Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #41718Reflections on a ”Math Disaster”: the Role of Instructor Confusion in theClassroomDr. Lorena S. Grundy, Tufts University Lorena Grundy is an ASEE eFellows postdoctoral fellow at Tufts University, where she works with Milo Koretsky to study chemical engineering education. She received her BSE from Princeton in 2017 and PhD from UC Berkeley in 2022, both in chemical engineering. ©American Society for Engineering Education, 2024 Reflections on a “Math Disaster”: the Role of Instructor Confusion in the ClassroomAbstractWhen enacting active learning

Conference Session

Faculty Development Division (FDD) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Luis Delgado Jr., Penn State University; Stephanie Cutler, Penn State University; Sarah E Zappe, Penn State University; Ibukun Samuel Osunbunmi, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

Paper ID #42184Lessons Learned: Summer Book Club to Promote Reflection among EngineeringFaculty on Mental Health of StudentsLuis Delgado Jr., Penn State University Luis R. Delgado Jr. is a Ph.D. Candidate in the Mechanical Engineering Department at Pennsylvania State University. He has a bachelor of science in Mechanical Engineering from The University of Texas at El Paso and earned a master of science degree in Civil Engineering with a minor in Public Policy from Penn State. Along with his role as a Ph.D., he is also a graduate research assistant at the Leonhard Center for Enhancement of Engineering Education at Penn

Collection

2013 Pacific Southwest Section Meeting

Authors

Frank G. Jacobitz; Thomas F. Schubert

Compact International Experiences: Two-year Reflections on Short-term Study-abroad Elective Engineering Courses Frank G. Jacobitz, Thomas F. Schubert Department of Engineering, University of San DiegoAbstractIn response to an effort by the home institution to internationalize the curriculum as well asstrong student desire for engineering international studies, compact international experience(CIE) courses were developed. The efficacy of delivering such engineering electives as study-abroad, short-term courses is described through the experiences gained by repeat offerings inJanuary 2013 of two distinct three-semester-unit courses in

Collection

2016 Rocky Mountain Section Conference

Authors

Susan M. Reynolds

2016 ASEE Rocky Mountain Section Conference Critical Thinking for Open-Ended Engineering Problems Through Written Reflection: A Case Study Susan M. Reynolds, PE, RA, LEED AP Department of Civil and Environmental Engineering, Colorado School of MinesAbstractEngineering classes are frequently assessed with closed-ended, well-defined problems with a“correct” answer. Open-ended and more complex problems complement this approach, and candevelop an ability to synthesize and contextualize information, and to develop critical thinkingskills. Assessing open-ended problems can prove challenging, as traditional grading methods forclosed-ended problems

Collection

2017 ASEE Midwest Section Conference

Authors

Laura Ford

Adding Reflection and Oral Communication to a Design Project – Work in ProgressReflection-in-action was encouraged in a junior-level design project by providing a competitor'sdesign to teams. Students then compared their designs to the competitor's design in an oralpresentation. The competitor's design had calculations errors and a different, less expensiveprocess than most of the students chose to use. Interesting questions developed as studentscompared their designs to that of the competitor. Methods, transferability, pitfalls, and futurestudies are discussed in the paper.IntroductionA colleague [placeholder for blind review] and I have taught similar junior-level courses atdifferent universities for a

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

and Outreach STEM Education graduate student at Tufts University ©American Society for Engineering Education, 2024 1 Context Matters: Characterizing First-Year Engineering Students’ Shifting Perspectives when Reflecting on Different Sociotechnical and Justice TopicsIntroductionThis practice paper relates to the overall mission of ECSJ, specifically transformative learningtoward action. For well over a decade, there have been numerous critiques of the social/technicaldualism present in engineering education and calls to disrupt it [1]. Researchers have varyingmotivations

Conference Session

Inclusivity, Mentorship, and Entrepreneurial Thinking

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew W Liberatore, University of Toledo

Tagged Divisions

Chemical Engineering Division (ChED)

Paper ID #43035Building a Great Student Chapter: Reflections on Workshop Activities UsingEntrepreneurial MindsetProf. Matthew W Liberatore, University of Toledo Matthew W. Liberatore is a Professor in the Department of Chemical Engineering at the University of Toledo. He earned a B.S. degree from the University of Illinois at Chicago and M.S. and Ph.D. degrees from the University of Illinois at Urbana-Champaign, all in chemical engineering. From 2005 to 2015, he served on the faculty at the Colorado School of Mines. In 2018, he served as an Erskine Fellow at the University of Canterbury in New Zealand. His research involves the

Conference Session

Writing and Technical Communications

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of California, Santa Cruz; William Charles Sobolewski, University of California, Santa Cruz

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

Professor in the Department of Bioengineering at the University of Washington.William Charles Sobolewski, University of California, Santa Cruz ©American Society for Engineering Education, 2024 Work in Progress: Scaffolding the Revision Process with Rubrics, Peer Review, and Reflection in a Technical Communication CourseIntroduction: Promoting Effective Revision of Rough DraftsTechnical communication is an essential skill for engineers. Unfortunately, many graduates ofengineering undergraduate programs report that they do not feel prepared or confident in theirtechnical communication abilities. In addition, although effective communication skills arerequired for success in all engineering

Collection

2012 Spring ASEE Middle Atlantic Section Conference

Authors

Wenli Guo; Vazgen Shekoyan

Homework Corrections: Improving Learning by Encouraging Students to Reflect on Their Own Mistakes Wenli Guo and Vazgen Shekoyan Queensborough Community College, 222-05 56th Avenue, Bayside, NY 11364 Abstract. In spite of using active-engagement techniques in our classes, big percentage of students can not answer straightforward questions of the type we have covered in class and assigned as homework. We believe that students lack one of the essential components of meaningful learning: self-reflection. How do we engage students in a meaningful self-reflection and measure its implications? We hypothesize that we can achieve that by having students reflect on their

Collection

2012 ASEE Zone 1 Conference

Authors

Wenli Guo; Vazgen Shekoyan

Homework Corrections: Improving Learning by Encouraging Students to Reflect on Their Own Mistakes Wenli Guo and Vazgen Shekoyan Queensborough Community College, 222-05 56th Avenue, Bayside, NY 11364 Abstract. In spite of using active-engagement techniques in our classes, big percentage of students can not answer straightforward questions of the type we have covered in class and assigned as homework. We believe that students lack one of the essential components of meaningful learning: self-reflection. How do we engage students in a meaningful self-reflection and measure its implications? We hypothesize that we can achieve that by having students reflect on their

Collection

2025 ASEE -GSW Annual Conference

Authors

James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus; Celeste Arden Riley, Texas A&M University - Kingsville; Jeffrey John Hatala, West Texas A&M University; Andrew Crawford, Tarleton State University; London Knight, West Texas A&M University; Victoria June Vinzant, Texas A&M University - Kingsville

Paper ID #49499Intersection of Design and Society: Student and Faculty Reflection on anInterdisciplinary CourseDr. James K. Nelson Jr. P.E., Texas A&M University System RELLIS Campus Dr. James K. Nelson received a Bachelor of Civil Engineering degree from the University of Dayton in 1974. He received the Master of Science and Doctor of Philosophy degrees in civil engineering from the University of Houston. During his graduate study, Dr. Nelson specialized in structural engineering. He is a registered professional engineer in three states, a Chartered Engineer in the United Kingdom, and a fellow of the American

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rider W. Foley, University of Virginia; Rachel Sinclair, University of Virginia; Araba Dennis, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

individual’s decision-making in the face of discrete moral or ethical quandaries. Yet,prior scholarship by Joseph Herkert [2] suggests there is a multi-layered set of ethical obligationsthat range for microethics––or individual decisions––to macroethics, which reflect theprofessional society’s values and ethical obligations. Macroethical dilemmas result in the“problem of many hands”, as described by van der Poel and Royakkers [3]. This brings to lightthe notion that individuals or even large organizations are not solely responsible for engineeringprocesses and uncertain outcomes. For it is clear that no individual or discrete organization hascomplete control and authority for the complex socio-technical innovation process from designto implementation

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luan M. Nguyen, Iowa State University of Science and Technology; Cristina Poleacovschi, Iowa State University of Science and Technology; Kasey M. Faust, University of Texas at Austin; Kate Padgett Walsh, Iowa State University of Science and Technology; Michaela Leigh LaPatin P.E., University of Texas at Austin; Scott Grant Feinstein; Cassandra Rutherford

Tagged Divisions

Engineering Ethics

recommendations 10expressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. 9. REFERENCES[1] L. M. Nguyen, C. Poleacovschi, K. M. Faust, K. Padgett-Walsh, S. G. Feinstein and C. Rutherford, "Conceptualizing a Theory of Ethical Behavior in Engineering," in American Society For Engineering Education , Virtual, 2020.[2] L. M. Nguyen, C. Poleacovschi, K. Faust, K. Padgett-Walsh, S. Feinstein, C. Rutherford and M. LaPatin, "The Culture of Disengagement in Engineering Education Revealed through the COVID-19 Pandemic," in Engineering Project Organization Conference, Virtual

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Shiloh James Howland, Brigham Young University; Swetha Nittala, Purdue University, West Lafayette; Brent K. Jesiek, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

(Year 3), and repeat surveys and interviews during their eighth semester(Year 4) [26]. The survey included eight measures which reflect a wide variety ofcomplementary constructs and measurement domains, including both general and engineering-specific measures [26]. The semi-structured interviews are the focus of this paper and thus theinterview protocol will be discussed in more depth in the following section. Results from thisstudy have been previously published and include quantitative analysis of the initial and mid-point surveys, thematic qualitative analysis of the initial interviews, and qualitative analysis of asingle construct, such as moral disengagement [27-32]. An extensive analysis of our longitudinalquantitative data over the three

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeline Polmear, University of Florida; Angela R. Bielefeldt, University of Colorado Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado Boulder

Tagged Divisions

Engineering Ethics

students’understanding of the role of ethics and societal impacts (ESI) in engineering. Socializationdescribes the process of learning the skills and values required for membership in a group. Thisresearch paper draws on data from three focus groups that were conducted with a total of 26undergraduate engineering students at three U.S. universities. The students were enrolled inengineering courses with ESI content, and the focus groups included discussion of the specificcourse that was being studied by the research team as a potential exemplar of ESI instruction andof students’ broader exposure to ESI inside and outside the classroom. In all three courses, thestudents were seniors and thus could reflect on their undergraduate experience. The focus groupswere

Conference Session

Socially Responsible Engineering I: Context, Innovation, and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie Stettler Kleine, Colorado School of Mines; Kari Zacharias, Concordia University; Desen Sevi Ozkan, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

in this article.Dr. Marie Stettler Kleine’s research on humanitarian and integrated engineering programsinspired her reflection on how different forms of contextualization and the vocabulary used todescribe them signal different ways to best teach engineers. Her graduate training in science andtechnology studies and human-centered design prepared her to see that these forms ofcontextualization are much more nuanced than using particular language, but this varyinglanguage fundamentally changes the engineering pedagogy in practice. She continues tointerrogate why and how engineering educators learn from other disciplines to explicitlyprioritize contextualization.For Dr. Kari Zacharias, this project has been an opportunity to reflect on the

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Maxson, The Ohio State University; David L. Tomasko, The Ohio State University

Tagged Divisions

Chemical Engineering

Conference Session

Understanding Students' Authentic and Reflective Experiences of Ethics Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Landon Bassett, University of Connecticut; Jennifer Pascal, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Kevin D. Dahm, Rowan University; Daniel D. Burkey, University of Connecticut; Scott Duplicate Streiner, Rowan University

Tagged Divisions

Engineering Ethics

previous funded research has explored the effects of implicit bias on ethical decision making in the engineering classroom.Dr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Dr. Daniel D. Burkey, University of Connecticut Daniel Burkey is the Associate

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yu Xia, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Dawn McFadden, Pennsylvania State University

Tagged Divisions

Chemical Engineering

disconnect, we focused an in-depth analysis on discovering how students understood “teamwork” and their teamworkexperience in this course.RQ2: What are the major themes senior engineering students report about their teamworkexperiences in those capstone design projects? To understand what stood out to students in their teamwork processes, we iterativelyopen-coded their responses to the question of “What is the importance of working on a team forthis project?” The themes in student responses that reflected the importance of working on ateam included team coordination, simulation to real world, necessity, and the challenges (seeTable 3). Team coordination included communication, individual responsibility, efficiency,strengths and

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bradley Cicciarelli, Louisiana Tech University; Eric A. Sherer, Louisiana Tech University; Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University

Tagged Divisions

Chemical Engineering

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elif Miskioglu, Bucknell University; Nicholas Tymvios, Bucknell University; Eliana Christou, University of North Carolina at Charlotte; Benjamin B Wheatley, Bucknell University

Tagged Divisions

Chemical Engineering

Conference Session

Perceptions, Reflections, Collaborations, and Student Support in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sheima J. Khatib, Texas Tech University; Roman Taraban, Texas Tech University; William D Lawson P.E., Ph.D., Texas Tech University

Tagged Divisions

Chemical Engineering

Paper ID #29382Student Confidence and Metacognitive Reflection with Correlations toExam Performance in a FE Review Course in Chemical EngineeringSheima J. Khatib, Texas Tech University Sheima J. Khatib is an Assistant Professor in the Department of Chemical Engineering at Texas Tech University. She received her Ph.D. in Chemistry in the area of heterogeneous catalysis from the Au- tonomous University of Madrid. Apart from her interests in chemical engineering and finding sustainable paths for production of fuels and chemicals (for we she has received several grants including the NSF CAREER award), she is passionate

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University; Eugene Rutz, University of Cincinnati; Iraj Omidvar

Tagged Divisions

Cooperative & Experiential Education

trades, but hiring experts whose expertise doenot necessarily reflect their capabilities in practical engineering. The masters at the universitiesare becoming more and more, faculty with the right mathematical, scientific, and neededcapabilities that do not include the mastery of the practical engineering needs as before.Consequently, the model seems to be working more effectively at the graduate level. However,the undergraduate, where students need more practical and hands on tools of the trade does notseem to be as effective as it used to be in early to the middle 20th centuryEngineering in US universitiesEngineers in university systems who were in touch with newest development and are master ofwhat they do in each field were to help the

Conference Session

Educating Students for the 21st Century: History, Reflection, and Outcomes

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anthony Joseph, Pace University; Mabel Payne, Independent Education Researcher

Tagged Divisions

Cooperative & Experiential Education

employees. This scenario seems to reflect the behavior of coop ed participatingfinancial and education industry companies in hiring computing students for full-timeemployment – they respectively hired 6% and 10% more non-coop ed computing students thancoop ed ones. Moreover, the non-coop computing students might have been professionally moreexperienced than their coop ed counterparts and were therefore hired as more knowledgeable andskilled lower risk new employees.According to Huggins6 local market forces strongly influence student and employer participationin coop ed programs. Local markets can be complicated with the mix of non-profit organizationsas well as for-profit large, medium, and small entrepreneurial companies that might beexperiencing

Conference Session

Curricular Innovations in Computing - 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chandrasekhar Radhakrishnan, University of Illinois, Urbana-Champaign; Christopher D. Schmitz, University of Illinois at Urbana - Champaign; Rebecca Marie Reck, University of Illinois Urbana-Champaign; Arijit Banerjee; Yi Zhou, University of Illinois at Urbana-Champaign; Katie Ansell, University of Illinois, Urbana-Champaign; Holly M. Golecki, University of Illinois at Urbana-Champaign; Jessica R. TerBush, University of Illinois at Urbana-Champaign; Joe Bradley, University of Illinois at Urbana-Champaign

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

Paper ID #38062Changes to a Circuits Lab Sequence to Encourage Reflection andIntegration of Experiences Across Related Courses to Explore NewSolution Spaces to an Engineering ProblemDr. Chandrasekhar Radhakrishnan, University of Illinois, Urbana-ChampaignDr. Christopher D. Schmitz, University of Illinois at Urbana - Champaign Christopher D. Schmitz received his Ph.D. in Electrical and Computer Engineering from the University of Illinois in 2002.Dr. Rebecca Marie Reck, University of Illinois Urbana-Champaign Rebecca M. Reck is a Teaching Associate Professor of Bioengineering at the University of Illinois Urbana- Champaign. Her

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lulu Sun, Embry-Riddle Aeronautical University - Daytona Beach; Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach

Tagged Divisions

Engineering Design Graphics Division (EDGD)

interest includes blended learning, flipped classroom, gamification, Virtual Reality, Augmented Reality, and the integration of innovation and entrepreneurship into engineering courses.Chad Rohrbacher, Embry-Riddle Aeronautical University - Daytona Beach ©American Society for Engineering Education, 2023 Comparing Weekly Reflection Surveys and a Midterm Survey: Insights on Formative Feedback in Graphical Communication EducationAbstractThe authors report on a pedagogical feedback strategy employed in a first-year engineeringgraphics course, which implemented a flipped classroom model for self-regulated learning. Classtime was reserved for activities and

Conference Session

NOTE NEW TIMESLOT: Technical Session 7 - Paper 1: Auto-ethnographic Reflections : Lessons from Leading a STEM Initiative for Girls in School While We Ourselves Were in School

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Kayli Heather Battel, Tufts University; Kritin Mandala, Saguaro High School; Sreyoshi Bhaduri, Society of Women Engineers; Natalie Anna Foster, Sisters in STEM - Saguaro High School; Lilianny Virguez, University of Florida; Lissa Erickson, Battel Engineering; Krishna Pakala, Boise State University

Tagged Topics

CoNECD Paper Sessions, Diversity

Paper ID #35595Auto-ethnographic Reflections : Lessons from Leading a STEM Initiativefor Girls in School While We Ourselves Were in SchoolKayli Heather Battel, Tufts University Kayli Battel is currently a sophomore at Tufts University, majoring in Human Factors Engineering and minoring in Education and Art. One of SiS’s three original founders, she organized, led, marketed, and fundraised the program from 2018-2020, and continues to mentor SiS to this day. As a leader then President of Saguaro’s FRC Robotics team, Kayli led numerous STEM outreach events at local middle and elementary schools, and beyond. The success of

Conference Session

Technical Session T1B

Collection

2022 First-Year Engineering Experience

Authors

Hannah Nolte, The Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Christopher McComb, Carnegie mellon University; Nicolas F Soria Zurita, The Pennsylvania State University & Universidad San Francisco de Quito

Tagged Topics

Diversity, Full Papers

Paper ID #36358Student and Instructor Reflections on Integrating ShortMindfulness-Based Meditation Practices into a First-Year EngineeringDesign CourseDr. Hannah Nolte, The Pennsylvania State University Hannah Nolte has recently completed her doctoral degree in Industrial Engineering at The Pennsylvania State University specializing in human factors and ergonomics. Her research investigates the applicability of mindfulness interventions as a stress-management technique for engineering design to improve design outcomes and student well-being. She holds a bachelor’s degree in Physics and Psychological Science from Gustavus

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Lisa Romkey, University of Toronto

Paper ID #37936Scaffolding reflection across the design curriculum:Triangulating Student, Alumni, and Faculty Perspectives ofthe Role of Design within an Engineering Science ProgramRubaina Khan Rubaina Khan is a doctoral candidate at the University of Toronto, Canada. Her research interests lie at the intersection of engineering design, learning communities and reflective practice. Prior, to pursuing graduate studies, Rubaina spent 10 years in autonomous marine vehicles research and, teaching robotics and design to engineering students in Singapore.Lisa Romkey (Associate Professor, Teaching Stream

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Sours, The Ohio State University; Howard Greene, The Ohio State University

Paper ID #37804Engagement in Practice: Reflections on Remote Community-Engaged Learning in the Context of a MultilateralInternational PartnershipPatrick Sours (Graduate Student)Howard L. Greene (Senior Project Manager) Howard Greene directs K-12 Education Outreach for the College of Engineering at The Ohio State University, bringing a rich array of university research and teaching intersections to the K-12 community. Specifically, Howard’s work seeks to improve awareness of engineering careers and academic preparation in K-12 and to build the skills of career ambassadorship in OSU undergraduate students. Howard