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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Brittany Paige Trubenstein, Angelo State University

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Diversity, NSF Grantees Poster Session

Paper ID #42108Board 295: HSI Planning Project: Integrative Undergraduate STEM Educationat Angelo State University (I-USE ASU Grant #2122828)Dr. Brittany Paige Trubenstein, Angelo State University Dr. Paige Trubenstein (or Dr. T) is an Angelo State alumna who graduated from ASU in 2015 with her Bachelor of Science in psychology. She attended the University of California, Riverside, where she obtained her master’s degree in developmental psychology in 2017 and her Ph.D. in developmental psychology in 2020. She eagerly returned to ASU as a faculty member in the fall of 2019, and she teaches multiple undergraduate and

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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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NSF Grantees Poster Session

Paper ID #43153Board 370: Research Initiation in Engineering Formation: Literature Reviewand Research Plan for an Engineering Specific Empathy ScaleDr. Emmabeth Parrish Vaughn, Austin Peay State University Dr. Emmabeth Vaughn is an Assistant Professor in the Physics, Engineering, and Astronomy Department at Austin Peay State University. Before join faculty at Austin Peay, she worked in industry as a Product Development Engineer for a commercial roofing manufacturer. She holds a bachelors degree from the University of Tennessee in Materials Science and Engineering. She earned her PhD from the University of Pennsylvania

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Jeremi S London, Vanderbilt University; Brianna Benedict McIntyre, National Action Council for Minorities in Engineering; Nicole Adia Jefferson, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

inequities and inclusive leadership is crucial toensuring these commitments lead to real change [3], [4]. As a result, this executive summary aimsto characterize the exemplars’ intentions by identifying and examining the institutional values andDEI commitments declared in the strategic plans and other relevant institutional documents. Weorganized the executive summary around three topics—project overview, year three research andeducation activities, and critical insights from the document analysis.Project OverviewUsing a multi-case research design framed by Kotter’s Leading Change theory and Acker’sInequality Regimes as theoretical foundations [5], [6], this CAREER award aims to uncover thechange strategies institutionalized by six exemplary COEs to

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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David Reeping, University of Cincinnati; Kenneth Reid, University of Indianapolis; Matthew W. Ohland, Purdue University, West Lafayette; NAHAL RASHEDI, University of Cincinnati

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Diversity, NSF Grantees Poster Session

paper discusses the developments during Year 2 of a project concerned with analyzing thecurricula of engineering programs in the United States to understand the structural barriersembedded in degree requirements that could push out diverse groups of students. We are usingan emerging method for quantifying the complexity of these programs called CurricularAnalytics. This method involves treating the prerequisite relationships between courses as anetwork and applying graph theoretic measures to calculate a curriculum’s complexity. In Year 1,we collected 494 plans of study representing five engineering disciplines (i.e., Mechanical, Civil,Electrical, Chemical, and Industrial) across 13 institutions - spanning a decade. To ensure thedataset is as

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NSF Grantees Poster Session

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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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Diversity, NSF Grantees Poster Session

plan comprises a ResearchPlan to develop deeper understandings about how SVSM participate, persist, and produceprofessional identities in engineering education, and an Education Plan to place newunderstandings into practice through collaborative development, implementation, dissemination,and sustainment of targeted anti-deficit, assets-based educational and support resources forundergraduate SVSM in engineering.The research plan builds from existing cross-sectional, transition-focused research with studentveterans, documented in the engineering and higher education literature, using a longitudinal,narrative inquiry research approach [5] and an innovative, two-strand theoretical framework.The theoretical framework centers social theories of

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Donna Taylor, STEM Education Center at WPI; Erin Solovey, Worcester Polytechnic Institute

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NSF Grantees Poster Session

teacher PD”). In addition, theteachers gather as a cohort for activities such as Friday group lunches, lab and campus tours,speakers, an industry panel and networking session, and other special events. The summerculminates with a RET Poster Symposium and the RET program continues into the academic yearwith quarterly meetings to report on the implementation of their research-inspired lesson plan intheir classroom.Continued engagement with the research mentors can result in the WPI researchers visitingclassrooms or inviting the teachers back the following summer. The final deliverable for the RETparticipants is to finalize their lesson plan for posting on an online repository of teacher resourcesand to present their research experience and lesson

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

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NSF Grantees Poster Session

promoted through reflection, orthought about one’s own actions. With reflection, students become more aware of their ownprocesses. Although reflection is essential for learning, there has tended to be limited systematicreflection and metacognitive instructional activity in engineering (Ambrose, 2013; Cunninghamet al., 2015; Marra et al., 2017).Our NSF-funded research aimed to address this gap. Our research was conducted in a flippedfluid mechanics classroom, in which step-by-step instruction in planning, monitoring, andevaluating (PME) of problem-solving was provided as part of in-class exercises (i.e., directinstruction “in context”) to support metacognitive skills development and problem-solving.Students also reflected weekly in writing about

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

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NSF Grantees Poster Session

components of an S-STEM proposal; 2) recruit diverse S-STEM teams who plan to submit an S-STEM proposal to two offerings/ cohorts of the workshop series; 3) increase participants’ knowledge of and confidence in using institutional student data to inform strategies to recruit and support academically talented, low-income students with unmet financial need; and 4) evaluate the overall project to identify the needs of the participants in using institutional data and to inform improvements in faculty development workshops.For the workshop participants, the outcomes include a) articulating awareness of howinstitutional data can be used to inform their project plans and S-STEM program goals; b)developing a plan for

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Maryam Darbeheshti, University of Colorado Denver; Tom Altman; Katherine Goodman, University of Colorado Denver; Heather Lynn Johnson; Marie E. Evans, University of Colorado Denver; David C. Mays, University of Colorado Denver

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Diversity, NSF Grantees Poster Session

of our engineeringcollege’s plan for diversity, equity, and inclusion (DEI), we submitted brainstormed ideas forimplementation to our dean’s office. And third, after reviewing reports from student focusgroups conducted in 2020/21, we evaluated progress and made recommendations for next steps;in this context the clarity and urgency of the student feedback is both motivational and difficultto ignore. The common theme in each of three elements is seeking to bridge the valley of neglectthat so often divides scholarly work about DEI from concrete changes that benefit students,employers, and the broader community.IntroductionTo broaden participation, the United States needs to engage the “missing millions” [1] ofAmericans who are currently

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Marian Kennedy, Clemson University; Kristin Kelly Frady, Clemson University

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NSF Grantees Poster Session

fall or spring term in their classes.The second phase of the program took place off campus and consisted of the teachers further polishing andlaunching their lesson plan tied to the RET experience. These teacher activities were designed so thatfollowing the programmatic goals were met: 1. Expand content knowledge of advanced and traditional materials manufacturing for teacher to support integration into new STEM and workforce development teaching and learning materials; 2. Engage teachers in advanced manufacturing research where they take on the role as the lead researcher and increase their understanding of how research leads to knowledge development; 3. Provide teachers with beneficial professional development (mentoring

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Mohsen Ayoobi, Wayne State University; Mukasa E. Ssemakula, Wayne State University; David Merolla, Wayne State University; Ece Yaprak, Wayne State University; Mark A Jager, Wayne State University

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NSF Grantees Poster Session

-April 2008 and April 2017 - present). Dr. Yaprak also served as an ABET IEEE/ETAC Commissioner (July 2012-July 2017). Dr. Yaprak also serves on the ABET Board of Delegates (November 2019-November 2025). Dr. Yaprak served as a Program Director at the National Science Foundation’s (NSF) Division of Undergraduate Education, Feb 2015 to Feb 2017. In that role, she was responsible for planning and budgeting for science in engineering education; managing the awards process; marketing the program; working with other NSF programs, federal agencies and organizations; advising and assisting the division’s director in long-range planning; and reviewing research, education and infrastructure proposals.Mr. Mark A Jager, Wayne State

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

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Sarah M. Ryan, Iowa State University; Robert Brown; Amy Kaleita, Iowa State University; Sergio Horacio Lence; Cynthia Lidtke, Iowa State University; Cameron Alexander MacKenzie, Iowa State University; Michelle Lynn Soupir, Iowa State University

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NSF Grantees Poster Session

energy to power vehicles,maintain livestock habitats, and manage wastes. Renewable energy production from biomass cancompete with food production for land and water resources. Management of water supply andquality requires an intricate balance between demand from agriculture and energy for water andother societal and ecosystem needs for water. Each of these interactions creates opportunities formodeling driven by sensor-based and qualitative data collection to improve the effectiveness ofsystem operation and control in the short term as well as investments and planning for the longterm. However, the large volume and complexity of the data collected creates challenges forvisualization, decision support, and stakeholder communication.A National

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

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NSF Grantees Poster Session

totake an introductory course in STEM teaching (TPTE 115: Intro to STEM Teaching) during theirfirst year in the program. This course includes content on STEM pedagogy and field experiencessuch as classroom observations and service-learning community outreach activities.To provide the pre-service teachers enrolled in the VolsTeach program with more exposure toengineering, we combined this course with another existing course (EF 327: Engineering Designin K-12 Education). EF 327 was originally designed as a service-learning course for engineeringundergraduate students. In this course, students developed engineering-focused lesson plans andengaged in service learning by facilitating after-school engineering clubs and family STEMnights at local

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee at Knoxville

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NSF Grantees Poster Session

communication or project management, which overlook the more fundamentaldifferences around what counts as knowledge and how knowledge is generated [4], [5].Accordingly, the purpose of this project is to improve the effectiveness of engineering educationresearch (EER) groups striving to make transformative change in engineering.To meet this goal, we are using an integrated research and education plan to develop a deepunderstanding of how researchers negotiate differences in how group members think and engagein critical interactions. We are exploring how both individuals and groups approach thegeneration, application, and expression of knowledge through a multimethod research approachthat integrates an ethnographic case study [6], [7], [8] with

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, University of Colorado Boulder; Lyndsay Rose Ruane, University of Colorado Boulder; Marlene Sulema Palomar, University of Colorado Boulder; Hannah Sanders, University of Colorado Boulder

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Diversity, NSF Grantees Poster Session

challenges are addressed through structured yet dynamic social issues through multifaceted engagement. flexible interactions fostered by PALAR. Palar Process OUTCOMES AND PLAN ACT

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Gordon D Hoople, University of San Diego; R. Jamaal Downey

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Diversity, NSF Grantees Poster Session

manifests differentlybased on each team member’s positionality.Second, we planned to develop a transformative learning experience for engineering facultycentered around the role Whiteness plays in engineering education to co-construct ways todevelop critical consciousness. Critical consciousness allows an individual to understand theirown world more deeply while enabling them to intervene in their own reality and take actionagainst oppressive elements [6]. Originally, the development, implementation, and assessment ofthis learning experience (Years 2-4) took the form of a faculty development program in which werecruited and grouped engineering faculty from all over the nation. Data collected from thisfaculty development program would have included

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

-phase research agenda and an education plan. The first phase of theresearch agenda involved developing a conceptual model of student navigation [2] to guide theforthcoming stages of the project. The second research phase consisted of conducting semistructured interviews at one institution to develop an understanding of the role of identity instudent navigation. The final phase of the research agenda, which is upcoming, involvescollecting semi structured interview data from other institutions to develop an understanding ofthe role of context in student navigation. The education plan involves disseminating researchfindings via workshops, as well as developing an SJI to increase alignment between students andpractitioners around the utility of

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

Texas A&M UniversityAbstractThis paper presents the progress made in the first two years of a five-year NSF ER2 (Ethical andResponsible Research) project on ethical and responsible research and practices in science andengineering undertaken at a large public university in the southwestern United States. Overallobjectives of the project include: 1) conduct a survey of incoming freshmen college students toassess their ethical research competency and self-efficacy at the beginning of their tertiaryeducation and during their senior-level capstone course; 2) evaluate the ethical researchcompetency and self-efficacy of university students and identify any significantly contributingfactors to develop an intervention plan to improve their ethical

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

experts.Perspectives of our Students in Computational ScienceThe current SSTEM program admitted its first cohort in fall semester of 2020. In the midst of thepandemic and being restricted to virtual meetings, the first year was focused on providingacademic and emotion support for students, and building a cohort through virtual meetings, andprofessional development. In addition to lectures/discussions about academic planning, careerexploration, time management, mental health and wellbeing, we also developed activities to helpstudents understand the opportunities and challenges in interdisciplinary careers, particularly forinterdisciplinary computational scientists. We developed two activities that year that wecontinue to use., The first was a series of three

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Alfreda Samira James, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Catherine A Scott

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Diversity, NSF Grantees Poster Session

(CELT) at Stony Brook University. In her role as the Asst Director, Catherine provides assistance and support in programmatic assessment and development, as well as course-level assessment in strengthening student learning outcomes. With seven years of experience in planning, programming, and supporting faculty and staff in assessment related activities, Catherine provides expertise in survey, test and rubric development, as well as conducts focus groups and prepares statistical reports supporting assessment activities. Catherine holds an M.A. in Public Policy, as well as an M.A. in Higher Education Administration. ©American Society for Engineering Education, 2024

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

inclusive excellence that enables the entire community to thrive. She is also a Distinguished Service Professor in CMU Engineering and Public Policy Department. Dr. Allen has a BS degree in physics education from Lincoln University of Pennsylvania, as well as a MEd degree in policy, planning, and evaluation and an EdD degree in higher education management, both from the University of Pittsburgh.Darlene Saporu, The Johns Hopkins UniversityElisa Riedo, New York UniversityShelley L Anna, Carnegie Mellon UniversityDr. Linda DeAngelo, University of Pittsburgh Linda DeAngelo is Associate Professor of Higher Education, Center for Urban Education Faculty Fellow, and affiliated faculty in the Gender, Sexuality, and Women’s Studies

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Urszula Zalewski, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University

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Diversity, NSF Grantees Poster Session

need to research and implement innovative interventions for retention andcareer readiness of underrepresented students in science, technology, engineering andmathematics (STEM) [1,2]. In 2017, a four-year curriculum was developed to elevate an existingsupport program for undergraduate women in STEM into an academic honors program. Thisrenewed Women In Science and Engineering (WISE) Honors program at Stony BrookUniversity (SBU), a public research institution, recruited its first new cohort in 2018. Thepurpose of this paper is to present formative findings of the research and evaluation plans thatexamined the effectiveness of one of the new courses, WSE 381: Service Learning in STEM.Theoretical FoundationHigh-impact practices, the educational

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jing Yan, Tennessee State University; Lin Li P.E., Tennessee State University

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NSF Grantees Poster Session

investigator or co-principal investigator of more than 17 major research grants.Dr. Lin Li P.E., Tennessee State University Lin ©American Society for Engineering Education, 2024 1 2 A Case Study of AFL Models on Factors of Engaged Learning 3 in STEM education 4 Abstract 5 With Active Flipped Learning (AFL) model, some STEM instructors and education instructors at 6 HBCUs provided instructional video, audio, lecture notes, and reading materials while initiating 7 active learning activities in class to engage students in active flipped learning. By monitoring 8 students’ engagement, instructors formulated a custom-tailored plan to fit each under- 9

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

diversity ofperspective and experience. To help all students develop the skills necessary to attract, retain,and consider the needs of diverse populations, engineering students need to consider socialresponsibility in the context of their engineering careers and scope of practice [6].To help promote engineering students’ ability to develop their social responsibility capacity, theUniversity of Massachusetts Lowell S-STEM program began with an initial plan to recruit threecohorts of 8 low-income, high-achieving students (24 students total) who wish to pursue a careerin higher education (e.g., faculty at community colleges or universities) and engage them inongoing social responsibility and identity formation curriculum. Supporting scholars from

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Tracie Ferreira, University of Massachusetts Dartmouth; Shakhnoza Kayumova, University of Massachusetts Dartmouth

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Diversity, NSF Grantees Poster Session

received, we are preparing toimplement a more structured approach to ensure the Scholars' completion of an "IndependentDevelopment Plan." This plan is a strategic initiative designed to aid students in evaluating theirstrengths and interests, thereby facilitating informed decisions regarding their professionaltrajectories post-MS degree. Additionally, we are intensifying our efforts to attract S-STEMscholarship candidates from every department within the College of Engineering, with theobjective of enriching the diversity within our cohorts.References[1]. Bureau of Labor Statistics (https://www.bls.gov/careeroutlook/2018/article/graduate-degree- outlook.htm).[2]. Cribbs, J.D., Cass, C., Hazari, Z., Sadler, P.M., & Sonnert, G. (2016

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Susannah C. Davis, University of New Mexico; Kristen Ferris, University of New Mexico ; Madeleine Jennings, Arizona State University; Katharine Getz, Pennsylvania State University; Earl E. Lee, Arizona State University; Vanessa Svihla, University of Texas at Austin

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NSF Grantees Poster Session

initial project that investigated the ways power and privilege helped orhindered change in engineering education on these institutional change teams [2], [3], [4], [5],[6]. This work positioned us to help others through the change process and overcome challengesfaced by change agents engaged in similar work. Our academic backgrounds in engineeringeducation, higher education, and learning sciences meant that we brought these perspectives intoour initial planning of GATHER, formalized as a framework integrating theories of power,organizational change, and situated learning [2].The goal of the CoT is to broaden participation and support DEIJ-focused outcomes in STEMeducation at higher education institutions across the United States. To reach this

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Tiana Solis, Florida International University; Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Jacqueline Faith Sullivan, University of Central Florida; Michael Georgiopoulos, University of Central Florida; Mark Allen Weiss, Florida International University

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NSF Grantees Poster Session

,advisors use holistic advising methods to ensure students are comfortable while being on trackfor their academic path. Each scholar has a team of dedicated professional advisors and a facultymentor while in the program. Advising sessions are in-person or via Zoom, usually 20-30minutes. At the beginning of the semester, the discussion usually revolves around which classesthey should take for their career goals. During the semester, students may come for advice forany problem they have and are willing to share, whether academic or personal. Advisors usuallyput notes in the system so students can access them later, especially if the session concernsacademic planning (for instance, course schedules, applications for graduation, or other forms).These

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Melanie B Butler, Mount St. Mary's University; Rosina Bolen; DINA YAGODICH, Frederick Community College; Aubrey Allen Smith, Montgomery College; Christine McCauslin; Isaac N Mills, Mount Saint Mary College; Jeffrey Simmons; Kraig E Sheetz

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Diversity, NSF Grantees Poster Session

± 1.0 2.5 ± 1.0 2.7 ± 0.9 2.9 ± 0.8 2.7 ± 1.1 2.6 ± 0.9 Advisor about courses and major requirements.Self-Efficacy Consulted with a Program 2.2 ± 1.1 2.3 ± 1.0 2.2 ± 1.1 2.2 ± 1.1 2.2 ± 1.1 2.4 ± 1.0 2.3 ± 1.2 2.1 ± 1.0 Advisor about career plans. Agree Agree Agree AgreePeer Support I have friends among the 3.7 ± 1.4 3.6 ± 1.4 3.8 ± 1.3 3.4 ± 1.5 3.7 ± 1.3 4.0 ± 1.2 3.6 ± 1.3 3.6 ± 1.4 STEM majors here.Peer Support I know others who are 4.3 ± 1.1 4.4 ± 1.0 4.3 ± 1.2 4.0 ± 1.3

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Yi Cao, Virginia Polytechnic Institute and State University; Natali Huggins, Virginia Polytechnic Institute and State University; Andres Nieto Leal, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

DEI roles and responsibilities.In terms of research questions, the overarching question guiding the research plan is: How canwe prepare the next generation of DEI leaders to implement effective, sustainable, long-term DEIinitiatives? The project has the following sub-questions: RQ1. How do Engineering Education DEI Leaders navigate their roles? RQ2. How do traditionally marginalized engineering graduate students understand their preparation to face DEI challenges? RQ3. How do traditionally marginalized early career engineering faculty members understand their preparation to face DEI challenges? Table 1 – Research Plan Overview Phase 1

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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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NSF Grantees Poster Session

, will enable students to collaborativelyexplore, make connections, generate, and evaluate design ideas. Critically, the platform will incorporate avirtual AI design mentor that relies on Design Heuristics [8], [9], an empirically-based creativity tool, toguide students through exploration of ideas. The AI mentor will “learn” from students’ design processesto better assist them. This agent will rely both on event-based design process logs (e.g., when a studentadds to a team members’ sketch or revises their problem statement) generated by the system as well as atagging typology informed by researcher analysis for distinguishing more convergent or divergentconcept generation artifacts.In conjunction with the development plan and following a design