semester First-Year Seminar, and a second semester STEM-PersistenceSeminar. Co-curricular activities focus on professional communication skills, financial literacy,career readiness, undergraduate research, and community engagement.The purpose of this paper is to describe the impact that two rounds of accelerator grants from theNSF Research Hub on inter- and intra-institutional partnerships at Virginia Tech University havehad on our S-STEM project. These accelerator grants have helped to create Sprouting Researchfrom Year 1, in which each LION STEM Scholars (n=4) was paired with an engineering facultymember who served as their formal research mentor during their first year of college. Whatfollows are the insights and responses to suggestions from
Paper ID #48772BOARD # 44: WiP: Empowering TAs through Metacognitive and CommunicationSkills DevelopmentProf. Jennifer Fiegel, The University of Iowa Dr. Jennifer Fiegel is a professor of chemical and biochemical engineering at the University of Iowa. She earned her B.S. in chemical engineering from the University of Massachusetts at Amherst and her Ph.D. in chemical and biomolecular engineering from the Johns Hopkins University. She started her faculty career at the University of Iowa in 2006. During her time at Iowa, she has built a research program focused on developing better drug delivery systems to treat infections in
educational equity and researchinitiatives of Latinx college students. The ROLE program seeks to reduce such inequalities,providing Latinx students with the opportunity to excel in highly demanding programs and buildtheir education and career path, acquiring the needed technical skills, as confident scientists andoutstanding leaders in the engineering field. Students spend two semesters in the ROLE program.In the first semester, students learn about the Linux OS, Robot Operating System (ROS), and thePython programming language. In addition, students learn to operate a motion capture system,providing them with knowledge about indoor GPS capabilities. In the second semester, studentswork in teams to develop specific projects. In this phase, students
’ engineering identity development and critical incidents related to thetransfer process.The participants arrived at community college at various life stages. Approximately three-fourthswere recent high school graduates, while the others had pursued careers that did not require aformal degree such as military service or construction. Those older students were more uncertainabout starting a STEM degree program which would require considerable math.About half of the participants identified as first-generation college students and had limitedexposure to the engineering profession beyond related high school coursework. They may havecompleted technical courses such as CAD or a pre-engineering program such as Project Lead theWay in high school. Other
University ‘MTM Engineering Camp for Girls:’ Generating Under-Represented Pathway Prospects Through A Diversity-Rich Pre-College Outreach Project,” Women in Engineering ProActive Network, Jan. 2005.[4] J. Rodriguez, S. Butt, and T. Fredericks, “Pre-college activities to promote positive perception of engineering and engineering technology careers,” In 2014 International Conference on Interactive Collaborative Learning (ICL) (pp. 715-719). Dec. 2014. IEEE.[5] P. Kotlikoff, A. S. Rahman, and K. A. Smith, “Minding the gap: academic outcomes from pre-college programs”. Education Economics, vol. 30, no. 1, pp. 3–28, 2021.[6] B. Zhou, "Effectiveness of a Precollege STEM Outreach Program." Journal of Higher
. (1970). The servant as leader. Indianapolis, IN: The Greenleaf Center for Servant Leadership. 2. McClellan, Jeffrey L. (2013). Contributing to the development of student leadership through academic advising. Journal of Leadership Education, 12(1), 207-233. 3. Darroch, B. (2023). The impact of COVID-19 on student engagement in STEM disciplines: A critical analysis. Journal of Higher Education, 94(1), 112-138. 4. Douglas, H. M., Settles, I. H., Cech, E. A., Montgomery, G. M., Nadolsky, L. R., Hawkins, A. K., Ma, G., Davis, T. M., Elliott, K. C., Cheruvelil, K. S., & Grundy, Q. (2022). Disproportionate impacts of COVID-19 on marginalized and minoritized early- career academic scientists. PloS One, 17(9
Studies: A Systematic Literature Review.46. Board 150: Systematic Review of the Design Fixation Phenomenon at the K-12 Engineering Education (Other).47. Board 165: K-12 STEM Teachers’ Perceptions of Artificial Intelligence: A PRISMA-tic Approach (Work-in-Progress).48. An Ecosystem Analysis of Engineering Thriving with Emergent Properties at the Micro, Meso, and Macro Levels.49. Unmasking Cognitive Engagement: A Systematized Literature Review of the Relationships Between Students’ Facial Expressions and Learning Outcomes.50. A Systematized Literature Review on Workforce Development Programs for Engineering Graduate Students.51. A Systematized Literature Review of Mental Health and Racial Battle Fatigue in Early- Career Black
topic in engineering. Additionally, they were encouraged to think beyond justthe technical aspects by incorporating social, ethical, and personal implications. Students wereprompted to explore how these concepts intersect with their career aspirations, societal impact,and everyday life. The concept map had to be created digitally and clearly structured, showingdifferent levels of hierarchy and connections.The survey employed a Likert scale 10 to measure students’ perceptions of the assignment’simpact. Specifically, it assessed whether the assignment helped students understand how thecourse connected to other topics, with response options ranging from Strongly agree (5) toStrongly disagree (1). The scale was also used to evaluate whether the
Capture, Utilization, & Storage (CCUS) 4. Smart Grids 5. Floating Offshore Wind 6. Distributed Energy Resources (DERs) 7. Electric Vehicles (EVs) 8. Artificial Intelligence (AI) & Machine Learning 9. Microgrids 10. Energy-as-a-Service (EaaS)What skills and knowledge does a (one of five categories listed in response)mechanical engineer need to Industry-Specific Knowledgeprepare for a career in the energy 1. Renewable energy
challenges willbe shared with other faculty to encourage integrating more active learning in the engineeringclassroom.4. ConclusionActive learning is an instructional approach that actively engages students in the learningprocess, often through self teaching, collaborative activities, and problem-solving.Incorporating active learning strategies in engineering education is considered morechallenging than in other disciplines and yet it is not only enhances the learning experience butalso prepares students better for their professional careers by developing a broad range of skillsnecessary for success in the engineering field.In this paper, an overview and assessment of integrating active learning into a Fluids Mechanicscourse is provided. Three core
preliminary quantitative supporting data [21-25] concerning learninggains, and the program has acquired third-party validation in that the first 12 papers submitted tothe American Society of Engineering Education (ASEE) conference were all accepted.Additional details can be found here: https://www.sotlaccelerator.com/.The following stakeholder recommendations should be considered. 1. First, engineering professors should consider integrating diverse perspectives (e.g., STEAM, bio-inspired design, entrepreneurial mindset). 2. Second, engineering PhD programs should consider including educator training, such as IRB preparation and developing assessments, as a requirement to better equip graduates for academic careers. 3. Third
unique and powerfulway. In determining what factors maintain engagement,comics can be evolved to better engage students andsupport their STEAM education (and possibly careers).Recent work in the undergraduate space has shown thosewho had comics implemented in their classroomobserved significant increases in their exam scores overthe course of the semester [12, 13]. These comicsfocused on chemical engineering concepts including butnot limited to, fugacity, uncertainty, and data analysis[12, 14, 15]. Comments from students support thatcomics were a less intimidating approach to learning andnearly all students discussed or recommended comics totheir classmates as a learning tool. Since then, thechemical engineering comics for the
with digital simulations, students could gain a morecomprehensive understanding of heat transfer, material deformation, and weld integrity, betterpreparing them for careers in advanced manufacturing and engineering.Acknowledgements The authors would like to greatly thank Andrew Gustillo, a technician of Industrial andManufacturing Engineering at California State Polytechnic University Pomona for his help andefforts throughout the research process, and additionally for his help with corrosionmeasurements.References[1] T. Das, "Resistance Spot Welding: Principles and Its Applications," IntechOpen, 2022. doi: 10.5772/intechopen.103174.[2] Y. W. Ren and W. C. Shing, "Current measurement of resistance spot welding using DSP
’ perceptions of workplace English," Business and Professional Communication Quarterly, p. 23294906231182613, 2023.[19] C. DuPre and K. Williams, "Undergraduates' Perceptions of Employer Expectations," Journal of Career and Technical Education, vol. 26, no. 1, pp. 8-19, 2011.[20] M. Hirudayaraj, R. Baker, F. Baker, and M. Eastman, "Soft skills for entry-level engineers: What employers want," Education Sciences, vol. 11, no. 10, p. 641, 2021.[21] (2025) ABET Criteria for Accrediting Engineering Programs, 2025 – 2026. [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting- engineering-programs-2025-2026/[22] E.H. Pflugfelder and J. Reeves, J. (2024). Surveillance Work
(sense of belonging) are crucial for students pursuing STEM careers. Thesefactors influence persistence, motivation, and identity development, particularly inengineering students, helping them overcome academic challenges and lack of technicalexperience. High self-efficacy fosters resilience, goal setting, and better academic outcomes,while low levels can lead to demotivation, feelings of inadequacy, and increased dropout risk,especially during the first year. Analyzing students’ GPA is vital for understanding first-yearretention, as it serves as an early indicator of academic performance and identifies students atrisk. However, GPA alone is insufficient to capture the complexity behind academic success.Complementing GPA with measures of
attractive to the students was akey motivator for their participation in the bootcamp.Table 1: Maverick Advantage Distinguished Course Designation Website Table Example Faculty Faculty Course Name Course Cou Community Global Leadership Research Career First Last Abbrev rse Engagement Connections Development Development Name Name # Bob Silas Eng Proj Mgmt IE 434 X X 0 Margo Reed Fluids ME 341 X X 6Observations on Integrating
-credential awards and content are developed both by higher education institutionsand by private companies specializing in industry or educational design [1]. In all cases, the coretenets behind a micro badge include being directed at a particular skill or operation, havingverifiable outcomes and assessments of mastery, and digital curation, which allows transfer andrecognition across various institutions [2]. Micro-credential awards are shorter term than mostcollegiate degrees and are often asynchronous, allowing students to complete them at theirpreferred pace. These characteristics mean that micro-credentials are often desirable for bothworking professionals looking to develop a skill and for those changing workforce roles duringtheir career [1
enhancing support for transfer students. Thefindings have driven changes in ECE events, initiatives, and first-year courses, and haveincreased faculty awareness of available student resources.Overall, the survey has been pivotal to implement significant changes and provide more supportwithin the ECE community. Moving forward, the survey will be conducted annually tocontinually enhance student engagement in the School.IntroductionMany universities and higher education institutions have developed centralized, institution-levelsystems to provide student support, such as advising, engagement, and career development.These are necessary and useful resources for students; however, they may not address students’major-specific needs such as community
backgrounds.These will include, but are not limited to, individuals with varying gender identitiesand sexual orientations, different nationalities and cultural contexts, and those born inthe United States versus those who immigrated. Special attention will be given to howfamily cultural expectations shape students’ experiences, especially regarding mentalhealth and career choices. Future interviews will explore the influence of familydynamics, including expectations of academic success and attitudes towardLGBTQIA+ identities.Expanding the participant pool will enable comparative analysis across diversesubgroups and deepen understanding of how intersecting identities shape mentalhealth challenges and coping strategies among Asian LGBTQIA
Initiatives for the Development of Engineers (GLIDE) research group. Lexy’s research interests include early career engineers, Artificial Intelligence, experiential learning, and global experiences. He earned his master’s degree in Civil Engineering from Purdue University. Before that, he received an Erasmus scholarship for an exchange program at the University of Ja´en, Spain. He completed his undergraduate degree in Civil Engineering at the University of Ibadan, Nigeria.Dr. Sreyoshi Bhaduri, Private Entity Dr. Sreyoshi Bhaduri is an AI scientist. Currently, she spearheads innovative research in applying generative AI to solve complex supply chain logistics and operations challenges. Her expertise spans applied
Paper ID #45610WiP: Metacognitive and social-emotional-learning interventions in first-yearCalculusMaureen Tang, Drexel University Maureen Tang joined the faculty of Chemical and Biological Engineering at Drexel University in 2014 and obtained tenure in April 2020. She received her BS in Chemical Engineering from Carnegie Mellon University in 2007 and her PhD from the University of California, Berkeley in 2012. Dr. Tang completed postdoctoral work at Stanford University and research internships at Kyoto University, the University of Dortmund, and DuPont. She is the recipient of a NSF CAREER award. Her research at Drexel
universityand broader community. This includes STEM units such as the mathematics and chemistrydepartments as well as student support services, such as academic advising and career services.Through diverse partnerships and tailored supports, STARS provides students with holisticpreparation for the rigor of STEM degrees. We also connect students with staff, faculty, andindustry mentors to support students’ personal, professional, and leadership skill development.Our model recognizes that success in engineering and computer science extends beyondtechnical knowledge, encompassing a broader set of skills and resources necessary for academicachievement and personal growth.The two-year STARS program launches with a summer bridge component prior to the start
professionals to identify the skills and characteristics that define effective engineering leaders. Pamela served as the marketing chair for the American Society of Mechanical Engineers student chapter, participating in the regional student leader weekend.Stephanie Jimenez, University of Texas at El PasoDr. Lori Houghtalen, University of Texas at El Paso Lori Houghtalen is an Assistant Professor in the Department of Engineering Education and Leadership at The University of Texas at El Paso. Dr. Houghtalen’s research interests include career transitions of students and engineering faculty and engineering leadership assessment. Her teaching experience has been focused on designing industry-based senior capstone courses and
required to make the abstract concrete through (existing, modified, andnet-new) operationalization efforts. For this project, the dashboards are the culmination of thisoperationalization effort. We plan to release the dataset collected using the TDOP+, furtherencouraging others to complete their own observations, add to the dataset, and explore buildingtheir own flexible information dashboards.ALCs are of particular interest to Engineering Education practitioners who seek to developgraduate attributes (e.g., problem-solving, communication, and teamwork skills) in large classes,using technology-mediated active learning strategies to meet their goals (e.g., to better preparestudents for the demands of 21st century STEM careers) [27]. With greater
software design components.The Missouri University of Science and Technology’s (S&T) Electrical and ComputerEngineering (ECE) Cooperative Engineering Program (CEP) serves as a testbed for the project-based instruction implementation in multiple sequential courses.KeywordsElectrical and Computer Engineering, Project-Based Instruction.IntroductionCourse projects allow students to gain valuable engineering design and analysis skills that aim toprepare them for their chosen career path [1-4]. Past research has repeatedly demonstrated theneed for active project-based learning, which involves significant hands-on projects for deeperlearning and knowledge retention [3-4]. The goal of this paper is to suggest a basic framework toimplement project
University, Mankato. She received her PhD in Engineering and Science Education in 2019 and a BS in Electrical Engineering in 2014 at Clemson University.Autumn Cuellar, Utah State University Autumn Cuellar is a Ph.D. student in Engineering Education. Her undergraduate and master’s careers were both in Computer Science. She believes that everyone can achieve their goals, regardless of physical ability. This is why Autumn strives to make engineering accessible for everyone.Kartik Thakkar, Utah State UniversityHamid Karimi, Utah State University I obtained my Ph.D. in Computer Science from Michigan State University (MSU) in 2021. My main research interest during my Ph.D. was artificial intelligence (AI) for social good and
. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development. She has won several awards for her research including the 2021 Chemical Engineering Education William H. Corcoran Award, 2022 American Educational Research Association Education in the Professions (Division I) 2021-2022 Outstanding Research Publication Award, and the 2023 AIChE Excellence in Engineering Education Research Award.Dr. Justin L Hess
members introduced participants to tools and techniquessuch as data retrieval, programming with JavaScript, and hydrological modeling, culminating ina hackathon-style capstone project. The design for content delivery emphasizes interdisciplinarycollaboration, enabling participants to work in teams with diverse expertise. Instructionalmaterials included detailed tutorials, datasets for hands-on practice, and video lectures to supportself-paced learning. The hackathon challenged teams to apply their skills to real-world problems,fostering innovation and teamwork under time constraints.Participant ProfileThe workshop attracted graduate and undergraduate students, early career researchers and facultymembers from various disciplines, including civil
value of spatially enriched early education[5]. According to[6], these abilities are also essential for the development of spatial reasoning, which promotescreativity and problem-solving in technical domains.Because spatial ability supports vital abilities like creativity, problem-solving, and visualization,and due to its correlation with success in STEM (science, technology, engineering andmathematics) majors and fields [7] spatial ability is seen to be a fundamental component ofsuccess in STEM education. High spatial ability has been linked to improved scholasticachievement in STEM fields, such as mathematics, physics, and engineering [7], [8]. Spatialskills are predictive of STEM career persistence, especially in occupations that need
Paper ID #48203Work in Progress: From Curriculum to Competence: Exploring PedagogicalPractices in Engineering Entrepreneurship and Human Capital FormationDr. Helen L. Chen, Stanford University Helen L. Chen is a Research Scientist in the Designing Education Lab in Mechanical Engineering and co-founder of the Integrative Learning Portfolio Lab in Career Education at Stanford University. She earned her undergraduate degree from UCLA and her PhD in Communication with a minor in Psychology from Stanford. Her scholarship is focused on engineering and entrepreneurship education, portfolio pedagogy, reflective practices, non