland University; Bianca Bryant; Laila Guessous, Oakland University

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Diversity, NSF Grantees Poster Session

teachingabilities, even if the experience was not enjoyable for one of them; b) the middle-schoolers had 5fun and learned coding; and 3) there is a need to reach out to diverse groups and to the youngergeneration. In the focus group discussion, one student reflected that “I think as a whole, for us, todumb-down our research so they can understand a standard helps us to understand our material.Yes, it gave us a better understanding of our own project and the kids did have fun—that was agood purpose of the activity.” The dissatisfaction of the one student who disliked the activity isapparent in this exchange with notes from the program evaluator, “I was not a big fan of theoutreach activity. I do not like

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2023 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines; Kevin L. Moore, P.E., Colorado School of Mines; Junko Munakata Marr, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Jeffrey C. Shragge

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Diversity, NSF Grantees Poster Session

certainty. Whereas the students in our previous study hadself-developed this “connecting” skill, our program provides a formal platform forlow-income students to learn and practice those connecting skills at the graduate level.This will allow us to investigate through pre- and post-surveys whether “connecting”skills can be developed through mentorship and whether developed connecting skillsenhance their self-efficacy, STEM identities, and persistence beliefs.This poster shares the results from student surveys completed at the beginning of our firstacademic year of the S-STEM program, reflecting on their undergraduate experiences.Specifically, we highlight the particular FOK held by our students as they enteredgraduate school from engineering and

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2023 ASEE Annual Conference & Exposition

Authors

Anthony Weiss, University of Missouri, Kansas City; Darran Cairns, West Virginia University; Tiffani Riggers-Piehl, University of Missouri, Kansas City; Jacob Marszalek, University of Missouri, Kansas City; Michelle Maher, University of Missouri, Kansas City

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data obtained independently from the five members of the research team were used togenerate point maps and cluster maps using multi-dimensional scaling that were useful indiscussions of the most useful documents to collect and to themes within data collection. We arecurrently incorporating this into our planning processes. We expect to complete reflections onthis process soon.References[1] “CMAP software,” Cmap. [Online]. Available: https://cmap.ihmc.us/docs/origins.php. [Accessed: 01-May-2023].[2] W. M. Trochim, “Hindsight is 20/20: Reflections on the evolution of concept mapping,” Evaluation and Program Planning, vol. 60, pp. 176–185, 2017.[3] C. A. Bergeron, A. Hargrove, B. Tramontana, J. Steyer, A. Emily, D. Davison, A

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2023 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, The University of Illinois, Chicago; Rezvan Nazempour, The University of Illinois, Chicago; Peter C. Nelson, The University of Illinois, Chicago; Renata A. Revelo, The University of Illinois, Chicago; Shanon Marie Reckinger, The University of Illinois, Chicago; Didem Ozevin, The University of Illinois, Chicago; Betul Bilgin, The University of Illinois, Chicago; Anthony E. Felder, The University of Illinois, Chicago

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results have been published [8]. The execution details and assessment resultsof the Summer Bridge Program were published at an educational conference [9]. Theimplementation of an introductory course and its impact on students' academic success andretention was also published at an educational conference [4]. Also, the structure of the industrymentorship program for undergraduate students was published by an engineering educationjournal [10].ConclusionsFifty scholars have been recruited in three cohorts (cohort I, 18 students, cohort II, 13 students,and cohort III, 19 students). Diversity on campus is reflected in all cohorts of scholars. Twoscholars from cohort I and three from cohort III left the program because of personal issues. Allcohort I

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2023 ASEE Annual Conference & Exposition

Authors

Bethani Cogburn, University of North Carolina, Charlotte; Rachel Saunders, University of Cincinnati; Stephanie Galloway; Brett Tempest, University of North Carolina at Charlotte

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Diversity, NSF Grantees Poster Session

constructed andgiven the multiple positionalities of our team, both sets of experiences would influence the co-construction of the students’ experiences [13]. By extension, our collective experience withinthe college of engineering and the SSTEM program would shape our interpretations of the data[13]. Furthermore, the constructivist approach to grounded theory aligns with a relativistontology and subjective epistemology which require the researchers to ensure transparency inthe analytic process through reflective engagement [14]. The constructivist method of GTrepresents a call to action and can involve approaches such as using the analysis as a foundationfor making specific changes in the lives and experiences of the program participants [15

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2023 ASEE Annual Conference & Exposition

Authors

Catherine Berdanier, Pennsylvania State University

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professional path; and irritations withinjustice and power dynamic issues in academia.Publications:Shanachilubwa, K., Sallai, G., & Berdanier, C.G.P. (2023). Investigating the tension betweenpersistence and well-being in engineering doctoral programs. Journal of Engineering Education.Shanachilubwa, K., Ellery, M., Sallai, G., & Berdanier, C.G.P. (2021). “I wish I would haveknown…”: Characterizing engineering students’ reflections on their graduate experiences. 128thASEE Annual Conference & Exposition (held virtually).Phase 1B: Capturing Engineering Graduate Students and Attrition Considerations UsingSMS Text Survey MethodsIn this stage of research, the research team recruited two cohorts of participants representing anational sample

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2023 ASEE Annual Conference & Exposition

Authors

Luisa Guillemard, University of Puerto Rico, Mayaguez; Maryliz Soto, University of Puerto Rico, Mayaguez ; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras

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NSF Grantees Poster Session

identify physical- Phrases related to the relevance of ‘seeing’ environmental similarities between the site how structures were damaged; direct visited and the site assigned for their project. reference to how damages to the structure helped them visualize and ponder their project; statements that reflect possible applications of their observations to the design of the school module. Students will describe flaws in design and Reference to details of damage in buildings, construction observed in a building damaged for

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2023 ASEE Annual Conference & Exposition

Authors

Beyza Nur Guler, Virginia Tech ; Talha Bin Asad, Virginia Tech ; Diana Bairaktarova, Virginia Tech

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NSF Grantees Poster Session

involved 9 - Student makes an estimation for the answer Student determines whether typical formulas, etc can be used or ifDetermine a Standard Problem adjustments need to be made 1 - Student statement reflects conclusions made through logic or mentions relationship between factors (identification of key relations) 2 - Student identifies equations/formulas needed to solved problemKey Relations (identification of key equations

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2023 ASEE Annual Conference & Exposition

Authors

Anna C Tanguma-Gallegos, Arizona State University; Caroline VanIngen-Dunn, Arizona State University; Cynthia Kay Pickering, Arizona State University

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Diversity, NSF Grantees Poster Session

toengage at the individual, institutional, and network levels. Adjustments from deadline-drivenactivities to competency-driven deliverables reflected the need to meet HSIs where they are, justas faculty and staff are asked to meet their students where they are.Finally, work-based andundergraduate research-based experiences repositories complemented with culturally-responsiveinstruction are being made easily accessible.BackgroundThe ALRISE Alliance is NSF’s Eddie Bernice Johnson INCLUDES Alliance that was awardedin August 2021 with the vision of developing a Networked Improvement Community (NIC)comprised primarily of two-year Hispanic Serving Institutions (HSIs) and emerging HSIsrepresented by their educators and community partners who collaborate

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2023 ASEE Annual Conference & Exposition

Authors

Vinitha Hannah Subburaj, West Texas A&M University; Anitha Sarah Subburaj, West Texas A&M University; Pamela Renee Lockwood-Cooke, West Texas A&M University; Audrey Meador, West Texas A&M University

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Diversity, NSF Grantees Poster Session

guidelines onwhat should take place at a hackathon or how to host one because every hackathon is unique.Hackathons are often tailored for achieving specific goals. These goals range from focusing on aspecific computing disciplines to promoting the inclusion of certain groups within technology.Traditional hackathons have, however, frequently come under discussion for lacking inclusivityand diversity. Technology is a crucial component of contemporary society, and those whodevelop it should consider the varied viewpoints and experiences of the consumers they serve.Inclusive hackathons are a crucial step in developing a more diverse and equitable IT sector.These events assist in ensuring that the goods and services we use daily reflect the needs

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2023 ASEE Annual Conference & Exposition

Authors

David B Knight, Virginia Tech; Bevlee A. Watford, Virginia Tech; Walter C. Lee, Virginia Tech; Jacob R. Grohs, Virginia Tech; Teri Kristine Reed, University of Oklahoma; P.K. Imbrie, University of Cincinnati; Dustin Grote, Weber State University; Amy Richardson, Virginia Tech ; Michelle D. Klopfer, Virginia Tech ; Saundra Johnson Austin, Virginia Tech; Bruk T. Berhane, Florida International University

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Diversity, NSF Grantees Poster Session

this first cohort,and we met that goal. Ten proposals, representing 11 different institutions, were received, vettedfollowing NSF practices (e.g., teams responded to clarifying questions to ensure alignment withthe Hub goals), and selected. We met our overarching objectives of having a set of grantrecipients that reflect the S-STEM program diversity. Recipients include small privateinstitutions, large research institutions, minority-serving institutions, community colleges, andregionally focused institutions that represent a wide geographic footprint. Campus-specificprojects being advanced by this budding community of practice focus on how to recruit low-income students from different institutional contexts, topics with a community college

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2023 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois, Urbana Champaign; Elizabeth Ann McNeela, University of Illinois, Urbana Champaign; Thomas Tran, University of Illinois, Urbana-Champaign; Karin Jensen, University of Michigan

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curriculum (four days). Figure 3 shows changes in these measurespre- and post- implementation. Figure 3. Pilot data collected on day 1 and day 4 of a soft robotics implementation (n=10 students).Reflections on Pilot Study, ChangesImplementation Student participants were focused and engaged in the activities. We received feedbackon the survey in a prompt asking, “Is there anything else you’d like to tell us?”. One student commented,“I really enjoyed all of the activities from the week. They were very engaging and informative.” Anotherstudent noted the desire for similar activities at their school, saying, “I really enjoyed the class, wereally need something like this at [school name].” In addition to students generally being interested inthe

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2023 ASEE Annual Conference & Exposition

Authors

Susan Meabh Kelly, University of Connecticut; Ido Davidesco, University of Connecticut; Aaron Kyle, Columbia University in the City of New York

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Thinking into a Neural Engineering High School CurriculumAbstractEngineering design and computational thinking are critical to contemporary STEM research.This is reflected in the Next Generation Science Standards, which call for broadly exposingK-12 students to engineering design and computational thinking as core practices. Thedevelopment and investigation of pathways to successfully integrate these practices in all sciencedisciplines are presently limited. Here, we propose a framework for efficiently connectingcomputational thinking practices with engineering design, and describe a four weekNGSS-congruent module that strategically weaves opportunities for high school life sciencestudents to apply engineering design and

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2023 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Humberto Eduardo Cavallin, University of Puerto Rico, Rio Piedras; Luisa Guillemard, University of Puerto Rico, Mayaguez ; Fabio Andrade Rengifo, University of Puerto Rico, Mayaguez ; Ruben Esteban Leoncio Caban

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Diversity, NSF Grantees Poster Session

use all the tools acquired in their undergraduateprograms. Simultaneously, students can contribute to one of the goals of society through researchand development of emergency housing in Puerto Rico [4] The paper presents the instructionaldesign, results, and evaluation of the Design-Build course, and finally reflects about lessons learnedand relevance of this type of interdisciplinary learning scenario.2. Methods and Results. 2.1. Method / Semester Project.The design project consisted of conceptualizing a group of emergency houses. Four smallliving units with the same floor plan, interconnected by a central open space where thepersons will be able to interact and develop a sense of community. These small units areexpected to be self

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2023 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Arturo A Fuentes, The University of Texas, Rio Grande Valley; Karen Lozano, The University of Texas, Rio Grande Valley; Javier A. Ortega; Eleazar Marquez, The University of Texas, Rio Grande Valley

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et al., 2008; Christensen and Schunn, 2007;Davis and Sumara 2006; Grinter, 1956; Jonassen, 2000; NAE, 2004; Silk and Schunn, 2008).Proposed ApproachThe central idea in this proposed approach is to have students work on two parallel projects, oneis the technical redesign of simple kitchen appliances (e.g., a toaster), and the other the design oftheir academic path (i.e., courses to take, extracurricular activities, habits, skills, etc.). While thestudents work on these two parallel projects, a periodical intervention will help them connect thetechnical approaches to their academic project. For example, using journals and reflection tounderstand how students had to frame a problem, ask for help, evaluate options, and decide toimprove a toaster

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2023 ASEE Annual Conference & Exposition

Authors

Noemi V Mendoza Diaz, Texas A&M University; Russ Meier, Milwaukee School of Engineering; Deborah Anne Trytten, University of Oklahoma; Janie M Moore, Texas A&M University; So Yoon Yoon, University of Cincinnati; Harry A. Hogan, Texas A&M University

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Diversity, NSF Grantees Poster Session

and computing. We began our work by designing a computational thinkingdiagnostic that can be administered to students as they enter the engineering program in order todetermine student's ability to use the principles and practices that are learned by studyingcomputing. We can report that 3584 students were participants during the development of theEngineering Computational Thinking Diagnostic (ECTD) and the last 469 were involved inexploratory and confirmatory analysis.Engineers use computing to design, analyze, and improve systems or processes. ABET citescomputing as a foundational skill for engineering proficiency [1], [2]. The Taxonomy for theField of Engineering Education Research also reflects the importance of computational thinkingas a

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2023 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Connie Mosher Syharat, University of Connecticut; Todd Campbell, University of Connecticut

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Diversity, NSF Grantees Poster Session

identification have been identified as strengths among individuals withautism [30, 31].CodeWithin epistemic communities, code represents the language, drawn from theory, that supportsepistemic community members in understanding and interpreting experiences. The codes offercommunity members a common way of communicating about their experiences and observationsor for examining or reflecting on their experiences [20]. In the engineering department, a codeshift was made possible through the introduction of specific language that framed neurodiversityas an asset; this change in language usage was in stark contrast to previous use of language thatreflected a framing of neurological variations as cognitive disorders.The most important example of the code used

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2023 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Memorie Gosa; Debra Moehle McCallum, The University of Alabama

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Diversity, NSF Grantees Poster Session

by Dr. Miriam Sweeney of the School of Library and Information Science atthe University of Alabama) to engage participants in the histories, politics, and socialconsequences of engineering (and other technical fields), 4) completing the self-guided HallowedGround Project (developed by Dr. Hilary Green) , and 5) a final written reflection on theirexperiences guided as a "3-2-1" writing prompt (What are 3 things that have left an impressionon you from your time [participating in these activities]? What are 2 impacts that you think thesehistories continue to have on education? What is 1 thing you would want to learn more aboutrelated to these topics?).From the final focus group in 2022, the students reported that the prompt to reflect on

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2023 ASEE Annual Conference & Exposition

Authors

tina Cartwright, Marshall University; Julie Lynn Snyder-Yuly, Marshall University; Wook-sung Yoo, Marshall University

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Introduction Week 2 Technology Training Week 3 Healthy relationship building Week 4 Time management Week 5 Resume Writing and Job Interview Preparation Week 6 Invited Guest Speaker from local industry Week 7 Influencing People Week 8 Leadership & Delegation Week 9 Project Progress Report Week 10 Entrepreneurship Week 11 Accountancy & Budgeting Week 12 Diversity & Gender issues in professions Week 13 Health & Safety Week 14 Field trip Week 15 Project PresentationsProject-based Work Studio environmentExperiential learning incorporates hands-on learning and reflection on learning [23]. A principalchallenge that STEM