Conference Session

Virtual and Augmented Reality Applications in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aditya Akundi, The University of Texas Rio Grande Valley; Hamid Eisazadeh; Mona Torabizadeh, Old Dominion University

theuse of heat, pressure, or combined[1]. The welding processes are executed using a mechanizedmachine like a robot or human; in the latter case, it is called manual welding. Despite the increaseof robots in the welding industries, manual welding is still a must for many industries such asshipyards and constructions. However, manual welding is one of the most challenging processesto pass from one welder to another as it requires trainees to spend a tremendous amount of timelearning welding skills and synchronizing hands with eyes. In addition, the training processrequires a lot of investment, such as time, teachers, welding raw materials, welding gas, and otherconsumable materials[2,3]. Moreover, training should be performed with proper

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joe Moore, Carnegie Mellon University; Cheyu Lin, Carnegie Mellon University; Katherine Flanigan, Carnegie Mellon University

then deployed theirdata acquisition modules in two locations within our CEE department with the goal of offeringguidance to the department about the use and/or traffic through its spaces. Computer vision-based and WiFi-enabled smart cities technologies can be the most informative, but since theycapture users’ personal information they may elicit public opposition. Conversely, PIR sensorsare anonymous and privacy-preserving (Akhter et al., 2019). The choice of using PIR sensors forour project provides students two takeaways: !1) users’ perception is an important considerationfor engineers, and (2) the “best” solution is not always the most suitable solution. Moreover,when designing their data acquisition module, students also had to account for

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Taryn Bayles, University of Pittsburgh

onSustainability. Each student team present their paper at the conference, which is typically anaudience of over one thousand people. Only about 10% of our first-year engineering students(who are honors students) have the opportunity to engage in hands-on design projects for the First-Year Engineering Conference, and these honor students are part of The Art of Making: AnIntroduction to Hands-On System Design and Engineering[1] class. This is an experiential learningcourse at our institution in which multidisciplinary teams of students apply design thinkingmethods to frame and tackle open-ended real-world problems of their own choosing, inventsolutions, and build and test tangible prototypes. These students have the opportunity to work inour custom created

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Na Gong, University of South Alabama; Shenghua Zha, University of South Alabama

implementation details of the summer program and theevaluation results are presented in this paper.IntroductionScience, technology, engineering, and mathematics (STEM) and computing-related jobs aregrowing fast in Alabama. Thirty-four of Alabama’s 40 Hot Demand Occupations requiresecondary and postsecondary STEM education [1]. Between 2017 and 2027, STEM jobs willgrow by 9% in Alabama, while non-STEM jobs will only grow by 5% [2]. Furthermore, theSTEM and computing-related jobs along the gulf coast are a lifeline to Alabama. Labor marketprojections indicate a growing gap in the supply of qualified employees in the STEM fields, suchas computer technology and advanced manufacturing [3].Although a number of engineering and computing curriculum integrations

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Orton, University of Missouri - Columbia; Fan Yu, University of Missouri - Columbia; Johanna Milord; Lisa Flores, University of Missouri - Columbia; Rose Marra, University of Missouri - Columbia

, and one two-item scale which assessed students’ confidence in onlineengineering learning. Data analysis for the open-ended questions was guided by the theoreticalframework - Social Cognitive Career Theory [1] that explores how context, person factors andsocial cognitions contribute to career goals, interests and actions. A phenomenological approach[2] was conducted to understand the experience of these students. Open coding and axial coding[2] methods were used to create initial categories then themes related to students' concerns andchallenges. Data from the two-item scale was evaluated using descriptive statistics: means,standard deviations, and ranges.Four main themes with separate sub-categories emerged from the student responses: 1

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

adequately address modern engineering problems, engineers must generatesolutions that attend to stakeholders, context, and impacts across scales, in addition to beingtechnically sound [1],[2]. Thus, engineering is fundamentally a technical and social discipline[3], [4], [5]. Socially engaged engineering skills include those needed to gather environmental,economic and stakeholder information and use it, combined with an understanding ofpersonal/professional identity and team dynamics, to holistically serve clients and societythrough engineering work [16]. Socially engaged engineering skills are vital for the future ofengineering and they are recognized as just as necessary as traditional technical skills of the field[6], [7], [8]. Despite the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Royce Francis, The George Washington University; Marie Paretti, Virginia Polytechnic Institute and State University; Rachel Riedner

Initiation in Engineering Formation (RIEF) project described in this paper isgrounded in our understanding of the realities of professional practices. Engineers must be ableto construct and participate in sound judgments that balance complex, competing objectives orconstraints, and they must simultaneously produce recognizable engineering identities thatenable them to articulate and justify those judgments to others through a variety ofcommunication mechanisms, including writing. Consequently, the objective of our project istoinvestigate the ways students produce engineer identities in written artifacts through which theyexpect to be recognized as engineers. We divided the project into two phases: Phase 1 involvingsemi-structured interviews designed

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University; Adam Carberry, Arizona State University; Kaela Martin, Embry-Riddle Aeronautical University - Prescott; Sanjeev Kavale, Arizona State University; Caroline Bolton, Bucknell University; Caitlyn Aaron; Madeline Roth, Bucknell University

questions are summarized by the two major goals of this project: 1)characterize expert engineering intuition (RQ1, RQ2 and RQ3), and 2) design an instrument tomeasure engineering intuition (RQ4). Work undertaken and completed on this project over thefirst two years has characterized expert engineering intuition using interviews of practicingengineers and led to the design of a survey instrument to measure the engineering intuition ofengineering students.BackgroundLiterature from the fields of nursing [1], management [2], and expertise development [3] suggestintuition plays a role in both decision-making and expertise development. Academic models todate in engineering education fall short of defining or describing how to develop intuition.Expertise

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

referred to as scholars) whowere selected in two cohorts based on academic talent and financial need. All aspects of theCREATE program are designed to offer a supportive, student-centered environment to aidadjustment to college life challenges and help the scholars achieve their best academicperformance. The objectives of CREATE are: (1) To implement a scholarship program built onevidence-based curricular and co-curricular best practices that supports low-income,academically talented students with demonstrated financial need through successful programcompletion; (2) To conduct a mixed-methods research study of the effect of the implementedevidence-based practices on the self-efficacy and engineering identity of the cohorts to contributeto

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly Matusovich, Virginia Polytechnic Institute and State University; Rachel Ellestad, University of Tennessee at Knoxville; Cheryl Carrico; Carol Geary, Virginia Polytechnic Institute and State University

empowersthem to handle the ambiguity inherent to navigating and solving engineering problems. As aresult of this short course, engineering educators developed a unique metacognitive activity fortheir context utilizing a backward design process by identifying the workshop participant’sintended results, the evidence necessary to measure the result, and the learning experience toenable the intended results. The goals of this short course were to 1) enhance the education ofengineers through explicit metacognitive training and focus on instructors because of their long-term and multiplicative impact on current and future engineering students and secondary impactson their colleagues. Furthermore, 2) to fit the needs of stakeholders and improve access to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katrina Donovan, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Paula Jensen, Texas Tech University; Michael West, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology

changes are also presented.Keywords: STEM Education, Women in Engineering, NSF S-STEMIntroductionThe Culture and Attitude (C&A) program was initiated in 2010, with the goal of improving thenumber of women engineering students graduating from South Dakota Mines (SD Mines). SDMines is a STEM-focused university located in Rapid City, SD. The C&A program was partiallysupported by two National Science Foundation S-STEM awards [1], [2].In 2010, 17.8% of students in the United States graduating with an engineering degree werewomen, and in 2020 that percentage increased to 23.1% [1]. While there was a slight increase inwomen's participation during this time frame, this demographic is still underrepresented in USengineering education. The program

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Nadia Kellam, Arizona State University; Susannah Davis, University of New Mexico

undergraduate student and faculty member’s experiences in engineering education.Susannah C. Davis (Research Assistant Professor) © American Society for Engineering Education, 2022 Powered by www.slayte.com The Consequential Agency of Faculty Seeking to Make Departmental ChangeBackground and purposeOver the past decade, much attention has focused on change-making efforts, especially thosefunded by the NSF Revolutionizing Engineering Departments program. Studies on such effortspoint to the importance of change teams having sufficient authority to bring about the changethey envision [1-12], as well as the capacity to recognize and contend with

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Maeng; Amanda Gonczi; Robert Handler; Hamid Nadir, University of Virginia; Whitney McCoy

their future classrooms. Journal of Educational Computing Research, 45(3), 321-338.Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.Chiu, J. L. & Linn, M. C. (2011). Knowledge integration and wise engineering. Journal of Pre- College Engineering Research, 1, 1-14.Curts, J., Tanguma, J., & Peña, C. M. (2008). Predictors of Hispanic school teachers' self- efficacy in the pedagogical uses of technology. Computers in the Schools, 25(1-2), 48-63.Drenoyianni, H., & Selwood, I. D. (1998). Conceptions or misconceptions? Primary teachers' perceptions and use of computers in the classroom. Education and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

temperedtheir explicit stereotyping.Introduction and BackgroundGender stereotyping is present in many Science, Technology, Engineering, and Mathematics(STEM) settings, with negative consequences for those who are the targets of these negativestereotypes [1]. It can lower representation of women in STEM fields and careers [2] - [7] and,for those who remain, can result in an accumulation of disadvantage in advancement in thesefields [8]. This is particularly true when women are severely under-represented in a field, such assome engineering sub-fields and computer science [9].Several decades of recruiting women into STEM educational programs and workplaces withoutaddressing the negative climate have not produced a successful shift in retention in these

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Marisa Orr, Clemson University; Catherine Brawner; Rebecca Brent; Jessica Manning, Clemson University; Michael Tidwell, Clemson University

, Computer, and MechanicalEngineering (EE, CpE, and ME, respectively) to answer the following questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what ways do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students?Major Activities for Year 4During Year 4 (March 2021 – February 2022), the project team has continued to collaborate toaccomplish the research goals. The research team has engaged in deeper analysis of ourquantitative data from the Multiple-Institution Database for Investigating

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Polytechnic Institute and State University; John Gero, University of North Carolina at Charlotte; Paulo Ignacio Jr., Virginia Polytechnic Institute and State University

students’ neurocognition,and how this relates to learning, can lay the groundwork for novel advances in engineeringeducation that support new tools and pedagogy for engineering design.Introduction and BackgroundEngineering design is an iterative process that requires the co-evolution of both the problem andsolution spaces [1], [2]. Tools and techniques that help students explore the problem and solutionspaces in new ways can aid in their educational development as design engineers. Conceptmapping as an educational tool tends to focus on measuring students’ ability to think insystems [3]. Much research has focused on how to develop concept mapping as an assessmenttool for student learning [3], [4]. For example, one assessment approach is to count

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kang Xia; Mohammad Yunus Naseri, Virginia Polytechnic Institute and State University; Gautam Biswas, Vanderbilt University; Manoj Jha, North Carolina Agricultural and Technical State University (CoE); Erin Henrick, Vanderbilt University; Emily Kern; Caitlin Snyder; Landon Marston, Virginia Polytechnic Institute and State University; Abhishek Dubey; Christopher Vanags; Niroj Aryal; Steven Jiang, North Carolina Agricultural and Technical State University (CoE); Erin Hotchkiss; Vinod Lohani, Virginia Polytechnic Institute and State University; Brendan McLoughlin, Virginia Polytechnic Institute and State University; Sambridhi Bhandari

developed twelve modules working closely withinstructors and their teaching assistants for six undergraduate courses.We identified and coded primary data science concepts in the modules into five common themes:1) data acquisition, 2) data quality issues, 3) data use and visualization, 4) advanced machinelearning techniques, and 5) miscellaneous topics that may be unique to a particular discipline(e.g., how to analyze data streams collected by a special sensor). These themes were furthersubdivided to make it easier for instructors to contextualize the data science concepts indiscipline-specific work. In this paper, we present as a case study the design and analysis of fourof the modules, primarily so we can compare and contrast pairs of similar

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Bradley Harris, University of Tennessee at Chattanooga

diverse group in gender, race or ethnicity, age,teaching experience, and STEM disciplines taught. All the participants had earned a Ph.D. in theSTEM field in which they taught and were full-time faculty at their institution.The objectives of the RET were to: (1) Increase participants’ research skills and practicalknowledge of CPS; (2) Increase participants self-efficacy in creating and implementinglaboratory-based investigations and problem-solving opportunities using cutting-edge technologywith students in the classroom; and (3) Help bridge the preparedness gap between what isexhibited by community college transfer students and what is expected by university engineeringfaculty.Research focusCyber Physical Systems (CPS) are state of the art

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Jenny Le, Skyline College; Julie Shattuck

,advanced R&D testing and troubleshooting, and automation and controls. This work-in-progressdetails the development of the SkyBayTech Electronics Technician program at SkylineCommunity College, a small Hispanic Serving Institution (HSI) in the San Francisco Bay Area.Funded by the National Science Foundation’s Advancing Technological Education (ATE)program, the SkyBayTech program is designed to meet current local workforce needs throughhands-on and project-based learning experiences for students to gain the knowledge, skills, andcompetencies needed within the local technician workforce. The paper and poster detail: (1)needs assessment within the local workforce, (2) newly developed curriculum and stackablecertificates in electronics technology

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Vaden, University of Pittsburgh; Melissa Bilec, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Nave; Amy Landis; Kristen Parrish, Arizona State University

participating in the study. After further study, thepractices will be shared across diversity, equity, and inclusion engineering networks to serve as amodel for creating more inclusive classrooms.Introduction and Background Historically underrepresented students experience situations in the classroom that cannegatively impact and undermine performance and persistence. Students’ academic and socialsuccess can be positively impacted when instructors create inclusive classroom environmentsthat facilitate a sense of belonging. The academic and personal development of students can alsobe deeply linked with their interactions in their learning environments, so it is essential toprioritize the inclusive nature of those environments [1]–[3

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Linsey, Georgia Institute of Technology; Tracy Hammond, Texas A&M University; Kerrie Douglas, Purdue University at West Lafayette (COE); Vimal Viswanathan, San Jose State University; Vinayak Krishnamurthy; Hillary Merzdorf, Purdue University at West Lafayette (COE); Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Morgan Weaver, Georgia Institute of Technology; Wayne Li, Georgia Institute of Technology

Applications and ImpactMotivation and BackgroundFreehand sketching is a powerful skill in engineering design [1, 2]. Freehand sketchingempowers designers in the early stages of design to express ideas, communicate withstakeholders, and evaluate concepts at a rapid pace. However, teaching sketching in engineeringeducation poses unique challenges for the classroom. Sketching in other domains is often taughtin studio-style courses where instructors can provide personalized feedback on technique. Thistype of feedback is not possible in typical large entry-level engineering graphics courses. Toaddress this problem, Sketchtivity was developed as an intelligent tutoring software to aidinstructors in providing feedback on sketching. Using a tablet and smart

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kristen Wendell, Tufts University; Jessica Watkins, Vanderbilt University; Natalie De Lucca, Vanderbilt University; Tyrine Jamella Pangan, Tufts University; Rae Woodcock; Chelsea Andrews, Tufts University

students’ knowledge building and socio-ethical reasoning inengineering. Table 1 identifies the different genres that we explored in the project’s first year andprovides examples of design talk topics from the teacher researchers’ classrooms. In the firstyear, the design talks took place in two sixth-grade classrooms in the northeastern United States.Teachers of younger grade levels have since joined the project team, and future work will featurea wider range of elementary grade levels.Table 1. Whole-class engineering design conversations representing different Design Talkgenres Genre of Talk Description Learning Goals Example Design Talks

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Rachel Boren, New Mexico State University; Melissa Guynn; Patti Wojahn, New Mexico State University; John Tapia, New Mexico State University

analyzed distinctions between twogroups, those reporting use of “good” study habits vs. “not so good” study habits. Resultsestablish a link between the two groups and Exam 1 grades, coded as Pass/Fail. Logisticregression, Bayesian statistics, and Matlab programming language were utilized for analysis,indicating that study habits depicted in the group reporting use of study habits research indicatesas more powerful are indeed more likely to obtain a passing grade compared with those who didnot report employing the better study strategies. because Bayesian statistics are not commonlyemployed to analyze these effects, a brief is provided on Bayesian statistics to facilitateresearchers in this field who might also wish to use Bayesian statistics in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

feedback,challenges, and successes from the first year, and a preliminary description of importantelements of college culture as a preview of the kind of impacts that may be measured over theduration of the program.1. IntroductionThe Faculty Learning Community (FLC) began in Fall 2021 with support from the Division ofEngineering Education and Centers at the U.S. National Science Foundation. The three-yearprogram follows the three-component framework of the Colorado Equity Toolkit [1]: self-inquiry, course design, and creating community. Accordingly, during the first year 2021/22,these workshops emphasize self-inquiry and discussion to work through and process DEIknowledge, mindsets, and skillsets that can be emotionally challenging, especially in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Greg Kepner, Hillsborough Community College; Mel Cossette, Edmonds College

developmentfor educators, and supporting the development of MNT educational materials and curriculum.The ACOE project is intended to inform stakeholders of the resources and services offered byATE program funded projects and centers, create materials and resources for use and integrationinto ATE projects, and facilitate collaboration and engagement opportunities within and beyondthe ATE community. This paper is part of the information sharing and dissemination of ATEresources intended in the ACOE grant objectives.ATE Program OverviewThe NSF ATE (National Science Foundation Advanced Technological Education) program [1]was originally established in 1992 through a congressional mandate for the purpose of improvingthe quantity, quality and diversity of the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

H. Ronald Clements III, Purdue University at West Lafayette (COE); Brianna McIntyre, Purdue University at West Lafayette (PPI); Jacqueline Rohde, Purdue University at West Lafayette (COE); Heather Perkins, Purdue University at West Lafayette (PPI); Sherry Chen; Andrea Castillo, University of California, Irvine; Joana Marques Melo, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE)

, singlecase as an example of how the mixed methods research in this study provides a nuancedunderstanding of students’ trajectories in engineering. We also discuss the implications of thiswork for inclusive teaching and provide connections to existing resources and tools developedfrom the research project.IntroductionWe live in an increasingly complex, global world. To meet these challenges, we need engineersfrom a wide range of backgrounds and approaches to problem-solving [1] – [3]. However, thehistory and norms of engineering limit the kinds of people who feel like they can be engineers[4] – [7]. Engineering has remained predominantly White and male for its entire history as a field[8]. This long history of look-a-like and think-a-like engineers

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Erin Carll; Elizabeth Litzler, University of Washington; Robin Hensel, West Virginia University

ofexceptional value to students who unanimously gave them high positive scores. Qualitativeresponses to the survey and focus group input revealed that students appreciated the seminars forproviding opportunities to connect with professionals and peers, to learn about potential careerpaths, to gain the knowledge and confidence needed to successfully secure an internshipposition, and other benefits.1. IntroductionCybersecurity is critical to our nation’s economy, uninterrupted work of the criticalinfrastructure, public safety, and national security. According to cyberseek.org, there arecurrently over 597,700 open positions in the cybersecurity field across the U.S. Furthermore, theBureau of Labor Statistics projects that the employment of information

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bryce Hughes, Montana State University - Bozeman; Sidrah MGWatson; Sarah Heller; Leilani Contos

, among other STEM fields, faces an intractable diversity problem. Progress toreverse the historic exclusion of people from groups minoritized in STEM has been slow andincremental, and national calls to broaden participation in STEM have only increased [1]. Thissituation is a problem because people from minoritized backgrounds face barriers to theirparticipation in STEM that are unrelated to their interest in or talent for STEM work, and theSTEM workforce benefits from diversity by broadening the array of perspectives working on themost pressing, complex problems facing society [2]. Past research has documented the waysparticipation in STEM is shaped by race and gender, and newer threads of research are exploringother forms of minoritization

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Stephanie Claussen, San Francisco State University; Jon Leydens, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Janet Tsai, University of Colorado Boulder; Natalie Plata, Colorado School of Mines

of four years, our team has explored opportunities to bridge the sociotechnicaldivide between engineering education and engineering practice by examining how sociotechnicalthinking emerges and develops in engineering students. In particular, we have explored how wemight support changes to engineering classes to illuminate the ways in which engineering issociotechnical and to make space for learning sociotechnical concepts. The term sociotechnicalhere refers to the integration of the social and technical dimensions of engineering problems.After graduation, engineering practice and problem solving tends to be increasinglysociotechnical [1], [2], [3]. When considering or solving complex problems, practicing engineersexamine both social and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Karinna Vernaza, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari; Varun Kasaraneni, Gannon University

undergraduate) [1]. The “Scholars of Excellence in Engineering and Computer Sciences”(SEECS) program was established in 2008 at Gannon University, funded by the National ScienceFoundation (NSF) Scholarships in Sciences, Technology, Engineering and Mathematics (S-STEM) program [2]. This program was funded through three separate awards: 0806735,1153250, 1643869. Scholarships were awarded to students within the identified engineeringand computer and information science majors of the College of Engineering and Business [3].The first two grant periods, herein known as SEECS1 and SEECS2, were each funded for$600K, and SEECS3 was funded for $999,985M. Between 2008-2021, SEECS granted 300 one-year scholarship funding and has seen 63 students graduate from the