Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granja, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia

Paper ID #37105Give me a coffee break! Pilot study on improving examperformance and reducing student stressNelson GranjaMiguel Andrés Guerra (Professor of Civil Engineering and Architecture) Miguel Andrés is an Assistant Professor in the departments of Civil Engineering and Architecture at Universidad San Francisco de Quito USFQ, in Ecuador. Miguel Andrés is a civil engineer from USFQ (2009), was awarded a MSc in Civil Engineering – Construction Engineering and Management at Iowa State University (Fulbright scholar, 2012)and his PhD in Civil Engineering at Virginia Tech (2019), as well as two Graduate Certificate in

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ciera Fluker; Lara Perez-Felkner; Kiaira McCoy, Florida A&M University - Florida State University

students make sense of their engineering identityin the context of their experiences in an REU summer internship program? (2) Whatacademic and non-academic factors influence their engineering identity development?Milem et al.’s campus racial climate framework informs our study. This case study approachaligns with our conceptual framework as it allowed us to situate participants experiences andperceptions in their university context. Our study findings reveal students’ participation inthe REU summer internship program positively affected their engineering identitydevelopment as students developed increased confidence in their ability to conduct researchand pursue a career in engineering. Additionally, students’ interactions with mentors,faculty

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

Paper ID #36958Cultivating the Ethical Identities of STEM Students ThroughEnhanced InternshipsMichelle Hughes Miller (University of South Florida)Elaine E Englehardt (Distinguished Professor of Ethics)Michael S Pritchard (professor emeritus)Susan LeFrancoisGrisselle CentenoKingsley A. Reeves (Associate Professor) Kingsley Reeves is an Associate Professor at the University of South Florida in the Industrial and Management Systems Engineering Department. His current research interests focus on the lean six sigma philosophy and applications of traditional industrial engineering methods to solve problems in the education

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Arizona State University, Polytechnic Campus; Seline Szkupinski Quiroga

, 1988.[50] A. Godwin, “The development of a measure of engineering identity,” ASEE Annu. Conf. Expo. Conf. Proc., vol. 2016-June, 2016, doi: 10.18260/p.26122.[51] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study,” J. Eng. Educ., vol. 105, no. 2, pp. 366–395, 2016, doi: 10.1002/jee.20121.[52] D. Verdín, “Enacting Agency: Understanding How First-Generation College Students’ Personal Agency Supports Disciplinary Role Identities and Engineering Agency Beliefs,” Purdue University Graduate School, 2020.[53] D. Verdín and A. Godwin, “Confidence in Pursuing Engineering: How First- Generation College

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tina Wang; Laura Jun Chee Yong, Pennsylvania State University; Allison Godwin, Purdue University at West Lafayette (COE); Linda Hanagan, Pennsylvania State University

Engineering at Purdue University. She is also the Engineering Workforce Development Director for CISTAR, the Center for Innovative and Strategic Transformation of Alkane Resources, a National Science Foundation Engineering Research Center. Her research focuses on how identity, among other affective factors, influences diverse students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging and identity development. 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

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

Paper ID #36954Exploring the Influence of Students’ Perceptions of CourseAssessment on Retention and Professional Identity FormationLayla S Araiinejad I hold a Bachelor's of Industrial in Systems Engineering from Auburn University and am a future graduate student at MIT!Thomas Matthew Heaps Concurrent undergraduate senior in Mechanical Engineering and first year Master student in Engineering Education.Brooke Elizabeth CochranCassandra J McCall (Dr.) Cassandra McCall, PhD, is an Assistant Professor in the Engineering Education Department at Utah State University. Her research focuses on enhancing diversity

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brayan Díaz, North Carolina State University at Raleigh; Cesar Delgado, North Carolina State University (NCSU), Raleigh, NC; Kevin Han, North Carolina State University at Raleigh; Collin Lynch, North Carolina State University at Raleigh

psychologicalsafety survey, survey on perceptions of class, and a CoP-specific instrument, the CommunityAssessment Toolkit (CAT). In this paper we report on our piloting of the instruments.Introduction.A recent National Academies report notes the need for changes in graduate STEM education:“Recent surveys of employers and graduates and studies of graduate education suggest that manygraduate programs do not adequately prepare students to translate their knowledge intoimpact…” (National Academies of Sciences, Engineering, and Medicine [NASEM], 2018) (p. 1).In particular, students need to develop abilities for working in collaborative and team settings, tocommunicate to diverse audiences, to acquire pedagogical skills (p. 96), and to deal with diverseopinions

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

such, our efforts in thisthird phase of study delve more deeply into program participants’ experiences of culture, power,and belonging. Through these efforts, we offer a functional sketch of the individualcharacteristics of a program (developed to support transformative learning) that mostsignificantly impact overall program culture to create a transformative educational environmentfor engineering students. 1.2. Communities of PracticeWhen developing educational programs to be piloted as transformative learning interventions atthe beginning of phase two of our study [2], we identified the Community of Practice (CoP)framework because of the potential ease of integration of the transformative learning influencersinto this model of

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

, retaining, and pursuing theengineering profession [24-26] and better predict the long-term persistence of freshman students[27]. Underrepresented groups like women, who often perceive engineering as a male field,especially experience an identity conflict and gender roles affect their retention in engineering[28,29].The Current StudyThe current study aims to bring up-to-date industry-relevant problems into the classroom and doso by having students interact with industry professionals who pose the problems for students tosolve in a scaffolded manner. It employs design-based research (DBR approach) [30-33] withmultiple cycles of implementation. Our research plan includes one baseline condition (Spring2021) and two cycles of enactment (Fall 2021 and

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Erin Carll; Emily Knaphus-Soran, University of Washington

that they would stay on the pathway to a bachelor’s degree in engineering or computerscience. COVID-19’s impact on our plans to host in-person networking events in convenientlocations and times in specific regions of the U.S. resulted in a need to pivot to virtual events.While this move allowed us to offer these events to anyone interested in attending, regardless oflocation, it presented some recruitment challenges that negatively impacted event attendance bythe specific population we were most interested in studying,This study was also undertaken to help inform SWE’s program development to better supportCC students in STEM programs. SWE has limited relationships with students attending CCs, andthese events were offered as a way to introduce

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley; Joseph Mirabelli, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign

research design was guided by the job hindrance-control-support JHCSmodel [11] and prior studies of doctoral student stress (e.g., [8][9][10]). The overall researchquestion for the project is What is the nature of and what are consequences of stressors forgraduate students?Study DesignThis project mixes qualitative and quantitative research methods in a sequential design for thepurpose of triangulation [12] to in Year 1 uncover the identities of top stressors experienced bydoctoral engineering students and in Years 2-3 to measure their effects on student well-being andretention. The goal of the longitudinal interview phase of study in the first year of the project isto collect data supporting the creation and testing in years 2 and 3 of a novel

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alicia Washington, Duke University

with, and learn from others; thinkcritically about the topics in the context of their positionality, and interrogate the impacts of thesetopics on both their identities and others’.Course implementationThe course was piloted in the fall 2020 semester and was offered in the subsequent spring 2021and fall 2021 semesters. While initially planned as an in-person course, university restrictionsdue to the COVID-19 pandemic resulted in fully remote implementations in the first twosemesters (2020-2021 academic year). Creating a remote course required several considerations.First, class lectures were held via Zoom. However, the university Zoom license did not includeclosed captioning in the 2020-2021 academic year, which meant that students needing it

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Chan; Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Dimpho Radebe, University of Toronto

) identityQualitative studies have more consistently presented a nuanced picture of how gender and racecan inform engineering (leadership) identity within both academic and workplace settings.Examining student engineering identities at a US university through ethnography, Tonso drewattention to the way one woman remained an invisible engineer in her community despitedemonstrated competency and versatility. Because this student’s performance of her ‘engineerself’ did not align with the few culturally produced or accepted engineering identities reservedfor women on campus (most were uncomplimentary), she was ‘othered’ and remainedunrecognized. Indications were that this student will likely leave engineering post graduation[19].In another study, Du found women at

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malini Josiam, University of Texas at Austin; Taylor Johnson, Virginia Polytechnic Institute and State University; Janice Hall, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University; Crystal Pee

through interviewing multiple students holding multiple marginalized identities to gainvarious points-of-views. The research team will also address multivocality by addressing ourpositionalities in the study and how that may impact our analysis of the data.We acknowledge that marginalized students are not a homogenous group, but by focusing onstudents from different groups, both marginalized and non-marginalized, we can collect data onexperiences that can be attributed to the environment of engineering. We also hope to betterunderstand how the students from marginalized groups navigate the engineering environment.Though not included in the original proposal, we are considering including university employeesin the sample because they provide a

Conference Session

Technical Session 8 - Paper 5: Cultivating Inclusivity: A Systematic Literature Review on Developing Empathy for Students in STEM Fields

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Stephanie Jill Lunn, Georgia Institute of Technology; Cristi L. Bell-Huff, Georgia Institute of Technology; Joseph M LeDoux, Georgia Institute of Technology

Tagged Topics

CoNECD Paper Sessions, Diversity

Learning. Previously, Stephanie received her B.S. and M.S. degrees in Neuroscience from the University of Miami, in addition to B.S. and M.S. degrees in Computer Science from FIU.Dr. Cristi L. Bell-Huff, Georgia Institute of Technology Cristi L. Bell-Huff, PhD is a Lecturer and Director of Faculty and Student Training in the Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech and Emory University. She is involved in teaching, engineering education innovation, and research. In addition to her PhD in Chemical Engineer- ing, she also has an MA in Educational Studies. She has industrial experience in pharmaceutical product and process development as well as teaching experience at the secondary and post

Conference Session

Technical Session 10 - Paper 2: Lived Experiences and Literature Reviews: Leveraging Experiential Knowledge in STEM Education Doctoral Studies

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Sharetta M. Bufford M.Ed., Clemson University; Stephanie A Damas, Clemson University; Matthew Voigt, Clemson University; Eliza Gallagher, Clemson University

Tagged Topics

CoNECD Paper Sessions, Diversity

). “A Quantitative Pilot Study of Engineering Graduate Student Identity,” in ASEE Annual Conference & Exposition, Columbus, OH. https://peer.asee.org/27502Connors, R. (1998). The Rhetoric of Citation Systems, Part I: The Development of Annotation Structures from the Renaissance to 1900. Rhetoric Review, 17(1), 6-48.Connors, R. (1999). The Rhetoric of Citation Systems, Part II: Competing Epistemic Values in Citation. Rhetoric Review, 17(2), 219-245.Cooke, N. A. (2014). Pushing back from the table: Fighting to maintain my voice as a pre-tenure minority female in the white academy. Polymath: An Interdisciplinary Journal of Arts & Sciences, 4(2)Cressey, D. (2014). Journals weigh up double-blind peer review. Nature (London). https

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Grondin, University of Wisconsin - Madison; Michael Swart, University of Wisconsin - Milwaukee; Fangli Xia, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

instruction.Methods:Participants. Engineering students (N=4) who previously passed or who were concurrentlyenrolled a mechanics of materials course from various disciplines (mechanical, engineeringphysics, and civil and environmental engineering), grade levels (sophomores to seniors), andcoursework experience were recruited to participate in a pilot study and separated into twogroups each consisting of two students.Procedure. Students completed a video-recorded pre-lab assessment on torsion during which thefollowing questions were asked: 1. You are curious to know which material will respond better under a torsional load. The samples are consistent in shape and size; only the material changes. The program for the test permits consistent angular displacements

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacques Richard, Texas A&M University; Janie Moore, Texas A&M University

Jacques C. Richard Richard@TAMU.edu College of Engineering and Janie M. Moore Janie.Moore@ag.tamu.edu Department of Biological and Agricultural Engineering Texas A&M UniversityAbstractWe consider the impact of precipitous decisions to abruptly migrate a first-year and first-semesterengineering core course to partially online as a response to a pandemic. This quantitative andretrospective study seeks to identify any effects of a global pandemic on student performance in acourse at a large research

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

13 Total 121 In the article selection process, we included those articles with explicit research objectivesof better understanding undergraduate engineering students’ curricular, co-curricular or extra-curricular experiences that shed light on student development. We excluded those studies thatcollected empirical data from engineering students but aimed to better understand theeffectiveness of a teaching or assessment method or an educational intervention as we view thesestudies as primarily pedagogy-focused research. We also excluded those studies that focus on theexperiences of graduate engineering students or K-12 students. The selected 121 articles serve asa purposeful sample that represent the recent

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Scott Tingey, Texas A&M University; Denise Preusser; Behbood Zoghi, Texas A&M University

, thecommunication techniques incorporate key elements of emotional intelligence. Last but not least,this course acts as a supplementary tool to coach students throughout their first half of thecapstone project, where effective communication plays a critical role in the success of the entireproject.This study uses a mixed method, in which both qualitative and quantitative data will be collectedfrom various instruments, including written reflections of participation of the interactivesimulations, grades obtained for the written and oral presentations, students feedback survey, etc.Preliminary results collected from the pilot semester will be analyzed to gauge the personal andprofessional impact on students, and to see what potential curriculum improvement

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaitlyn Thomas, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Kelly Cross, University of Nevada, Reno

Architecture and Engineering Students Conceptualize Design Creation: Report of a Pilot Study,” 2019.[16] J. O. Perez, “Understanding the Experience of Women in Undergraduate Engineering Programs at Public Universities,” 2018.[17] S. Fagan, “A Phenomenological Exploration of Women’s Lived Experiences and Factors That Influence Their Choice and Persistence in Engineering,” ASEE Annu. Conf. Expo. Conf. Proc., 2020.[18] L. D. Thomas et al., “As Purple is to Lavender: Exploring Womanism as a Theoretical Framework in Engineering Education,” in ASEE Annual Conference Proceedings, 2016, pp. 1–16.[19] J. Rossmann and M. Armstrong, “”A New Way of Seeing”: Engagement With Women’s and Gender Studies Fosters Engineering Identity

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Loweth, University of Michigan; Sara Hoffman, University of Michigan; Shanna Daly, University of Michigan; Leah Paborsky; Steve Skerlos, University of Michigan

’ perspectives related to engineering merit and/or meritocracy. However, several studieshave explored engineering students’ beliefs about the typical qualities of engineers, which maybe linked to students’ beliefs about engineering merit. For example, Meyers et al. [29] surveyedengineering students at a Midwestern, private institution about the qualities that they considerednecessary to be an engineer. Common factors identified by their participants included the abilityto use technical terminology, being able to work with others, and completing an undergraduateengineering degree. Other studies have shown that engineering students consider a willingness towork hard to be a core part of their professional identities as well [30], [31]. Rohde et al. [32

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shannon Clancy, University of Michigan; Shanna Daly, University of Michigan; Laura Murphy, University of Michigan; Colleen Seifert, University of Michigan

included limited time and lack of resources availableor known to the students to engage in exploration of alternatives.Some limitations of this process included limited diversity in the pilot sample, includingmechanical engineering students from a single university. The convenience sampling of studentsthrough research team contacts may have resulted in students more interested in reflecting onengineering work. Next steps within the larger research study include plans to intentionallyrecruit a more diverse student sample through program listservs, student organizations, andmultiple universities to ensure diversity across gender, race and ethnicity, experiences, andselected projects. The larger research study will be expanded to include high school

Conference Session

ERM: Persistence and Attrition in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kyeonghun Jwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

%). All of them, domestic students who are citizens or residents accounted for57% and international students were 41%.Given the budgets available to us at the time of the writing; the incentives suggested to us by ourpilot study graduate student participants; and the cost required for a year of surveys at our desiredfrequency, we decided a strong initial sample would be 200 engineering doctoral students fromresearch-intensive universities in the United States representing frequency of departureconsiderations (150 US domestic students, 50 international students), diversity in engineeringdisciplinary backgrounds, gender and racial identities, and current stage in graduate school. Withan increased budget, we would recommend a higher sample size to

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikhith Kalkunte, University of Texas at Austin; Maura Borrego, University of Texas at Austin; Lindsey McGowen, North Carolina State University at Raleigh; Madiha Qasim, North Carolina State University at Raleigh

. In his study of 10 toppublic institutions, it was found that institutions overwhelmingly focus on compositionaldiversity of engineering programs at the expense of positive racial climates. This approachsimplifies the experiences and development of traditionally marginalized groups in STEM downto enrollment and graduation rates and ignores the quality of climate. This focus does little toaddress the systemic racism present within engineering spaces, essentially putting a band-aidover a broken bone. When DEI evaluations in STEM environments do go beyond quantitativemeasures of diversity, student outcomes are often used as proxy measures of programperformance [4]. So there is a need for evaluation tools that measure experiences and

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Walker, University of Texas at Dallas; Laura Gelles, University of Texas at Dallas

Paper ID #37278Exploring Climate and Student Persistence in Engineeringand Computer Science through Engineering Culture (Workin Progress)Laura Ann Gelles (Postdoctoral Research Associate) I'm a Postdoctoral Research Associate studying undergraduate retention and climate at University of Texas at Dallas. Previously, I've studied institutional change and integrating social context into technical engineering curriculum at the University of San Diego, and the mentoring and career prospects and resources of engineering graduate students as a Ph.D. student at Utah State University.Amy Walker (Associate Dean for

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Noemi Mendoza Diaz, Texas A&M University; Russell Meier, Milwaukee School of Engineering; Deborah Trytten, University of Oklahoma; Mark Weichold, Texas A&M University; Janie Moore, Texas A&M University

www.slayte.com Computational Thinking in the Formation of Engineers: Year 2IntroductionIn the United States, engineering students spend four or more years studying mathematics,science, and engineering topics that provide breadth and depth in a field of study. The structureof the engineering curriculum is not nationally standardized but accreditation requirements,professional society guidelines, and input from industrial advisory committees all helpuniversities develop robust curricula that continue to produce graduates prepared to designsystems around multiple realistic constraints using modern tools and practices [1] [2]. Central tothis modern design practice is the use of computers to collect and analyze data, as well as tocalculate solutions

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saeed Rokooei, Mississippi State University; Mohsen Garshasby, Mississippi State University; Afshin Hatami, Mississippi State University

 assignment needs to be clearly  defined  and  properly  assigned  to  students.  The  nature  of  educational  activities  and  projects assigned  to  construction  students  is  not  entirely  aligned  with  collaboration  features,  and,  therefore, educators should particularly define projects and assignments that promote collaboration and teamwork aspects in students. This study aims to report on different features of collaboration efforts between two programs.  The  research  question  was  how  a  collaborative  environment  I  perceived  by  students  from different  majors.  A  quantitative  method  in  fall  2021  was  employed  to  highlight  various  students’ perceptions of the subject. The results indicate that program identity, trust

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

significant and should bestudied together [20].Study SettingPERSIST in Engineering is a project that seeks to make recommendations about teacherprofessional development and pedagogy that are best suited for engineering in rural elementaryschools. To do that, we are investigating how teachers learn about engineering through formalprofessional learning workshops and then watching closely as a subset of those teachersimplement engineering design units in their classes.Bea and Jared - This study is a pilot of our first investigation that takes an ethnographicapproach to better learn how teachers who recently learned about engineering teach engineeringto their students. We focus specifically on two teachers who teach the same grade in the sameschool. Bea

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Eileen Johnson, University of Illinois at Urbana - Champaign; Joseph Mirabelli, University of Illinois at Urbana - Champaign; Sara Vohra

education after helping develop and teach an online only laboratory class. She currently works as a research associate under Dr. Karin Jensen with a focus on engineering student mental health, retention, and development of resources.Joseph Mirabelli Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois Urbana-Champaign with a focus in Engineering Education. His work focuses on mentorship, mental health, and retention for STEM students and faculty. He was awarded the 2020 NAGAP Gold Award for Graduate Education Research to study engineering faculty perceptions of graduate student well-being and attrition. Before studying education at UIUC, Joseph earned an MS degree in Physics from