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2024 ASEE Annual Conference & Exposition

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Lisa Bosman, Purdue University; Jason Ostanek, Purdue University, West Lafayette; Walter D. Leon-Salas, Purdue University, West Lafayette; Jose M Garcia, Purdue University; Aishani Sakalabhaktula, Purdue University, West Lafayette

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Paper ID #41545Board 329: Lessons Learned: NSF REU Site - Growing EntrepreneuriallyMinded Researchers with New Product Development in Applied EnergyDr. Lisa Bosman, Purdue University Dr. Bosman holds a PhD in Industrial Engineering. Her engineering education research interests include entrepreneurially minded learning, energy education, interdisciplinary education, and faculty professional development.Dr. Jason Ostanek, Purdue University, West Lafayette Dr. Jason Ostanek is Assistant Professor at Purdue University in the School of Engineering Technology (SOET). Dr. Ostanek leads the Applied Thermofluids Lab, which focuses

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education

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course load, studentsmainly used words associated with feeling scared. Meanwhile, the interpersonal contexts ofengineering, which vary across students, such as academic peers, professors, and women inSTEM, evoke a wide variety of emotions within and across students, with words emerging acrossthe emotion categories of angry, confident, happy, loved, and scared. The most salient emotiongroups that emerged during our interviews across contexts were confident, happy, and scared.Our results indicate that navigating engineering is inherently emotional across a variety ofstudents and in a variety of contexts. With that in mind, one recommendation we have formaking student support more responsive is anticipating and responding to the emotional needs

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Julie M. Smith, CSEdResearch.org; Monica McGill, Institute for Advanced Engineering; Jacob Koressel; Bryan Twarek

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high school computer science programs; she is also co-editor of the SIGCSE Bulletin.Monica McGill, Institute for Advanced Engineering Monica McGill is President & CEO of CSEdResearch.org and a Temporary Research Specialist at Knox College. Her area of scholarship is K-12 computer science and cybersecurity education research with a current focus on diversity and improving the quality of research.Jacob KoresselBryan Twarek ©American Society for Engineering Education, 2024 Reimagining Essential Computing Content for High School StudentsAbstractThere are several changes anticipated in computer science (CS) education over the next decade,including

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2024 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker; Petra Shea McDonnell-Ingoglia, Whatcom Community College; Pat Burnett, Whatcom Community College

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. M. Lord, L. A. Gelles, D. A. Chen and G. D. Hoople, "Mind the Gap: Exploring the Exploring the Perceived Gap Between Social and Technical Aspects of Engineering for Undergraduate Students," in 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021.[8] W. Faulkner, "Dualisms, hierarchies and gender in engineering," Social Studies of Science, vol. 30, no. 5, pp. 759-792, 2000.

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2024 ASEE Annual Conference & Exposition

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Sylvia L. Mendez, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Billyde Brown; Ray Phillips, American Society for Engineering Education; Jennifer Tygret; Taelor Malcolm, Georgia Institute of Technology

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Paper ID #41669Board 400: The Evolution of the IMPACTS Mentoring Model: Expandingthe Scope to Broaden Success in the Engineering ProfessoriateDr. Sylvia L. Mendez, University of Colorado, Colorado Springs Dr. Sylvia Mendez is a Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She earned a PhD in Educational Leadership and Policy Studies from the University of Kansas, a MS in Student Affairs in Higher Education from Colorado State University, and a BA in Economics from Washington State University. She is engaged in several National Science Foundation

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University; Bobette Dawn Bouton, Austin Peay State University

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affective, Orientation- all elements Mechanical Engineering Course [27] behavioral Being- all elements cognitive, Skill- Perspective Taking, Affective Sharing, Self & Other Awareness, Mode Switching How Role-Playing Builds Empathy and Concern affective, Orientation-all for Social Justice [36] behavioral Being- all Inner engineering: Evaluating the utility of mindfulness training to cultivate intrapersonal Skill- Emotion Regulation unclear and

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

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. 1, pp. 55–67, Jan. 2022, doi: 10.1080/10400419.2021.1997175.[21] L. R. Murphy, S. R. Daly, T. Makhlouf, and C. M. Seifert, “Board 286: ‘Exploring Other People’s Mind, Exploring Your Own Mind’ —A Story of Divergent Thinking from Mechanical Engineering Practice,” presented at the 2023 ASEE Annual Conference & Exposition, Jun. 2023. Accessed: Oct. 11, 2023. [Online]. Available: https://peer.asee.org/board-286-exploring-other-people-s-mind-exploring-your-own-mind-a- story-of-divergent-thinking-from-mechanical-engineering-practice[22] V. C. McGowan and P. Bell, “Engineering Education as the Development of Critical Sociotechnical Literacy,” Sci. Educ., vol. 29, no. 4, pp. 981–1005, 2020, doi: 10.1007/s11191-020

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2024 ASEE Annual Conference & Exposition

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Anna-Lena Dicke, University of California, Irvine; Athena Wong, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine; Lorenzo Valdevit

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Diversity, NSF Grantees Poster Session

many people to turn to for help besides counselors and faculty. The S-STEMProgram would be very helpful in this aspect through the guidance and mentoring they offer tostudents in an effort to help them succeed in the field of engineering.”Students also wrote about hopes to build a community of like-minded peers, as one male Whiteenvironmental engineering student states, “I also hope this program can help introduce me tolike-minded individuals going into engineering-related fields. I would love to help build upon theSTEM community at UCI and positively impact my campus.” Several students believe a diversecommunity can provide immense support as they transition into a new and overwhelmingenvironment as, one male White mechanical engineering

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2024 ASEE Annual Conference & Exposition

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Scott Schneider, University of Dayton; Erick S. Vasquez-Guardado, University of Dayton; Corinne H Mowrey, University of Dayton; Michael Moulton, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A Witenstein, University of Dayton

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Paper ID #42991Board 225: Collaborative Research: Research Initiation: Assessing GlobalEngagement Interventions to Advance Global Engineering Competence forEngineering FormationProf. Scott Schneider, University of Dayton Scott J. Schneider is an Associate Professor and the ETHOS Professor for Leadership in Community at the University of Dayton. Schneider is currently focusing his research in the areas of engineering education and community engaged learning.Prof. Erick S. Vasquez-Guardado, University of Dayton Erick S. Vasquez-Guardado (Erick S. Vasquez) is an Associate Professor in the Department of Chemical and

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2024 ASEE Annual Conference & Exposition

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Sara A. Atwood, Elizabethtown College; Kelsey Scalaro, University of Nevada, Reno; Rebecca Holcombe

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Diversity, NSF Grantees Poster Session

itself makes the students have to take risks. And then personally, I guess I don't mind making something hard for myself to make sure that I try to do it more… I am very confident that I understand the engineering that I want to understand. I'm not 100% Confident in statics … If I wanted to go farther in statics, I'd probably have to learn more. (Student #3) That changes my experience of learning, because then I'm number one, I'm not afraid to fail. Number two, I push myself to actually understand the concept because I'm not just trying to memorize the definition out of a book, because the book is right in front of me. And I could read that definition, I have to make sure I actually understand what it

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2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Tugba Boz, Indiana-Purdue University; Nicholas Lux Lux, Montana State University; Paul Gannon, Montana State University

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Diversity, NSF Grantees Poster Session

self-efficacy. As a result, elementary teachersmight then be better equipped to build students’ engineering identity and encourage them toconsider engineering as a potential career option.In addition to helping students develop engineering identities, exposure to engineering inelementary school is also beneficial for developing students’ engineering habits of mind(EHoM). EHoM are internalized dispositions and ways of thinking that engineers draw uponwhen confronted with problems [4] and include things such as optimism, persistence,collaboration, creativity, systems thinking, and attention to ethical considerations [5]. TheseEHoM can be beneficial to all students, regardless of career choice, but as with all habits,EHoM take time to develop. As

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Paper ID #41608Board 278: Faculty and Staff Ideas and Expectations for a Culture of Wellnessin EngineeringMs. Eileen Johnson, University of Michigan Eileen Johnson received her BS and MS in Bioengineering from the University of Illinois at Urbana-Champaign. She previously worked in tissue engineering and genetic engineering throughout her education. She is currently pursuing her PhD in Biomedical Engineering at the University of Michigan. After teaching an online laboratory class, she became interested in engineering education research. Her current research interests are in engineering student mental health & wellness

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2024 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut; Connie Syharat, University of Connecticut; Christa L. Taylor, University of Connecticut

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Diversity, NSF Grantees Poster Session

belonging inengineering. The study found that classroom inclusion was the only significant predictor ofbelonging and could predict it positively to a moderate degree. Further, it was found that studentsin revised inclusive courses reported significantly stronger feelings of inclusion and belongingthan their peers in traditional courses. These findings suggest that systematic efforts toimplement neuroinclusive learning practices in engineering education may contribute to a senseof belonging for all students.IntroductionThe concept of neurodiversity, a term coined by sociologist Judy Singer [1], emerged asmembers of the autistic community challenged the predominant disability framing of autism andembraced the notion that diversity of minds is both

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2024 ASEE Annual Conference & Exposition

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Kathleen Ann Dinota, Stony Brook University; Monica Bugallo, Stony Brook University

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NSF Grantees Poster Session

solutions) whilesimultaneously learning pure science concepts. While there are grade-level specific anddiscipline-specific learning standards, there are generic practices and lessons that can be usedacross grade levels and disciplines. Introducing teachers to the general mind-set of engineers andhow engineering practices can help students to apply science concepts is a critical need inprofessional development for science teachers.A professional development workshop was conducted over a period of several months during theschool year through the Stony Brook University outreach program. Teachers were recruited froma variety of suburban school districts and included teachers at the elementary through highschool levels. Participants met at the

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2024 ASEE Annual Conference & Exposition

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Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Philip J. Parker P.E., University of Wisconsin, Platteville

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scholarship of teaching. His efforts in leading the Sustainable Buildings program were recognized with the 2019 Award for Excellence in Education Abroad Curriculum Design. He has also worked as a construction project engineer, consultant, and safety inspector. He believes educating the next generation of professionals will be pivotal in sustainability standard practices. Regarding engagement, Dr. Valdes-Vasquez has served as the USGBC student club’s adviser and the ASC Sustainability Team’s faculty coach since 2013. He is a CSU President’s Sustainability Commission member, among multiple other committees. In addition, he is involved with various professional organizations at the national level, including the

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2024 ASEE Annual Conference & Exposition

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Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Rifatul Himel, Utah State University; Zain ul Abideen, Utah State University

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of second in the pre REU data tonot being in the top four rankings in the post REU data. It is possible that pre-conceivednotions of what engineering education focuses on as a research community is no longer asprevalent in the student’s minds after having been exposed to some of the work within it.AcknowledgementThis material is based upon work supported by the National Science Foundation underGrant No. 1950330. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect theviews of the National Science Foundation.ReferencesCraney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., and Groot, R. (2011). "Cross-disciplineperceptions of the undergraduate

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2024 ASEE Annual Conference & Exposition

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Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Jennifer A Turns, University of Washington; Gregory Mason P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Paper ID #43102Board 196: An ’Inspiration Kit’ for Building a Culture that Fosters EngineeringIdentityDr. Yen-Lin Han, Seattle University Yen-Lin Han is an Associate Professor in the Department of Mechanical Engineering at Seattle University. Dr. Han received her BS degree in Materials Science and Engineering from National Tsing-Hua University in Hsinchu, Taiwan, her Ph.D. degree in Aerospace and Mechanical Engineering and her MS degree in Electrical Engineering from the University of Southern California. Her current research interest focuses on soft robotics in medical devices, for which she recently received the NSF

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Huihui Qi, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Zongnan Wang, University of California, San Diego; Nathan Delson, eGrove Education

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Paper ID #41292Board 303: Implementing Oral Exams in Engineering Classes to PositivelyImpact Students’ LearningDr. Huihui Qi, University of California, San Diego Dr.Huihui Qi is an Associate Teaching Professor in the Department of Mechanical and Aerospace Engineering at the University of California San Diego.Dr. Carolyn L Sandoval, University of California, San DiegoProf. Curt Schurgers, University of California, San DiegoDr. Marko Lubarda, University of California, San DiegoDr. Alex M. Phan, University of California, San DiegoDr. Saharnaz Baghdadchi, University of California, San DiegoDr. Maziar Ghazinejad, University of California, San

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Leslie Bondaryk, The Concord Consortium; Jutshi Agarwal, University at Buffalo, The State University of New York; Carolyn S Giroux; Stephanie L. Harmon, PIMSER, Eastern Kentucky University; Enqiao (Annie) Fan, University at Buffalo, The State University of New York; Jacqueline Handley, Purdue University, West Lafayette; A Lynn Stephens, The Concord Consortium

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Paper ID #41430Board 394: Supporting Secondary Students’ Engineering Front-End DesignSkills with the Mobile Design StudioDr. Corey T Schimpf, University at Buffalo, The State University of New York Corey Schimpf is an assistant professor in the Department of Engineering Education at University at Buffalo. He is the Division Chair for the Design in Engineering Education Division (DEED) for the American Society of Engineering Education 2024 annual conference. His research interests include engineering and human-centered design, advancing research methods, and technology innovations to support learning in complex domains. He

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2024 ASEE Annual Conference & Exposition

Authors

Karcher Morris, University of California, San Diego; Jaclyn Duerr, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Bill Lin, University of California, San Diego

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Paper ID #44008Board 409: Toward Understanding Engineering Transfer Students’ Transitionsfrom Community Colleges to 4-year InstitutionsProf. Karcher Morris, University of California, San Diego Karcher Morris is an Assistant Teaching Professor at UC San Diego. Morris joined UC San Diego’s Electrical and Computer Engineering Department within the Jacobs School of Engineering as an Assistant Teaching Professor in 2020.Dr. Jaclyn Duerr, University of California, San Diego Impassioned by her own transfer student experience, Dr. Jaclyn Duerr acts as an advocate and agent for student success initiatives at the university

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2024 ASEE Annual Conference & Exposition

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Courtney D Giles, University of Vermont; Larry R Medsker, University of Vermont; VARUNI ANURUDDHIKA SENEVIRATNE, University of Vermont; Priyantha Wijesinghe, University of Vermont

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Center for Teaching and Learning. She practices mindfulness meditations rooted in Theravada Buddhist tradition and has been incorporating mindfulness practices in her classes since 2019. ©American Society for Engineering Education, 2024 Learning Map Framework to Align Instruction and Improve Student Learning in a Physics-Engineering Mechanics Course SequenceMotivationPrerequisite course sequences are ubiquitous in post-secondary engineering education [1]. Forundergraduate students to succeed in their degree, they must retain and transfer learning fromtheir prerequisite coursework into new and more advanced learning contexts. If knowledgetransfer is incomplete, students may struggle in subsequent

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2024 ASEE Annual Conference & Exposition

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Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Ivy Chin, University of Nevada, Reno; Joseph Bozsik, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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deviate more from the pre-set pathsand she helped them see how they could do so and what were the implications. This cohort hadhigher rates of enrollment in minor degree programs that allowed them to gather skills inspecialized areas of engineering, compared to the College of Engineering average, including lateprogram enrollment. Scholars overall seemed to benefit from the proactive element as it kept theirgrades on their mind more during the semester rather than realizing they were in a bad spot toolate. The only complaint students had about this style of advising was they still had holds on theircourse registration late into their semesters which caused them stress and sometimes made courseenrollment difficult. They still wanted the advising

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

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Paper ID #42678Board 282: Finding Meaning in Makerspaces: Exploring How Gender InfluencesMakerspace Definitions Among First-Year Engineering StudentsDr. Hannah Budinoff, The University of Arizona Hannah Budinoff is an Assistant Professor of Systems and Industrial Engineering at the University of Arizona. Her research interests include additive manufacturing, geometric manufacturability analysis, design for manufacturing, and engineering education.Ann Shivers-McNair, University of Arizona Ann Shivers-McNair is associate professor and director of professional and technical writing in the Department of English and affiliated

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2024 ASEE Annual Conference & Exposition

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Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College; brian Warren, Southern University and Agricultural & Mechanical College; Fareed Dawan, Southern University and Agricultural & Mechanical College; Yasser Ismail, Southern University and Agricultural & Mechanical College; Albertha Hilton Lawson, Southern University and Agricultural & Mechanical College

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Paper ID #42904Board 296: Immersive Engineering Learning and Workforce Development:Pushing the Boundaries of Knowledge Acquisition in a CAVEDr. Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College Dr. Opeyemi Ojajuni is a post-doctoral research manager at Southern University and A&M College, Baton Rouge, LA, with expertise in computer network infrastructure, artificial intelligence, virtual reality (VR), and data science. His research focuses on applying these technologies to STEM education, particularly improving enrollment, retention, and computational thinking development. He also

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2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

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Paper ID #43727Board 187: A Hybrid Community of Practice Model to Prepare Pre-ServiceSTEM Teachers to Teach EngineeringDr. Betsy Chesnutt, University of Tennessee at Knoxville Betsy Chesnutt is a lecturer in Engineering Fundamentals at the University of Tennessee-Knoxville. She is interested in understanding how to prepare pre-service teachers to teach engineering, as well as how to support current K-12 teachers so that they can implement engineering into K-12 classrooms more effectively. ©American Society for Engineering Education, 2024 A Hybrid Community of Practice Model to Prepare Pre

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2024 ASEE Annual Conference & Exposition

Authors

George Kow Quainoo, North Park University

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Paper ID #43408Board 403: The Influence of Belongingness and Academic Support duringa Global Pandemic for Engineering Students through Participation in anS-STEM Intervention ProjectProf. George Kow Quainoo, North Park University George K. Quainoo is Professor and Chair of the Department of Physics and Engineering at North Park University in Chicago. He received his B.S and M.S in Physics from the University of Cape Coast in Ghana and his Ph.D in Mechanical Engineering from the University of Saskatchewan in Canada. Prior to joining North Park University, he served at lecturer at the University of Caper Coast and as Professor

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2024 ASEE Annual Conference & Exposition

Authors

Alexandra Coso Strong, Florida International University; Adam Kirn, University of Nevada, Reno; Kaitlyn Anne Thomas, University of Nevada, Reno; Mais Kayyali, Florida International University; Kelsey Scalaro, University of Nevada, Reno

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Paper ID #43113Board 416: Understanding the Experiences of Graduate Program Directors:The Intersection of Roles, Responsibilities, and Care in Engineering GraduateEducationDr. Alexandra Coso Strong, Florida International University As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her graduate degrees in Aerospace Engineering from Georgia Tech (PhD) and Systems Engineering from the University of Virginia (UVa).Dr. Adam Kirn

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2024 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Cecilia La Place, Arizona State University, Polytechnic Campus; Joshua Owusu Ansah, Arizona State University; Rachel Figard, Arizona State University; Rashmi Wimansa Neelawathura, Arizona State University, Polytechnic Campus

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adaptability is if you like adapting at work because they have good something, don’t be shy about it. Tell communication skills and can easily them, because then you’ll get more acquire what they need. stuff and learn more. Open-mindedness Early-career engineer has an easy time Being adaptable is being open to adapting at work because they are open- doing other tasks that contribute to the minded and consider multiple solutions overarching goal of the organization. to a problem. Previous experiences Prior knowledge Early-career engineer has an easy time Having acquired a solid

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2024 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

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engineering student population at some institutions [1].With these issues in mind, the research team is starting to develop an engineering orientation-style seminar for SVSM and nontraditional students. The purpose of this semester-long seminaris to support SVSM and nontraditional students in developing a community and provide bothfaculty and peer mentoring throughout the semester, as well as learning supports for studentsstarting or transitioning into an engineering degree. Supports will likely include math and writinghelp sessions, connections to faculty/industry mentors, career preparation activities, info sessionsfrom the veteran resource office, in addition to other resources identified by students. Thisseminar is being developed using a design

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2024 ASEE Annual Conference & Exposition

Authors

Deana Lucas, Purdue University, West Lafayette ; Rebecca Martinez, Purdue Polytechnic Graduate Programs

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completemy case study. Clarity was brought through the help of a faculty member from anthropology,Rebecca, and my mentor from engineering/technology two. For my thesis work, I utilizedinterviews, conducted participant observation, and analyzed some co-teaching documents. Dueto the collaborative nature of this team, people bring different perspectives to discussions in bigand smaller groups. The team comprises people from liberal arts, business, and engineeringtechnology. All these different minds working together allow innovation to arise. Severalresearch team members have taken on mentoring roles, with four actively collaborating with meon my thesis. As I presented my thesis proposal to the diverse committee, comprised ofindividuals from the