Collection

2024 Rocky Mountain Section Conference

Authors

Katherine Robert

neurodivergent studentsand increase their understanding of how to help these students succeed and thrive. Few studies exist onthe rate of au�sm and neurodivergence in engineering educa�on, but the research indicates thatscience, technology, engineering, and mathema�cs (STEM) fields are atrac�ve to neurodivergentstudents (Grandin, 2022; Wei et al., 2013). Importantly, there has been a steady increase in thequan��es of adult college and university students in the U.S. who are receiving diagnoses of au�sm,ADHD, dyslexia, and other cogni�ve disabili�es that o�en impair their ability to func�on in society,educa�on, and the workforce (Na�onal Science Founda�on, 2023). And more young children arediagnosed earlier and are arriving to post-secondary educa�on ins

Collection

2024 Rocky Mountain Section Conference

Authors

Angela Bielefeldt; Azadeh Bolhari P.E.

reduce stereotypes and discrimination (Taboas et al., 2022). Other conditions may co-occuror be symptoms of ND, while some individuals consider these stand-alone types of ND (e.g.,anxiety). From an equity and human capital perspective, engineering education must consider theexperiences of ND students and create systems and environments to support their success.Research in higher education alludes to a lack of awareness among faculty of the prevalence ofND, holding deficiency models of ND, and a lack of practices to support ND students (Carballoet al. 2021, Cook et al. 2009, Vance and Weyandt 2008). Sniatecki et al. (2015) found thatfaculty have more “negative attitudes toward students with mental health disabilities and learningdisabilities than

Collection

2024 Rocky Mountain Section Conference

Authors

Loraine Glidewell; Marisa Mendoza-Maurer; Joseph L. Polman; Daniel Knight; Angela Bielefeldt

rural places are oftendescribed by their deficits (Reagan et al., 2019), this study operationalizes place-based pedagogyand the theoretical framework of rural cultural wealth (Crumb et al., 2022) to conceptualize andengage rural places from an asset-based perspective. We believe rural places can be richenvironments for engineering and science learning. Therefore, we aspire to support high schoolstudents with the development of soil or air quality inquiry projects that are relevant to their localrural communities. Situated within a larger study on the SCENIC outreach program and itsimpact on student participation in and identification with engineering and science, this paperfocuses more narrowly on place-based engineering with students in the

Collection

2024 Rocky Mountain Section Conference

Authors

Emma Stine; Amy Javernick-Will; Tiera Tanksley

. [Online]. Available: https://trint.com/‬ ‭[11]‬ ‭L. Richards and T. Richards, “Nvivo.” 2022. [Online]. Available:‬ ‭https://lumivero.com/products/nvivo/‬ ‭4‬

Collection

2024 Rocky Mountain Section Conference

Authors

Erin Marie Furtak; Caitlin Anderson; Shannon Boutwell; Sam Haven; Melinda Lopez; Samantha Duwe; Janet Green; Adam Kellerman; Linda Parker; Lauren Blum

and to understand their own questions and naturalcuriosities about satellites. We also have built the curriculum following current design templates in use byOpenSciEd (2022), a large, open-source curriculum development effort consisting of elementary,middle, and high school units aligned with the NGSS. Storylines have been described as‘coherent from students’ perspectives,’ (Edelson et al., 2020), so that rather than unfolding unitsin ways that make sense to disciplinary experts, they follow cascades of questions that studentsmight ask as they seek to understand the puzzling phenomenon. Finally, we share commitments to broadening access and opportunity for science andengineering learning through learning materials that are

Collection

2024 Rocky Mountain Section Conference

Authors

Angela Bielefeldt; Katherine Ramos; Joan Tisdale

/Uploads/IEA-Graduate-Attributes-and-Professional-Competencies- 2021.1-Sept-2021.pdf2. M. E. Cardella, S. R. Hoffmann, M. W. Ohland, and A.L. Pawley. 2010. Sustaining sustainable design through ‘normalized sustainability’ in a first-year engineering course. International Journal of Engineering Education, 26 (2), 366–377.3. J.K. Tisdale and A.R. Bielefeldt. 2024. Instructors’ perspectives on enhancing sustainability’s diffusion into mechanical engineering courses. Sustainability, 16(1), 53, 15 pp. https://doi.org/10.3390/su160100534. The Lemelson Foundation. 2022. The Engineering for One Planet Framework: Essential Sustainability-focused Learning Outcomes for Engineering Education. https://www.lemelson.org/our-work

Collection

2024 Rocky Mountain Section Conference

Authors

Maila Hallare; Beth Schaubroeck; Kevin Treat

Toolbox for Modeling the World. SIMIODE, Chardon, OH, 2022. (3) Lee, Jimson. Usain Bolt 100m 10 meter splits and speed endurance. https://speedendurance.com/2008/08/22/usain-bolt-100m-10-meter-splits-and-speed- endurance/, (accessed 29 Feb 2024). (4) MATLAB. Mathworks Curve Fitting Toolbox, https://www.mathworks.com/products/curvefitting.html, (accessed 29 Feb 2024). (5) MATLAB. How to Perform Curve Fitting Using the Curve Fitting App in Matlab, https://www.youtube.com/watch?v=9ikmTD0bpOc, (accessed 29 Feb 2024).

Collection

2024 Rocky Mountain Section Conference

Authors

Jack Elliot; Alex Nielson

includedall relevant works to answer the RQs and removed those that were not relevant (i.e., papers eitherdid not apply SNA or did not include primary research in the engineering education context). Wepresent the inclusion/exclusion criteria here as only the inclusion criteria because all exclusioncriteria were antitheses of one or more inclusion criteria. The final Inclusion Criteria (IC) are: IC1: The study must be written in English. IC2: The study must be a primary source. IC3: The study must be published in 2022 or earlier. IC4: The study must undergo a peer-reviewed, refereed publishing process (this includes conference papers and journals). IC5: The study must apply Social Network Analysis methods