Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Howard, North Carolina State University at Raleigh

seen enthusiastic adopters among the faculty; we hoped to build thisinto our faculty at NC State so they could use it in their research and teaching.1-2 The goal of thisparticular subcontract was to introduce EM and EML to a small cohort of faculty and students tolearn what would work at our university and what needed to be adapted from other KEENpartner schools to work better here. The eventual goal at NC State is to build EML into thecurriculum across campus.The entrepreneurial mindset has been much investigated by the KEEN network (KernEntrepreneurial Engineering Network). The network is a partnership of more than 50 collegesand universities investigating how the entrepreneurial mindset can be developed in engineeringgraduates and faculty

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hadas Ritz, Cornell University; Sanjit Basker; JINGJIE YEO, Cornell University

forces and moments as vectors. For such a basic concept, there are many subtleaspects and decisions that go into drawing proper FBDs and it can be challenging for new learnersto master this skill. Cornwell and Danesh-Yazdi 1 identified errors and lack of clarity ininstruction on FBDs in physics and statics textbooks. Various instructional aids such asmnemonic devices 2 , and supplementary animations 3,4 have been developed. Ultimately, the onlyway for students to master FBDs is by practice with expert feedback. The difficulty of scaling upindividualized grading or feedback on FBDs to large enrollment courses has led to many effortsover the years to develop automated grading software. Some examples include: Newton’s Pen 5,6 ,which uses a stylus

Conference Session

CIT Division Technical Session #10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afsaneh Minaie, Utah Valley University; Reza Sanati-Mehrizy, Utah Valley University; Janis Raje

science and engineering students. High-impact practices reportedon include Capstone Courses, Collaborative Projects, First-Year Experiences, Internships,Undergraduate Research, and Writing Intensive Courses.IntroductionTo address the national need to increase substantially the number of American scientists andengineers, the National Science Foundation (NSF) established the Scholarships in STEM(S-STEM) program in accordance with the American Competitiveness and WorkforceImprovement Act of 1998 [1]. S-STEM programs award scholarships to academically talentedstudents who demonstrate financial need. S-STEM programs are designed to increase the numberand diversity of students entering science and engineering programs as well as to retain morestudents

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Campbell Bego, University of Louisville; Pamela Thomas; Xiaomei Wang, Texas A&M University; Arinan Dourado, University of Louisville

to improve student persistence.1 IntroductionTechnological innovation depends on a qualified and diverse engineering workforce [1, 2]. Toremain internationally competitive, the US needs to improve recruitment, retention, and prepara-tion of undergraduate engineering students, focusing particularly on improving the representationof underrepresented minorities [3]. This paper considers a broad range of factors that have beenfound to predict students’ persistence through the first year of undergraduate engineering school, Figure 1: SEVT, as presented in [5]with the goal of identifying potential interventions for improvement. The work is grounded in Situ-ated Expectancy Value Theory (SEVT), which describes and

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lalita Oka, California State University, Fresno; Kimberly Stillmaker, California State University, Fresno; Sue Rosser; Arezoo Sadrinezhad; Maryam Nazari, California State University, Los Angeles; Younghee Park; Kira Abercromby, California Polytechnic State University, San Luis Obispo; Feruza Amirkulova

efforts at the California State University System are also reported.BackgroundIn the past decade, the percentage of doctoral degrees in engineering awarded to women hasincreased from 21.2% to 24.1% (ASEE [1]). Simultaneously, the average percentage of womenfaculty in the engineering professoriate has also increased from 8.1% to 18.8% (ASEE-EDGE[2]). Most of these gains seem to be driven by the hiring of assistant professors (tenure trackpositions) with parallel trends in increasing associate and full professors over a 5-6-year period,indicating that these women are most likely retained. While overall trends in recruiting andretaining more women in engineering in academia are promising, demographic markers such asunderrepresented minority (URM

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Delaram Totonchi, University of Virginia; Emma Huelskoetter; Bradley Ferrer; Chris Hulleman, University of Virginia

FerrerChris Hulleman (Associate Professor ) © American Society for Engineering Education, 2022 Powered by www.slayte.comImproving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value InterventionsIntroductionStudents from underserved populations (e.g., first-generation college students, raciallymarginalized students) face substantial barriers to degree completion in introductory science,technology, engineering, and math (STEM) courses [1], [2]. To remedy this equity problem, avariety of interventions have been designed to improve the achievement and persistence ofhistorically underserved students in STEM disciplines. For example

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Lord, University of San Diego; Matthew Ohland, Purdue University at West Lafayette (COE); Richard Layton; Marisa Orr, Clemson University; Russell Long, Purdue Engineering Education; Joe Roy, American Society for Engineering Education (ASEE); Hayaam Osman, Purdue University at West Lafayette (PPI); Catherine Brawner

in high impact research onstudent matriculation patterns disaggregated across various engineering disciplines, ethnicities,and sexes as well as in exploring and promoting state of the art research methods. This projectseeks to expand the number of institutions participating in MIDFIELD to enhance its value as apredictive tool. More details about the dataset are available in [1]. Information about theMIDFIELD team and research conducted using MIDFIELD is available on the MIDFIELDwebsite [2]. As of November 1, 2021, 33 institutions have completed Memoranda ofUnderstanding (MOUs) and nineteen institutions with ABET-accredited engineering programshave joined MIDFIELD.A major effort in Year 6 was the development of a partnership with the American

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

, piquing their interests and developing their identities. An increasing number of OSprograms are offering STEM. However, such efforts have focused primarily on mathematics andscience activities [1]; only about 30% of STEM programming focuses on engineering [2]. Moreengineering programming is needed [1]. Because most afterschool educators do not have abackground or coursework in engineering or knowledge of age-appropriate engineeringactivities, high-quality curricular resources can play an important role in supporting theintroduction of engineering activities.OS programs offer possibilities for addressing inequities in STEM education. Hispanic andAfrican American youth participate in OS programs at more than twice the rate of Caucasianyouth, [3

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Valerie Carr, San Jose State University; Belle Wei, San Jose State University; Maureen Smith

recommendations for faculty who are currently developing or planning to developinterdisciplinary computing programs at their institutions.IntroductionInternationally, there is growing demand for computing skills in the workforce that cut acrossmany different sectors [1]. A 2017 report from the Brookings Institute [2] describes the need forindustry, educational institutions, and government to expand the digital knowledge pipeline andto ensure that this pipeline is inclusive and accessible. It is clear that industry needs moreworkers with computing skills than traditional programs can graduate [2]. Moreover, graduatesof computer science programs continue to be predominantly male and White or Asian [2], [3]and the need to diversify the educational pipeline

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Case, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Polytechnic Institute and State University; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

reuse inengineering education [1], less than a dozen studies funded by EEC have involved data reuse,almost always with quantitative data. The recent meta-synthesis across higher education byPerrier et al. demonstrates the breadth of the problem, highlighting ubiquitous concerns about“data integrity, responsible conduct of research, feasibility of sharing data, and value of sharingdata” [2]. These concerns are compounded by disciplinary and publication practices that valueoriginal data over integrative efforts based on secondary analysis. Additionally, institutionalreward structures are based on accounting of individual accomplishments and thus discouragemore integrated collaboration implied by broad based data sharing. Finally, funding

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chi-ning Chang, The University of Kansas; Guan Saw; Laura Malagon-Palacios

and opportunity to disseminate the findings at the NSF Grantees’Poster Session. In the presentation, we plan to share our findings regarding the challenges inremote learning and mentoring activities among engineering students and faculty membersduring the COVID-19 outbreak in Spring 2020. Building on our prior studies [1]–[6] and a well-established mentoring input-process-output model [7], [8], we will also present how thementoring support could mitigate engineering students’ remote learning challenges and academicdisruption in the crisis of a pandemic.MethodsData/SampleThe data were collected through online surveys for faculty and students on June 3-22, 2020.Student survey invitations were emailed to the undergraduate and graduate students

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Jarvie-Eggart, Michigan Technological University; Alfred Owusu-Ansah, Michigan Technological University; Shari Stockero

directlyaffects the relevance of engineering graduates’ technical skills. Additionally, by adopting andteaching new and relevant technologies, engineering faculty model life-long technology adoptionto their students. Technology acceptance has been widely studied and modeled by informationsystems researchers. The most widely used model in educational settings is the TechnologyAcceptance Model (TAM) [1] and its revision, the TAM2 [2].These models are general, however,and not specific to engineering faculty. There is thus a need for qualitative research to determinefacilitating conditions to support engineering faculty’s technology acceptance.This qualitative study involved interviewing engineering faculty at a Midwestern US University.Transcripts were

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katie Evans, Houston Baptist University; Marisa Orr, Clemson University; Mitzi Desselles, Louisiana Tech University

[1]-[4]. The project is now in a one-year nocost extension with sufficient scholarship funds to support a Year 6 cohort in Summer 2022. TheFast-Forward Scholarship program supports engineering majors in the summer between theirfirst and second years to take one engineering and one mathematics course in their major, alongwith a professional development (PD) course that includes opportunities to visit regionalcompanies employing engineers. The purpose of the program is to provide students withscholarships and support while they have a gentler transition into more challenging sophomoreengineering and mathematics coursework. Additionally, completing this coursework early allowsfor more enriching experiences later in the curriculum, such as

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jinhui Wang, University of South Alabama; Jill Motschenbacher, North Dakota State University; Amber Finley

experience unfamiliar cultures, by eliminating physical, financial, and conventionalbarriers, helps seed ideas and insights on how these obstacles can be overcome in the future. Intime, collective knowledge obtained from these learning experiences will provide new wisdom inthe lives of the Native American student participants, their family and peers, and future students.Similar to all cycles in life: Providing opportunity seeds hope; hope nurtures motivation, and;motivation blooms change.1. ActivitiesWe completed the first year of the project. Two Native American students from Nueta HidatsaSahnish College (NHSC) joined the 5-week program. The students had preparatory training atNorth Dakota State University (NDSU), which focused on the basic

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Uddin, East Tennessee State University; BEVERLY SMITH, East Tennessee State University

www.slayte.com East Tennessee Noyce STEM Teacher Preparation ProgramAbstractThere is a critical shortage of STEM teachers in high-need fields, especially in ComputerScience, Engineering/Engineering Technology, in the southern Appalachian region. This paperdescribes an NSF funded Noyce Track 1 Teacher Recruiting program at East Tennessee StateUniversity (ETSU) awarded in 2019. The program is administered in partnership with localhigh-need school districts in the First Congressional District of Tennessee as well as fournearby nonprofit educational organizations, namely the Gray Fossil Site/ETSU NaturalHistory Museum, the Hands- On Museum, the Pisgah Astronomical Research Institute, and theBays Mountain Planetarium, and three summer science

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Vladimir Genis, Drexel University; Susan Herring; Tracy Timby, Bucks County Community College

. We expect that fulfillment of the goals of this grant will increase the number of engineeringtechnicians in our region, and become a blueprint for community colleges nationwide.Introduction Bucks County Community College (Bucks) is committed to serving the community andthe nation by addressing the growing and urgent need for skilled and capable employees [1].Our NSF ATE grant #1902075 entitled, "Increasing the Number of Workforce ReadyEngineering Technicians in Southeastern PA” is a collaboration between the Bucks credit andnon-credit workforce development sides of the college, and with Drexel University [2] as ourfour-year partner. This grant focuses on workforce readiness of engineering technicians toprepare them for the workforce

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio

operations and services from face-to-face to virtual learning environments, including virtual classrooms, learning communities,offices, and meeting/advising rooms [1]. Technological tools and virtual learning platforms,which facilitated virtual course delivery and learning, allowed universities and students tocomplete their spring semesters [2]. However, many engineering faculty and studentsexperienced personal, technical, and psychosocial challenges associated with this dramaticallyaltered reality, which may have significant and unprecedented effects on their personal andacademic lives [3-4]. The COVID-19 pandemic required prompt and bold action by engineering departmentsand faculty to (1) identify and understand the needs and challenges

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

iscultivating this culture of “Engineering with Engineers” through changes in four essential areas:a shared department vision, faculty, curriculum, and supportive policies [1] - [4].This paper reports the continuous efforts of our RED project and updates previous NSF GranteesPoster papers presented at the 2018, 2019, 2020 and 2021 ASEE Annual Conferences. Theproject background and objective are unchanged; hence, the first two sections of the paper aretaken from our previous papers [1] - [4]. The project description section summarizes the changesmade in the four essential areas thus far and provides important updates in each of the four areaswith emphases on actions taken during the previous year. The remaining sections of this paperdiscuss ongoing

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pavlo Antonenko; Zhen Xu; Do Hyong Koh; Christine Wusylko, University of Florida; Kara Dawson; Swarup Bhunia; Amber Benedict

, because schoolteachers may findit hard to implement this 20-hour curriculum due to the curricular and assessment pressures ofpublic K-12 education, specifically in math and reading. There were also no existing national K-12 school standards for teaching and assessing for cryptology and cybersecurity when we startedthe project in 2019.To make this curriculum engaging, supportive, and exciting for all students, we conceptualized,designed and implemented four interrelated components (Figure 1): (1) a web and Android appthat includes games, puzzles, simulations, and tools for students to learn about the content andpractice the skills; (2) a series of unplugged activities that reinforce the content and skills withthe teachers' guidance and usually

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ann Beheler, Center for Occupational Research and Development; Hope Cotner, Center for Occupational Research and Development

Engagement (DUE2039395) project is funded by the National Science Foundation Advanced TechnologicalEducation (NSF-ATE) program that focuses on funding innovative work in two-year Institutionsof Higher Education (IHEs) to support technician education in high-technology areas that areessential to the nation’s economy. [1] This project’s premise is that technical programs in bothtwo-year and four-year IHEs are most effective for both students and industry when they are co-led by leading industry employers and the IHEs so that graduates’ skills are well-aligned withindustry’s future hiring needs. Highly-engaged employer co-leadership guides colleges to beinnovative in their technical programs to support industry demands, but many colleges havedifficulty

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Elmer Irizarry Rosario, University of Puerto Rico, Mayaguez Campus; Laura Garcia Canto; Rocio Sotomayor-Irizarry, University of Puerto Rico, Mayaguez Campus; Ruben Leoncio Caban, Polytechnic University of Puerto Rico; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

experience of servingness for students in the program. Keywords: servingness, non-academic outcomes, experiential learning1. Introduction.In a world that continuously changes, education must adapt to the challenges posed by thosechanges. One aspect that has been more and more into question in recent times is theeffectiveness of an educational paradigm in which students are presented through Academiawith well-defined and discipline-cut problems, in which has been associated with the traditionof the technical rationality [1]. Therefore, in most cases the academic preparation of scholars oninfrastructure-related disciplines takes place in disjunct professional domains, rarely tacklinginterdisciplinary problem-solving, nor focused on a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

CERSE). Selen’s research interests includeinstitutional change, cultural foundations of policy making, and how people use fiscal policy to morally and politicallyconstruct the state. © American Society for Engineering Education, 2022 Powered by www.slayte.com Leadership Succession in the National Science Foundation Revolutionizing Engineering Departments Projects In leadership research, focus is often on the qualities and skills that an individual mustdevelop in order to lead successfully. Goleman, for example, identifies emotional intelligence--self-awareness, self-regulation, motivation, empathy, and social skills--as the core leadership quality [1

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kimberly Luthi, Embry-Riddle Aeronautical University - Worldwide; Mohua Kar; Lisa Macon, Valencia College

in the introductory engineering courses [1].These practices offered an opportunity to reach a diverse population of engineering students,particularly underrepresented and female students, from a variety of majors within anengineering context. This context situates the statics and dynamics engineering courses in aunique position for educational interventions to potentially affect higher numbers ofunderrepresented students than in any other domain within engineering education due to the highattrition rates of students who struggle with the applied math required in the courses.ResultsThe majority of the students participating in the study identified with a group underrepresentedin STEM and engineering. The overall project included 518

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Paretti, Virginia Polytechnic Institute and State University; Jessica Deters, Virginia Tech Department of Engineering Education; Maya Menon, Virginia Polytechnic Institute and State University; Margaret Webb, Virginia Tech Department of Engineering Education

to Address Disasters Project funded by the Division of Graduate Education - NSF Research Traineeship (NRT)BackgroundDisasters continue to devastate communities across the globe, and recovery efforts require thecooperation and collaboration of experts and community members across disciplines [1-3]. TheDisaster Resilience and Risk Management (DRRM) program, funded through the NationalScience Foundation (NSF) Research Traineeship (NRT), is an interdisciplinary graduate programthat brings together faculty and graduate students from across one large, mid-Atlantic universityin order to develop novel transdisciplinary approaches to disaster-related issues. The projectseeks to improve understanding and support proactive decision-making relative to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

a broad viewof diversity, encompassing the varied social identities people hold such as race, ethnicity, andgender, as well as differences in prior experiences, upbringing, and interests. Teams composedof cognitively diverse individuals outperform teams with less diversity in their knowledge evenwhen those less diverse teams are composed of high achievers [1]. The challenge of integratinglessons about diversity, equity, and inclusion into undergraduate engineering and computerscience courses is substantial and complex and the diversity of perspectives on our project teamhas been essential to the progress we have made. In light of this fact, we have chosen a uniqueformat for this paper. We have asked project team members to reflect on the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Virginia Davis, Auburn University; Joni Lakin, The University of Alabama; Daniela Marghitu, Auburn University; Edward Davis, Auburn University

Paper ID #38281Framing Engineering as Community Activism for Values-Driven Engineering: RFE Design and Development (Years 3-4)Virginia A. Davis (Alumni Professor) Dr. Virginia A. Davis is the Daniel F. and Josephine Breeden Professor of chemical engineering at Auburn University (AL, USA) and a member of the Alabama STEM Council. Her research has three thrusts: 1) develop the scientific understanding required to enable the promising properties of nanomaterials to be realized in macroscopic systems (e.g. coatings, films, fibers, three-dimensional objects), 2) increase the sustainability of polymers and other

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jinghua Zhang, Winston-Salem State University; Jinsheng Xu, North Carolina Agricultural and Technical State University (CoE); Xiaohong Yuan, North Carolina Agricultural and Technical State University (CoE)

which require students to complete after each level of the game. Player informationand assessment data are saved on the cloud through GameSparks for further analysis. Thesegames have been utilized many times in the classroom with positive student feedback andpromising evaluation results. In this poster, we will present game design, development, andassessment results.Project Implementation The goal of our project is to develop and assess three educational games that aim to helpstudents master important abstract concepts in cyber security in a fun and competitiveenvironment. The major project activities are shown in Figure 1. Three games have beendeveloped to teach cybersecurity concepts including Buffer Overflow, Access Control, LAN andARP

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremy Rickli, Wayne State University; Yinlun Huang, Wayne State University

natural resources, are safe for employees,communities, and consumers and are economically sound” [1]. This definition originates fromdiscussions focused on manufacturing, sustainability, and sustainable development [2] in the1970s and 1980s, leading to the 1987 Brundtland Report [3], which conceptualized, and madewidespread, sustainability. Sustainable manufacturing encompasses the methods, metrics,theories and technologies that bring economic, environmental, and social considerations to theforefront in manufacturing systems. It is classified by Haapala et al. [4] into Design and DecisionMaking (e.g., metric development and performance evaluation standards), ManufacturingProcesses, and Manufacturing Systems. They concluded that sustainable

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Sander, The University of Iowa; Joshua Lobb, The University of Iowa; James Ankrum, The University of Iowa; Nicholas Bowman; Solomon Fenton-Miller, The University of Iowa

Bioengineering Summer Research Experience for Undergraduates: Launching an REU Program during a PandemicIntroductionNew computational methods, tools, and models are urgently needed both to improve human healthand to understand the molecular, biochemical, and biophysical principles of life. Such advancesare needed to provide early detection of disease, design new drugs and medical devices, andrecommend better therapeutic strategies [1, 2]. These efforts are most likely to succeed when acollaborative team with diverse backgrounds and experiences converges on a problem [3-5]. Tofacilitate such diversity, we have established an REU on the theme of “ComputationalBioengineering” to provide undergraduate students, particularly women and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise Hum

Community of Practice meetingsare held to discuss curriculum, pedagogy, and share thoughts and ideas. Previous cohorts offaculty continue to enjoy teaching the project-based course and participating in the Communityof Practice. They have also helped to improve the course by continuing to collaborate to createand refine course content.Data Path approached creating this new pathway into STEM by using a three-pronged approach: 1. Implementing project-based learning in Introduction to Statistics 2. Actively recruiting students, especially women and underrepresented minorities, for data and coding related events, as well as the math, data science, and computer science courses 3. Providing professional development for