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2023 ASEE Annual Conference & Exposition

Authors

Daniel D. Burkey, University of Connecticut; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut

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Paper ID #38929Board 269: Engineering Ethics through High-Impact Game-Based EthicalInterventions: Design and Playful AssessmentDr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate Dean of Undergraduate Programs and Professor-in-Residence in the De- partment of Chemical and Biomolecular Engineering at the University of Connecticut. He received his B.S. in chemical engineering from Lehigh University in 19Dr. Scott Streiner, University of Pittsburgh Scott Streiner is an Assistant Professor in the Industrial Engineering Department, teaches in the First-Year Engineering Program and works in the

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Michael D. Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Glen Miller

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Industrial Engineering.Dr. Bimal P. Nepal, Texas A&M University Dr. Bimal Nepal is a Rader I Professor in the Industrial Distribution Program at Texas A&M University. His research interests include the integration of supply chain management with new product development decisions, distributor service portfolio optimization, and engineering education.Glen Miller ©American Society for Engineering Education, 2023 Assessing Awareness and Competency of Engineering Freshmen on Ethical and Responsible Research and PracticesAbstractThis paper presents the progress made in the first year of a five-year National ScienceFoundation’s Ethical and Responsible Research (ER2) program-funded

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Helen Zhang, Boston College; Irene A. Lee, MIT STEP Lab; Katherine Strong Moore, Massachusetts Institute of Technology; Sheikh Ahmad Shah, Boston College

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Paper ID #37340Board 279: Ethics in Artificial Intelligence Education: PreparingStudents to Become Responsible Consumers and Developers of AIDr. Helen Zhang, Boston College Helen Zhang is a senior research associate working at the Lynch School of Education, Boston College. Her research interest includes STEM education, design thinking, and AI education.Ms. Irene A. Lee, MIT STEP Lab IRENE LEE is the PI of NSF ITEST Everyday AI and the NSF ITEST EAGER funded Developing AI LIteracy (DAILy) project.Katherine Strong Moore, Massachusetts Institute of Technology Kate Moore is a research scientist who studies how to teach middle

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Claire Major, The University of Alabama; Miriam E. Sweeney; Debra Moehle McCallum, The University of Alabama; Sarah T Dunlap, The University of Alabama

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Paper ID #37259Board 435: Work in Progress: Teaching Ethics Using Problem-BasedLearning in a Freshman Introduction to Electrical and ComputerEngineeringDr. Todd Freeborn, The University of Alabama Todd Freeborn, PhD, is an associate professor with the Department of Electrical and Computer Engineer- ing at The University of Alabama. Through NSF funding, he has coordinated REU Sites for engineering students to explore renewable resources and speech pathology. He is also the coordinator for an NSF S-STEM program to prepare students for gateway courses across different disciplines of engineering to support and retain students

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Virginia Tech; Scott Streiner, University of Pittsburgh; Rockwell Franklin Clancy III, Colorado School of Mines; Ryan Thorpe

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Paper ID #38938Board 328: Investigating the Effects of Culture and Education on EthicalReasoning and Dispositions of Engineering Students: Initial Results andLessons LearnedDr. Qin Zhu, Virginia Tech Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Virginia Tech. Dr. Zhu is also an Affiliate Researcher at the Colorado School of Mines. Dr. Zhu is Editor for International Perspectives at the Online Ethics Center for Engineering and Science, Associate Editor for

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

John Carrell, Texas Tech University; Joshua M. Cruz; Andrew Mark Herbert; Michael Scott Laver, Rochester Institute of Technology; Emily Lazarus; Iris V. Rivero; Erika Nuñez, Texas Tech University; Nafisha Tabassum

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Research- Engineering Empathetic Engineers (E^3): Effects of the humanities on engineers' critical thinking and empathy skillsKeywords: Discourse Analysis, Interdisciplinary, Team Teaching, Post-secondary EducationTraditional disciplinary silos have separated engineering and the humanities, creating gaps inengineering students’ skills. Technical knowledge and aptitude have long been a mainstay inengineering education, whereas critical thinking, empathy, and ethical reasoning have been keyin the humanities. In an ever complex and interrelated world, society's grand challenges call forproblem-solving that provides technical innovations while considering and understanding thepeople involved and affected by that innovation. A holistic

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Jennifer M. Case, Virginia Tech; Holly M. Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Lisa Benson, Clemson University; David A. Delaine, The Ohio State University; Shawn S. Jordan, Arizona State University; Rachel Louis Kajfez, The Ohio State University; Susan M. Lord, University of San Diego; Rhonda Papp, University of San Diego; Edward Tyler Young, The Ohio State University; Yevgeniya V. Zastavker, Olin College of Engineering

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Education Research (EER)AbstractThis paper reports on a project funded through the Engineering Education and Centers (EEC)Division of the National Science Foundation. The project is aimed towards buildingunderstanding in the engineering education research (EER) community about the potential valueof secondary data analysis (SDA) as well as developing guidelines for using this researchapproach. Changing the paradigm of single-use data collection will require actionable, provenpractices for effective, ethical data sharing, coupled with sufficient incentives to both share anduse existing data. To that end, this project drew together a team of experts and emergingresearchers to develop a shared understanding of SDA, and to conduct two intentional

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Thanina Makhlouf; Colleen M. Seifert, University of Michigan

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Diversity, NSF Grantees Poster Session

can occur across many areas of engineering problemsolving. Engineers might leverage divergent thinking when developing their understanding of theproblem and its context, identifying stakeholders, or exploring potential problem-solvingmethods and strategies [9]. As educational tools, stories have been employed to convey complex factors that impactengineering solutions in practice, such as ethics [20], conflicting technical requirements [21],sustainable development [22], and the human impacts of engineering decisions [23]. Accounts ofhow individual engineers have pursued divergent thinking in their workplace may be helpfulpedagogical tools for engineering students to better understand its importance and motivateefforts to learn more. One

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Tiantian Li, Purdue University, West Lafayette; Eric Holloway, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University, West Lafayette; Julie P Martin, The Ohio State University; Victoria Bill, New York University ; Giselle Guanes Melgarejo, The Ohio State University

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Diversity, NSF Grantees Poster Session

that there are significant differences between strata in students’reported USS (𝜒 2 = 39.72, p < .001) and PSO scores (𝜒 2 = 42.95, p < .001). Post-hoc test resultsrevealed that students from undergraduate institutions reported higher levels of social supportthan students from research institutions and MSI/HSIs. For PSO scores, no significantdifferences between strata on various professional skills opportunities were detected viaScheffé’s test using 𝛼 = 0.05. However, when using the significant level of 𝛼 = 0.1, studentsfrom research institutions reported significantly more opportunities to practice ethics andprofessional responsibilities skill (M = 5.0, SD = 1.2) than students from MSI/HSI (M = 4.7, SD= 1.2, F(4, 613) = 23.41, p <

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University ; Camila Lee, Massachusetts Institute of Technology; Justin Reich, Massachusetts Institute of Technology

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NSF Grantees Poster Session

studies in whichTeacher Moments has been used to help pre-service teachers practice facilitating argument-baseddiscussions and provide an opportunity for teachers to practice facilitating a difficult discussionon the ethics of genetic engineering [6]. The Teacher Moments platform is accessible athttps://teachermoments.mit.edu/.First, Teacher Moments has been used to help pre-service math and science teachers practicefacilitating argument-based discussions. In an on-going research study led by the EducationalTesting Service (ETS), pre-service teachers are provided with an online practice suite of virtualreality, avatar-based, and Teacher Moments simulations. As pre-service teachers engage inrealistic math and science classroom scenarios through

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Hrushikesh Godbole, Rochester Institute of Technology ; Elizabeth A. Debartolo, Rochester Institute of Technology ; Shun Takai, Northern Illinois University; Marcos Esterman Jr., Rochester Institute of Technology

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NSF Grantees Poster Session

]. 3Sucker Effect – The sucker effect is the reduction of individual efforts while working in a teamcontext owing to a perception that others are free-riding [22]. While social loafing is an outcomefocused phenomenon, the sucker effect focuses on the above mechanism. Hence, it is measuredusing an instrumental factor, an ethical factor and an equity factor. These factors wereconstructed based on the Australian Work Ethic Scale [23] and the Protestant Work Ethic Scale[24].Social Compensation - Social compensation can be described as the tendency of individuals,especially those with low interpersonal trust, to work harder in a team environment in order tocompensate for the lower performing teammates [25]. In turn, interpersonal trust, the

Conference Session

NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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Paper ID #38321Board 203: A Research Study on Assessing Empathic Formation inEngineering DesignDr. Justin L. Hess, Purdue University, West Lafayette Dr. Justin L Hess is an assistant professor in the School of Engineering Education at Purdue University. Dr. Hess’s research focuses on empathic and ethical formation in engineering education. He received his PhD from Purdue University’s School of Engineering Education, as well as a Master of Science and Bachelor of Science from Purdue University’s School of Civil Engineering. He is the editorial board chair for the Online Ethics Center, deputy director for research for the

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Sarah Rodriguez, Virginia Tech; Anabel Mederos; antonio delgado

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Diversity, NSF Grantees Poster Session

regarding computing and artificial intelligence. These market needs influenced howCC students defined their computing interests, relative competence, and need to perform certaintasks to be recognized as computing people.Lessons Learned - CC faculty developed and were approved to offer a 9-credit interdisciplinary AI awareness (college credit certificate) CCC to support students from a diverse set of majors (with no previous experience in coding). Courses include: AI Thinking, AI and Ethics, and AI and Business (the first of the AI interdisciplinary classes). Considerations are being made about the best timing and ways of facilitating these classes, including addressing the need for coding in the AI thinking class

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

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Diversity, NSF Grantees Poster Session

quality, ethics, and equityconsiderations outlined in the project proposal and updated our methods and theories tostrengthen these considerations. We documented the process and justification for updating ourproject theories and methods from the original proposal in a ASEE 2022 conference paper [1].Current StatusConceptual ModelDuring the first year of the project, we developed propositions and a conceptual model toillustrate how localized, structural features unjustly shape the demands and opportunitiesencountered by students and influence how they respond. Our model highlights mechanisms anddynamics at work in influencing the experience, learning, or persistence of students inundergraduate engineering programs. This lens should prove useful for

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Patricia Muisener, Stevens Institute of Technology ; Pinar Akcora, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

program aimed to create an experience that took students beyond the development of technicalcompetence in science and engineering and provided an expertise particularly on research and innovationin various areas of energy and bioengineering. Seminars and workshops complemented the programproviding students skills in areas such as laboratory safety, literature searching, entrepreneurship, effectivementoring and research ethics. The weekly group meetings with the program PIs fostered interdisciplinarycommunication between REUs which strengthened collaborations. The community was furtherstrengthened in the second year by incorporating more events with lab mates and students living togetheron campus.The RET program was designed to allow undergraduate

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Kundan Nepal, University of St. Thomas; Jennifer E. Holte, University of St. Thomas

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Diversity, NSF Grantees Poster Session

accessible to all students.” [4] In engineering, the hidden curriculum includesprofessional socialization, processes of developing self-efficacy, navigation of internships,professional ethics, and numerous other domains that may be implicitly addressed duringfoundational courses but can be navigationally frustrating or undervalued experiences fortransfer students [5]. Mentoring supports transfer students by establishing trust, buildingrelationships, and developing interconnectedness with faculty and peers. APEX scholars receiveformal and informal mentoring from faculty, industry, peer mentors and each other.Several research questions are posed in this work, which guide data collection. The team seeksto examine: (1) how well APEX recruitment

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, The University of Toledo; Bryan Thomas Bosch

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Diversity, NSF Grantees Poster Session

sequence in the GEARSET pre-engineering pathway outlined above, admission requirements to the program (and thus thedefinition of academically talented for the S-STEM grant) was set at High School GPA of 3.0 orabove and enrollment in MATH 1330. To take MATH 1330 students must have either a 22 ACTmathematics subscore, an SAT math score of 540 or a score of 61 on the online Assessment andLEarning in Knowledge Spaces (ALEKS) system.• GNEN 1010 Professional Development will provide students with information aboutprofessionalism, ethical responsibility, the engineering code of ethics, the importance of, and theneed for, lifelong learning, contemporary issues, the impact of engineering in a global andsocietal context, working on multi-disciplinary teams

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NSF Grantees Poster Session

Collection

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

1.86 2.86 -1.00 3.30 4.00 -0.70 Project management 2.63 3.13 -0.50 2.00 2.43 -0.43 2.00 3.00 -1.00 Ethics in science 2.88 3.13 -0.25 2.14 2.57 -0.43 1.90 2.60 -0.70Students felt they knew more about all items in Table 7 after their participation in the REU(based on all difference scores having a negative value). Reviewing all three cohorts, participantsfelt they learned the most about poster design, rating their knowledge after the REU more thantwo points better than before the REU. Students also felt they learned a lot about preparingresearch presentations, interpreting research findings, presenting research findings, the

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Ashley Lytle; Maxine Fontaine, Stevens Institute of Technology ; Frank T. Fisher, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

and Students. 2015 ASEE Annual Conference & Exposition, June 14-17, Seattle, WA.[10] Martin, T., Rayne, K., Kemp, N.J., Hart, J., & Diller, K.R. (2005). Teaching for Adaptive Expertise in Biomedical Engineering Ethics. Science and Engineering Ethics, Vol. 11(2), pp. 257-276.[11] McKenna, A. F., Colgate, J. E., Olson, G. B., & Carr, S. H. (2006). Exploring Adaptive Expertise as a Target for Engineering Design Education. In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference (pp. 963-968), ASME Digital Collection.[12] Martin, T., Baker Peacock, S., Ko, P., & Rudolph, J. J. (2015). Changes in Teachers’ Adaptive Expertise in an

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2023 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

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Paper ID #38822Board 419: Students use their Lived Experiences to Justify their Beliefsabout How they Will Approach Process Safety JudgmentJeffrey Stransky, Rowan University Jeffrey Stransky is a PhD candidate in the Experiential Engineering Education (ExEEd) Department at Rowan University. His research interests involve studying engineering ethics and decision making and using digital games as safe teaching environments. He has published in the overlap of these topics by integrating digital games into chemical engineering curriculum to help students build an awareness of the ethical and practical implications of their

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NSF Grantees Poster Session

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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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Paper ID #37086Board 299: Funds of Knowledge and Intersectional Experiences ofIdentity: Graduate Students’ Views of Their Undergraduate ExperiencesProf. Jessica Mary Smith, Colorado School of Mines Jessica M. Smith is Professor in the Engineering, Design and Society Department at the Colorado School of Mines. Her research and teaching bring anthropological perspectives to bear on questions of social responsibility and engineering. In 2016 the National Academy of Engineering recognized her Corporate Social Responsibility course as a national exemplar in teaching engineering ethics. Her book Extracting Accountability: Engineers

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia

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-constructed with Validation with participants to ensure that research communities to build upon data represent participants’ existing work while remaining social realities on their own authentic to research participants? terms? Pragmatic Is the selected theoretical How meaningful are the study’s Validation framework a good fit for the results to the social reality under social reality under investigation (and other similar social investigation? realities?) Ethical Validation Is the study conducted Do the findings do justice to the social

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2023 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Michael J. Prince, Bucknell University; Jenefer Husman, University of Oregon; Matthew Charles Graham; Ariel Chasen, University of Texas, Austin

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evidence-based teaching practices. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Dr. Michael J. Prince, Bucknell University Dr. Michael Prince is a professor of chemical engineering at Bucknell University and co-director of the National Effective Teaching Institute. His research examines a range of engineering education topics, including how to assess and repair student miscoDr. Jenefer Husman, University of Oregon Jenefer Husman, Professor in the Education Studies department at the University of Oregon. Her research focuses on students’ motivation for learning in engineering contexts

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2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

naturaldisasters and the impacts of agriculture on water resources. The series of seminars - thesociological perspective, research methodology and engineering research and ethics inengineering, and technical workshops on remote sensing guided students how to prepare scientificproject and posters. Three posters were presented at the 62nd Annual Geomatics EngineeringConference at California State University at Fresno focused on the Creek Fire, Flooding in ValleyCommunities, and Decrease of Farmland in the Central Valley.Spring 2022 were designed to expend value in understanding the world we live in, and share withothers, from many different perspectives so that cultural norms, as well as cultural bias, can bebetter understood. To make a connection to

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Kelley E Dugan, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan

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combination with a pair of engineering scenarios in both the pre-SET and post-SETinterviews. Pre-SET means prior to taking a class that involved SET training and post-SETmeans after taking a class that involved SET training. It is possible students may haveexperienced SET or other non-SET socially engaged content prior to or during the semester butwe did not collect that information.The SET content covered in the capstone course consisted of self-directed online modules thatcovered the following content: a variety of design processes, problem definition, conceptexploration, identity and power in engineering design, environmental context assessment, socialcontext assessment, and ethical decision making. Each of these online modules consisted of

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2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

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, and a Distinguished Fellow of the Center for University Education Scholarship at the University of Arizona. His professional areas of interest include medical informatics, healthcare systems engineering, and broadening participation and promoting servingness in engineering, biomedicine, and computing, particularly at land-grant and Hispanic Serving Institutions. Subbian’s ed- ucational research is focused on asset-based practices, ethics education, and formation of professional identities.Ann Shivers-McNairFrancesa Lopez ©American Society for Engineering Education, 2023 Inclusive, asset-based instructional strategies in engineering design: empowering faculty with professional

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2023 ASEE Annual Conference & Exposition

Authors

Alaine M Allen, Carnegie Mellon University; Darlene Saporu; Elisa Riedo; Shelley L Anna; Linda DeAngelo, University of Pittsburgh; Andrew Douglas, The Johns Hopkins University; Nathalie Florence Felciai; Neetha Khan, Carnegie Mellon University; Jelena Kovacevic, New York University ; Stacey J Marks; William Harry Sanders, Carnegie Mellon University; Tuviah "Ed" E. Schlesinger, The Johns Hopkins University; Yao Wang; Jacqueline Ann Rohde, Purdue University, West Lafayette; Charlie Díaz, University of Pittsburgh; Nelson O. O. Zounlomè

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Combustion; Center for People and Infrastructures; CompGEN; the Health Care Engineering Systems Center; the National Center for Professional & Research Ethics; SONIC Systems on Nanoscale Information fabriCs; and TCIPG, the Trustworthy Cyber Infrastructure for the Power Grid Center). Member, Board of Directors, Illinois at Singapore Pte. Ltd., 2016-Present. Associate Director, Advanced Digital Sciences Center, UIUC, 2009-2016. Co-founded Center in 2009; is Illinois-based lead of the center, responsible (together with director) for its overall operation. ADSC is a bricks-and-mortar research laboratory in Singapore, with 14 participating Illinois faculty, 57 full-time technical staff members, and about $70M U.S. in

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2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University

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Diversity, NSF Grantees Poster Session

etal., 2017).Therefore, it is imperative to develop support mechanisms in which faculty can understand andempathize with the ways marginalized identities and experiences impact students. The empathypractice of perspective-taking has shown promise for developing ethical responsibility,promoting an awareness of others, and facilitating effective interpersonal interactions amongengineering design learners (Hess et al., 2017; Walther et al., 2017). While the majority ofresearch has focused on empathy in students, empathy and perspective-taking have beendescribed as an avenue for engineering faculty to “understand their academically diverse studentpopulation” (Hess et al., 2012, p.15), allowing them to more adequately assist students

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2023 ASEE Annual Conference & Exposition

Authors

Manuel A. Jimenez, University of Puerto Rico Mayaguez; Luisa Guillemard, University of Puerto Rico, Mayaguez ; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez ; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez ; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez ; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Pedro O. Quintero; Anidza Valentin, University of Puerto Rico, Mayaguez ; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez ; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayagüez

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offeredin the CoE. The course helped them to understand the structure and differences betweenprograms to reassure their career choice. The course also included topics in ethics, theengineering method, and teamworking. Team activities and hands-on small projects inducedthem to know each other and develop community sense. INGE-3002 deepened students’knowledge about their chosen field of study and the importance of basic engineering courses forbeing successful later on in their study programs [13]. It connected freshmen, with seniorsworking on their capstone design projects, to learn how the latter carried an engineering design,followed up the solution development process, and attended presentations of completed designs.Freshmen were then tasked with

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2023 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

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editor for the Journal of Engineering Education, and associate editor for IEEE Transactions on Education. Dr. Finelli studies the academic success of students with attention-deficit/hyperactivity disorder (ADHD), social justice attitudes in engineering, and faculty adoption of evidence-based teaching practices. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students. ©American Society for Engineering Education, 2023 Academic Success of STEM College Students with Attention Deficit and Hyperactivity Disorder and the Role of Classroom Teaching Practices: Project