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2021 ASEE Virtual Annual Conference Content Access

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Teresa Cardador, University of Illinois at Urbana - Champaign ; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign

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Diversity, NSF Grantees Poster Session

Society for Engineering Education, 2021 Gendered Elective Track Choice in Engineering Undergraduate Education: Antecedents and Career Path ImplicationsIntroduction With support from the NSF Improving Undergraduate STEM Education (IUSE) Program,this Institutional and Community Transformation project aims to serve the national interest ofbroadening participation by improving the representation of women in more technically-orientedroles and career paths within engineering. Research has shown that women who pursueengineering careers are more likely than their male counterparts to be in less technical roles andcareers paths, and these gendered career patterns increase attrition risk for female engineers [1-3]. This project

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Lisa Kaczmarczyk, Lisa Kaczmarczyk PhD Consulting, LLC; Daniel Pinedo, Lisa Kaczmarczyk PhD Consulting, LLC

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outcomes of programs to … improveprogram effectiveness, and/or inform decisions about future programming [1].” The evaluationactivities described in the following sections demonstrate a process that has implications foreducational projects well beyond the three institutions where it took place.Using Social Network Analysis to Reflect on Trust, Common UnderstandingApproachIn developing the evaluation plan’s focus on relationships, the PIs agreed to include five specificcriteria for success: 1. The extent to which the PIs and their teams at each institution can obtain the data they need to develop and conduct their interventions. 2. The extent to which the interventions, once developed, are implemented with fidelity at each institution

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Aldo A. Ferri, Georgia Institute of Technology; Kathy Ann Gullie, Gullie Consultant Services LLC; Dean T. Spaulding , Gullie Consultant Services LLC; James William Brown Ph.D., School of Professional Studies, City University of New York; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University

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ECP project, where ECP isbeing utilized across seven STEM disciplines. The term ECP originates from the Mobile StudioProject (NSF CCLI #0717832) which was originally developed by Rensselaer PolytechnicInstitute to increase students’ motivation and achievement in electrical engineering. The ECP,through generous NSF funding, has been successfully implemented and assessed in the electricalengineering departments at 13 HBCUs [1]. Faculty (95%) stated that students were moremotivated and had higher engagement with course content [1]. One of the current ECP projectobjectives is to organize workshops whereby STEM faculty in biology, chemistry, physics, civilengineering, computer science, industrial engineering and transportation systems will learn

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Amari Simpson, University of Illinois at Urbana - Champaign; Lara Hebert Ph.D., University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana-Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign; Tasha D. Henderson

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research and school educators on navigating professional development and STEM club opportunities (Poster, Diversity)AbstractInfluencing the rates of women, African American, Hispanic/ Latino, American Indian/ NativeAmerican, and low-income persons in STEM occupations is an ongoing goal for various STEMfields. Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365) is a multi-yearproject to increase these groups’ participation in STEM majors and careers. Through contentgrounded in STEM equity and practices, we worked closely with middle/high school teachers,counselors, and administrators across the state of Illinois to 1) establish a network community, 2)design, extend, and implement informal STEM-learning clubs during the summer with

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Eric Davishahl, Whatcom Community College; Lee Singleton, Whatcom Community College; Todd Haskell, Western Washington University; Liam G. O’Bannon, Whatcom Community College

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training. Integral to the work is research tounderstand how students use the models as learning aids with a goal of using these observationsto develop general activity design principles that may be applicable to a wider array of STEMcourses. We presented the project rationale, goals and research questions along with the overallresearch design in 2020 [1].After a year of development and pilot activities, we commenced data collection in classroomimplementations of a relatively mature curriculum starting fall 2019. Data collection ended inMarch 2020 when the onset of the COVID-19 pandemic forced an abrupt shift to online learning.Clearly, an educational intervention featuring group learning in classroom activities with sharedmanipulatives would need

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Hannah Wehlmann

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Diversity, NSF Grantees Poster Session

, networking opportunities, entrepreneurshiptraining, and modest funding that enable their technology to transition into the marketplacedirectly or guide them into becoming NSF I-Corps Team applicants [1, 2]. Furthermore, severalof the close to 100 existing Sites also serve student participants working on student-ownedintellectual property. We are currently operating on the fourth year of our I-Corps Site grant,which has supported 11 cohorts and more than one hundred teams at a larger Southwesternuniversity. In previous work, using pre- and post-program surveys, we evaluated student changesin perceptions of interest in entrepreneurship, confidence in defining their value proposition, andself-efficacy in entrepreneurship, and lessons learned from

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2021 ASEE Virtual Annual Conference Content Access

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Johanna Milord, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Sarah Lynn Orton P.E., University of Missouri - Columbia; Lisa Y. Flores, University of Missouri - Columbia; Rose M. Marra, University of Missouri - Columbia

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Missouri.Dr. Lisa Y. Flores, University of Missouri - Columbia Lisa Y. Flores, Ph.D. is a Professor of Counseling Psychology at the University of Missouri. She has expertise in the career development of Latino/as and Latino/a immigrant issues and has 80 peer reviewed journal publications, 19 book chapters, and 1 co-edited book and presented over 200 conference presen- tations in these areas. She has been PI and co-PI on grants funded by NSF and USDA to support her research. She is Editor of the Journal of Career Development and past Associate Editor of the Journal of Counseling Psychology, and has served on the Editorial Boards of the Journal of Vocational Behavior, The Counseling Psychologist, Journal of Counseling

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Aliya Mahmud, Georgia Institute of Technology: IDREEM Lab; Timothy Sawchuk; Ethan Hilton, Louisiana Tech University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

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 success with  decreased  anxiety  about  design  tasks  as  compared  to  freshman  (Figure  1).  T‐tests  were  used  to statistically compare the data (Confidence t(58) = ‐2.28, p=0.013; Expectation of Success t(55) = ‐3.119, p=0.014; Anxiety t(57) = 1.529, p=0.066).    Figure 1: Seniors have increased confidence, motivation, expectation of success  and decreased anxiety about design tasks as compared to freshman.   Seniors  showed  higher  quality  scores  with  respect  to  frequency  of  makerspace  use,  time  spent  in makerspaces, number of  makerspace  projects involved in, involvement level (voluntary vs. class‐only

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2021 ASEE Virtual Annual Conference Content Access

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Amber Simpson, State University of New York at Binghamton; Adam V. Maltese, Indiana University Bloomington; Jing Yang, Indiana University Bloomington ; Jungsun Kim, Indiana University Bloomington; Peter N. Knox, Binghamton University (State University of New York); Soo Hyeon Kim, Indiana University-Purdue University Indianapolis; Nikeetha Farfan D'Souza, Indiana University Bloomington

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Paper ID #33073Insights from Engineering a Community-Family Partnership ProjectDr. Amber Simpson, State University of New York at Binghamton Amber Simpson is a Assistant Professor of Mathematics Education in the Teaching, Learning and Edu- cational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities. Before joining BU, she completed a post

Conference Session

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2021 ASEE Virtual Annual Conference Content Access

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Grace Panther, University of Nebraska - Lincoln; Heidi A. Diefes-Dux, University of Nebraska - Lincoln

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engineering education explicitly state the need for a shift in cultural norms(e.g. [1]), yet the adoption of evidence-based teaching practices, including instructionaltechnologies, and instructor engagement in teaching communities have historically beendifficult to change. Under normal circumstances, it has been found that an instructors’ personalattributes (i.e., self-efficacy and innovativeness), their network (supportive community,professional social system, etc.), and their thoughts regarding teaching (place value on teachingin addition to research) can support or deter adoption of educational innovations [2]. Intrinsic(e.g., satisfaction) and extrinsic (e.g., rewards) motivations have also been found to support ordeter adoption of new practices

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Srinjita Bhaduri, University of Colorado Boulder; L. Lee Biddy, University of Colorado Boulder; Melissa Rummel, University Corporation for Atmospheric Research; Jeffrey B. Bush, University of Colorado; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; John Daniel Ristvey Jr., University Corporation for Atmospheric Research; Alexandra Gendreau Chakarov, University of Colorado Boulder; Tamara Sumner Sumner, University of Colorado Boulder

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workforce practicesin these communities, unlike large metropolitan areas where technology jobs are prominent inthe local culture. Youth in rural communities may think that Science, Technology, Engineering,and Mathematics (STEM) careers require them to leave their communities, which candisincentivize academic preparations [1, 2]. Youth career experiences through in-school andout-of-school programs are often general in nature, and not tied to youth’s other learningexperiences [3]. Youth may be challenged to understand how these career experiences relate totheir lives. Attrition of youth from middle-school programs is particularly troubling as middleschool is a period in which many students lose interest in STEM and achievement gaps begin towiden [4

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

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NSF Grantees Poster Session

knowledge [1]. The content varies depending on the field of study of students. Still, suchbridge courses have a remediation component specifically for mathematics, as many incomingfirst-year students have difficulties with the content [1-4]. Nonetheless, other science,technology, engineering, and mathematics (STEM) content are also targeted in the bridge coursedesigns [1]. Reported work on bridge courses for college-level presents a variety of secondaryobjectives besides math remediation, with assessment efforts mainly focused on students’academic success on entry-level STEM courses and dropout rate reduction during the first yearsof study [5, 6]. Secondary objectives include learning foundations to help participants developresearch-based learning

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2021 ASEE Virtual Annual Conference Content Access

Authors

Gary J. Mullett, Springfield Technical Community College

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tothings like the electrical grid, transportation systems, and other large scale human enterprises [1].A Potential ProblemFor some time now, many of the world’s leading technology companies have been touting thisnew technology paradigm with ads about the “smarter planet” or similar terms that describe theemerging ecosystem embodied by IoT applications. These companies have become convinced thatthis newest application of the Internet will be the driving force behind their success for theforeseeable future. A Google search of the “Internet of Things” yields about 5 billion hits andmany, many, commercials for IBM, Cisco, AT&T, Bosch, Intel, Samsung, Microsoft, Amazon,Google, etc. about futuristic IoT applications may be found on YouTube

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Anna M. Mostoller, Elizabethtown College; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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widely discussed in the literature.With this analysis, we seek to contribute knowledge addressing 1) the prevalence of internshipexperiences amongst engineering students drawn from a large, multi-institutional, nationallyrepresentative sample, 2) if the likelihood of having an engineering internship experiences isequitable amongst various student identities, and 3) what additional factors influence thelikelihood of a student having an internship experience, such as engineering field.Data were drawn from a 2015 multi-institutional nationally representative survey of engineeringjuniors and seniors, excluding one institution with a mandatory co-op program (n = 5530 from26 institutions). A z-test was used to analyze differences in internship

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2021 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Patricia A. Ralston, University of Louisville; Keith B. Lyle, University of Louisville; Jason Immekus, University of Louisville

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NSF Grantees Poster Session

in longer-lasting memory [1].With support from the National Science Foundation (NSF), we sought to address: Does spacingdecrease performance on retrieval practice exercises in an engineering mathematics course?Results showed that student performance was significantly lower for questions in the spacedcondition than questions in the massed condition, indicating that we successfully increased thedifficulty of the questions by spacing them out over time. Future work will assess final quizperformance to determine whether spacing improved long-term course performance, i.e., whetherthe difficulty imposed by spacing was desirable. IntroductionFirst-year mathematics courses often pose barriers to success in

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2021 ASEE Virtual Annual Conference Content Access

Authors

Mackenzie Claire Sharbine, Harding University; James L. Huff, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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students who are minoritized in their programsAbstract:This paper delineates the current status of our study of the experience of shame withinengineering education. The overall study uses interpretative phenomenological analysis (IPA) toexamine the phenomenon as it presented in individuals (Phases 1.A and 2) and ethnographicmethods to understand the social nature (Phase 1.B) of shame. This paper specifically focuses onPhase 2 of the study examining the experiences of shame in engineering students who areminoritized in their departments. We report on findings of this area of the investigation andbriefly discuss the broader significance related to the context of inclusivity within engineeringeducational space.Introduction:This paper summarizes the

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Elif Miskioglu, Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University - Prescott; Adam R. Carberry, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron

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measures of engineering intuition. Our work isstructured into two initiatives guided by the following research questions: Research Initiative 1: Characterizing Expert Engineering Intuition RQ 1: What are practicing professional engineers’ perceptions of discipline specific intuition and its use in the workplace? RQ 2: Where does intuition manifest in expert engineer decision-making and problem-solving processes? RQ 3: How does the motivation and identity of practicing professional engineers relate to discipline-specific intuition? Research Initiative 2: Designing an Instrument to Measure Engineering Intuition RQ 4: What would

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Marie C. Paretti, Virginia Polytechnic Institute and State University; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Daria A. Kotys-Schwartz, University of Colorado Boulder; Robin Ott, Virginia Polytechnic Institute and State University

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: Understanding the Transition from Capstone Design to IndustryOverviewThis paper summarizes the principle findings from a multi-year, multi institution study of newgraduates’ transitions from school to work. Reports of a competency gap between school andwork for engineers abound, dating back at least to the Mann report in 1918.[1] Recent webinarsand reports from ASEE, including the Transforming Undergraduate Education in Engineering(TUEE) reports [2, 3] and the Industry 4.0 Workforce Summit [4] continue to describe both thegaps and the changes needed in undergraduate education to better prepare today’s students tobecome tomorrow’s engineers.While these and other reports often describe broad curricular changes needed to address the gap

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

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Diversity, NSF Grantees Poster Session

better support their professionaldevelopment. Given the largely positive experiences of our students and their plans to pursuecareers involving applied computing, we believe that our approach of adding computingeducation alongside a social science degree demonstrates a promising model for meeting theincreasing demand for diverse interdisciplinary computing workers in this digital age.IntroductionThe nation and its expanding digital workplace need more computing professionals [1] as well ascomputing-capable workers to fill interdisciplinary computing jobs [2] - [4]. These jobs requireworkers to have computing skills, such as managing and analyzing data, as well as knowledge inrelated domains [5], [6]. To ensure the nation’s competitiveness, the

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2021 ASEE Virtual Annual Conference Content Access

Authors

Micah Lande, South Dakota School of Mines and Technology

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expandunderstanding of making learning in the context of engineering design education and to illustrateeducational pathways within the engineering education curriculum.The main research questions of this project are: 1) How do engineering students learn and apply making? 2) What are the attributes of making in the engineering classroom?We have been focused on how students conceptualize making through their experiences in aproduct-based learning course engineering design course. We have explored a broad set ofdifferent contexts for learning and how to apply these frameworks including making activitiesand the undergraduate engineering classroom. Below are summaries of individual researchefforts that make up this larger research project.Making-Based

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2021 ASEE Virtual Annual Conference Content Access

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Jacqueline Gartner Ph.D., Campbell University; Michele Miller, Campbell University; Anastasia Marie Rynearson, Campbell University

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-calculus. The Campbell School of Engineering allows anystudent admitted to the university to enroll in engineering; students are divided into tiers basedon their math preparation. Tiers I and II have math ACT scores of 24 or below or math RSATscores of 580 or below and start in Fundamentals of Mathematics (Tier I) or College Algebra(Tier II). Those with higher ACT or RSAT math scores are designated as Tier III and start in pre-calculus (or above if they have AP or transfer credits). To recruit for the S-STEM, students wereasked to fill out an application that included the four essay questions listed in Table 1, aiming toget a large number of students applying from Tiers I and II. We also had a kickoff meeting opento the entire engineering school

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

those outside thecommunity. However, within the context of engineering education, there is no shared vocabularyfor discussing the impact of research or a framework that characterizes the impact of federalinvestments in undergraduate engineering education research [1].” Brewer also cites the lack ofshared definitions, particularly related to who is impacted by the research [2]. For these reasons,our work to improve impact statements started with a focus on meanings and language in impactstatements. Specifically, impact statements can be useful to National Science Foundation (NSF)program officers who are often in the position of informing about and advocating for the projectsunder their management. These impact descriptions form the foundation

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

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Curricula to Engender Inclusive Professional Identities in StudentsIntroductionTo identify and solve the wicked problems [1] our society faces, science, technology,engineering, and mathematics (STEM) enterprises need a heterogeneous constellation ofperspectives, mindsets, and expertise. Diverse teams are appealing because of their documentedcapacity to outperform groups selected based only on ability when facing difficult challenges [2].However, organizational theorists note that equipping people with the skills necessary to worktogether productively on teams composed of diverse members remains a challenge [3].Additionally, the culture of engineering and computer science, in particular, is oftenunwelcoming toward those with

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

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for the JROCT STEM Leadership Academy. He also serves as an assistant coordinatorfor the summer academy. American c Society for Engineering Education, 2021 Leveraging the US Army JROTC Program to Increase the STEM Workforce PipelineIntroductionNumerous reports have documented our country’s critical and growing need for STEM savvyworkers –from technicians and middle-level managers to engineers and scientists. According tothe Innovation and STEM Fields issue of the New American Economy, the number of advertisedSTEM jobs outnumbered unemployed STEM workers by more than 13 to 1 in all but 10 states[1]. Compounding the growing demand for STEM workers

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lenz Kaspar Bayas, Boise State University; Lisa A. Giacumo, Boise State University; Chantel Early, Boise State University; Kendra Rishell Peterson, Boise State University; Arvin Farid, Boise State University; Briceland McLaughlin, Boise State University; Donald Plumlee P.E., Boise State University; Mojtaba Sadegh, Boise State University; Tammi Vacha-Haase, Boise State University

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Sadegh, Ph.D., Assistant Professor, Civil Engineering, Boise State UniversityAbstract Researchers describe a need for increased access to and transitional support into STEMgraduate education for low-income, academically talented, first-generation and/orunderrepresented and minority (LIATFirstGenURM) students [1]. In October 2019, we wereawarded an NSF scholarship grant to build infrastructure and provide support to low-income,academically talented, firs-generation, underrepresented, and minority (LIATFirstGenURM)graduate engineering students. As part of the internal evaluation of the program, we interviewedseven enrolled and funded graduate student beneficiaries to determine if they encountered anybarriers during their recruitment and

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tara E. Prestholdt, University of Portland; Heather Dillon, University of Washington Tacoma; Eric Anctil, University of Portland; Carolyn McCaffrey James, University of Portland; Stephanie Anne Salomone, University of Portland; Valerie J. Peterson, University of Portland

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BackgroundInstitutional culture change has been an important topic in higher education for manyyears, but this is keenly felt in STEM fields, where much research has documented thebenefits of student-centered pedagogies and the simultaneous struggle to promote thespread of such teaching methods [1, 2]. Evidence based instructional practices (EBIPs) andstudent-centered learning are two key aspects of institutional change [3, 4]. Literature hasshown that when instructors have a fixed mindset, they are less likely to be successful inimplementing classroom changes [5].Reflective faculty peer observation has been a focus of recent culture change efforts in agroup of Northwest universities [6–8]. The work has confirmed that discussions betweenfaculty about teaching

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2021 ASEE Virtual Annual Conference Content Access

Authors

Renee Rigrish Pelan, Ohio State University; Renee M. Desing, Ohio State University; Rachel Louis Kajfez, Ohio State University; Amber Dyche, Ohio State University

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of Women Engineers. During my college career, I have been an active member and held the position of Education Director. American c Society for Engineering Education, 2021 Mapping Trajectories of Researcher Development with Qualitative Longitudinal Analysis: An Executive SummaryIntroductionThe concern for communicating scientific findings to the public audience has been a persistentissue in the research community[1], [2]. While science, technology, engineering, art, andmathematics (STEAM) researchers usually communicate their findings to others in the researchcommunity, there are also opportunities for researchers to present and connect with

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2021 ASEE Virtual Annual Conference Content Access

Authors

Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

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“sustainability”and/or “systems” exemplify the multi-faceted and multi-disciplinary problems that requirestudents (and professionals) to demonstrate cognitive flexibility.Cognitive Flexibility Theory (CFT) was suggested as a means to understand how students learnin complex and ill-structured domains and thereby improve problem-solving performance [1]. Inthe CFT literature, there is no clear consensus on a definition of cognitive flexibility or how it isdirectly measured in a complex problem-solving situation such as engineering design projects.One common definition of cognitive flexibility is the ability to switch between thinking abouttwo different concepts and being able to think about multiple concepts simultaneously (forexample, multiple design

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2021 ASEE Virtual Annual Conference Content Access

Authors

Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis

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learning and development as researchers: (1) social science researchin design education, (2) mixed methods research, and (3) evidence-based teaching. To that end,we strategically invited engineering education research mentors to our team, deliberatelystructured our mentor conversations with literature readings to foster growth, and purposefullydocumented this process by continually responding to reflection questions in a professionaldevelopment journal. Our approach to include our own professional development in ourResearch Initiation in Engineering Formation grant has proven instrumental in collecting dataand in connecting us with the engineering education community.Choosing Mentors and Developing a Mentoring PlanOur engineering education

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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to increase the number of low-income, academically talented students with demonstrated financial need who begin theirengineering education at two Hispanic-Serving California Community Colleges; transfer to ahighly-selective, predominantly white public institution; and then are retained in and graduatewith a B.S. degree in engineering, and enter the STEM workforce or graduate program. Thebroader project also seeks to transform our institutions and the relationships between them toprioritize transfer student success via the utilization of the Essential Transfer Practicesframework created by the Community College Research Center at Teachers College and theAspen Institute [1]. The identified Essential Transfer Practices are designed to