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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lawrence Eric Meyer Jr., Miami Dade College; Elodie Billionniere, Miami Dade College

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NSF Grantees Poster Session

computing industry projected to grow much faster than other industries over the next 10years, and as emerging technologies within computing-related fields such as cloud computing,many skilled jobs may go unfilled and business growth is threatened due to the shortage oftrained professionals in these specializations [1]. For the past three consecutive years, cloudcomputing has been the most in-demand skill set companies are looking for when hiring [2]. Thedemand of these skills creates opportunities for educational institutions to partner with industryleaders to increase effectiveness in preparing students for a fast-changing future, which may notrequire a four-year degree anymore [3], [4] or may require upskilling/reskilling

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

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Robert Merton Stwalley III P.E., Purdue University at West Lafayette (COE); Carol S. Stwalley, Purdue University at West Lafayette (COE); Virginia Lynn Booth-Womack, Purdue University at West Lafayette (COE); Grace Lynn Baldwin, Purdue University at West Lafayette ; Sarah Larose, Purdue University at West Lafayette

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Diversity, NSF Grantees Poster Session

accepted termfor students seeking higher education from low socio-economic status [1] [2]. The scholarshipportion of the program was designed to offset about 50% of collegiate costs and be comparableto other merit scholarships at the university.Research at Purdue University had been performed by the Minority Engineering Program (MEP) tosee incoming metrics of students who entered college in another major besides engineering [3].Many of these students had tried to begin in engineering, but had been accepted into another major,because of concerns with their test scores and high school grades. This study consisted of five yearsof incoming students (n=50) and showed that the under-represented student did not necessarily needthe high incoming test and

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Rebekah J. Hammack, Montana State University; Nick Lux, Montana State University; Paul Gannon, Montana State University; Brock J. LaMeres, Montana State University

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Diversity, NSF Grantees Poster Session

teachers and students. The diversity of the teacher workforce in the USA,however, does not reflect the diversity of the student population, resulting in most Americanstudents coming from different backgrounds than their teachers [1]. When teachers do notunderstand the different backgrounds of their students, learning can be inhibited. As Delpit [2]explains, “We educators set out to teach, but how can we reach the worlds of others when wedon't even know they exist?” (pg. 14).One way educators can learn more about the cultures of their students is through the use ofethnographic observation methods [3,4]. Through studying the communities and homes of theirstudents, teachers can identify local and familial funds of knowledge that students bring

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Karen Wosczyna-Birch, CT College of Technology

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program since fall 2017. The number of Connecticut campuses grew from 1 to 8and overseas partner campuses grew from 2 to 5.Participant survey data shows that the program is continuously improving in helping studentsgain a better worldview and collaborate cross-culturally and helping faculty incorporateinternational collaboration into their courses. Teachers running a module for a second or thirdtime are more likely to involve a full class, rather than a section of their class. It is worth notingthat the retention rate for CT CLICKs teachers (those who have continued and/or plan tocontinue in the future) is currently 90%.Furthermore, in the face of the pandemic, CT CLICKs became one of the only options forproviding robust global skillsets

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Brooke Istas, Southern Methodist University; Candace Walkington, Southern Methodist University; Elizabeth Leyva, Texas A&M University San Antonio; Matthew L. Bernacki, University of North Carolina - Chapel Hill

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Education. Matt’s research focuses on (1) the roles motivations and metacognitive processes play when learners use technologies like hypertext, intelligent tutoring systems, and learning management systems, (2) the development of interventions and software to promote effective learning strategies, and motivation to learn and (3) the development of learning materials and environments that personalize learning to students’ interests. American c Society for Engineering Education, 2021 When am I (n)ever going to use this? How engineers use algebra. Brooke Istas, Southern Methodist University, bistas@smu.edu Candace Walkington, Southern Methodist

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Amy Kramer P.E., Ohio State University; Bailey Braaten, Ohio State University; Rachel Louis Kajfez, Ohio State University; Emily Dringenberg, Ohio State University

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Diversity, NSF Grantees Poster Session

engineering [1, 2]. In undergraduate education, multiple pathways intoengineering degree programs (e.g., introductory courses offered at regional campuses andcommunity colleges) are often viewed as a way to broaden participation in the field byincreasing access and affordability. However, research within the K-12 context has uncoveredthat educational tracking practices, similar in structure to the pathways seen in higher education,function in ways that perpetuate social inequalities. Often students in less prestigious tracksdevelop lower self-beliefs and educational attainment goals while being offered less resourcesand educational support [3]. Despite these parallels, little is known about how institutionalizedpathways function in higher education

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Vibhavari Vempala, University of Michigan; Emily Buten, University of Michigan; Joi-lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

compared the mentors’self-rated competencies with the ratings provided by the mentees to identify differences acrossdemographics. Preliminary findings identify differences in the mentoring competencies ofmentors from the perspective of both mentors and mentees. Recommendations for research andpractice are also presented.1. IntroductionDespite various efforts to broaden participation, historically marginalized students (Black,Hispanic/Latinx, and American Indian/Alaskan Native identifying people) and women continueto be underrepresented in Science, Technology, Engineering, and Math (STEM) fields andcareers. For example, women continue to receive less than 30% of engineering degrees, 35% ofcomputer science degrees, and 25% of physics degrees at all

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Jingfeng Wu, University of Michigan; Shannon M. Clancy, University of Michigan; Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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Diversity, NSF Grantees Poster Session

, and students encounter limited opportunities to engage in social aspects ofengineering in undergraduate programs [1], [2]. Research has shown that the perception ofengineering as a “technical-only” field can alienate students who hold beliefs in communal goals,which rely on social knowledge and skills, even if they achieve excellent academic performancein their engineering coursework [3], [4]. Such research findings point to the need for developinggreater understanding of the types of skills and practices that could potentially draw students toparticular disciplines within engineering.Thus, our research focused on understanding aspects of engineering practice that first yearmechanical engineering students described as important to their

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Craig O. Stewart, University of Memphis; Maryam Darbeheshti, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; David J. Russomanno, Indiana University - Purdue University Indianapolis; Miriam Howland Cummings, University of Colorado Denver; Gregory Edward Simon, University of Colorado Denver; William Taylor Schupbach, University of Colorado Denver; Mike S. Jacobson, University of Colorado Denver; Tom Altman, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis; Katherine Goodman, University of Colorado Denver

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An Initial Exploration of Engineering Student Perceptions of COVID’s Impact on Connectedness, Learning, and STEM IdentityMany STEM students were affected by the pandemic and subsequent switch to remote learningin different ways. However, one common issue is that moving from face-to-face interaction toremote interaction (e.g., Zoom) has left many students feeling detached from their STEMcommunities which in turn negatively affected their learning. For example, 46% of engineeringand technology students at IUPUI reported “loneliness and lack of connection” as result of thepandemic and 61% agreed that “online learning is [a] difficult format for learning” [1]. In thispaper, we seek to understand how the pandemic and remote learning

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren J. Donovan, Stony Brook University; Monica Bugallo, Stony Brook University; Thomas Woodson, Stony Brook University; Candice June Foley, Suffolk County Community College; Shanise N. Kent, University at Albany, State University of New York; Bonita London, Stony Brook University; Stacie Swingle Nunes, SUNY New Paltz; Maurie McInnis, Stony Brook University

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Diversity, NSF Grantees Poster Session

of scientific funding to have broader impact, and ways to improve diversity in STEM fields. He is currently American c Society for Engineering Education, 2021 Paper ID #34079 the director of the $4 million State University of New York Louis Stokes Alliance for Minority Participa- tion (SUNY LSAMP) and the $1 million S-STEM Scholarship Academic and Social STEM Excellence for Transfer Students (ASSETS) programs. These NSF sponsored programs help low-income, and under- represented minority students persist and succeed in STEM majors and careers. Dr. Woodson

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Haiyan Bai, University of Central Florida; Richard Catrambone, Georgia Institute of Technology

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NSF Grantees Poster Session

task anal- ysis to identify what someone needs to know in order to solve problems or carry out tasks in a domain and then to use the results of the task analysis to guide the construction of teaching and training materi- als/environments. Catrambone has served on the Cognitive Science Society governing board from 2011-2016 and was chair of the Society in 2015. He was co-chair of the Cognitive Science Conference in 2010. He has served as a consulting editor for the Journal of Educational Psychology (1/2008 - 12/2011), the Journal of Experimen- tal Psychology: Learning, Memory, and Cognition (6/2000 - 12/2001 and 1/2009 - 12/2009), the Journal of Experimental Psychology: Applied (1/2001 - 12/2007), and the Journal

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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NSF Grantees Poster Session

our research to encompass active learning in online STEM classes. Our interiminvestigations begin to fill a research gap related to active learning in online classes. Theycomprise three research foci: (1) student resistance to online active learning, (2) barriersinstructors experience in implementing online active learning, and (3) strategies instructors useto promote student engagement during online active learning. Here, we summarize our researchprogress, describe our ongoing research, and share our next steps.Introduction Active learning occurs when students are actively engaged in the learning process;students learn in a manner other than listening to a lecture and taking notes [1]. Active learningbenefits student learning and

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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NSF Grantees Poster Session

-skilledtechnicians, though AM constitutes almost a quarter of the region’s total employment. Guided bythe overarching research question (RQ) “To what extent do curriculum content, employer needs,and student experiences align within an advanced manufacturing educational pathway,” thisNSF-funded study’s goals have been to 1) investigate the role AM program pathways have inmeeting the needs of employers and new professionals who are employed in the region; 2)expand the research base and curriculum content recommendations for regional AM education;3) build regional capacity for AM program assessment and improvement by replicating, refining,and disseminating study approaches through further research, annual AM employer and educatormeetings, and annual research

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity, NSF Grantees Poster Session

skillsthat may or may not be fostered across different engineering spaces and identify instances ofdissonance experienced by engineers related to the types of practices emphasized in a givensetting that could potentially affect their engagement or persistence in engineering.BackgroundModern engineers are called to tackle an array of complex issues of regional and globalsignificance—so-called Grand Challenges [1]—such as climate change and global health care.To fully address such issues, engineers must be able to identify and incorporate into theirdecision making all relevant elements of systems in which their work is contextualized.Employers, policy makers, and scholars call for promoting systems thinking in engineeringeducation because it is an

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

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NSF Grantees Poster Session

team of researchers at a Southwest Hispanic-Serving Land-GrantUniversity embarked on an National Science Foundation-funded study to provide workshops forfirst year engineering students to introduce them to metacognitive awareness learning strategiesthat have the potential to help their study skills, and in turn, their academic performance. Toassess if these strategies were utilized and if they were helpful for students, we collected pre- andpost-intervention surveys and reflective writing journals. The survey items came from themetacognitive awareness inventory (MAI) [1] to measure pre- and post-knowledge andregulation of cognition. These surveys were administered to the introductory level engineeringclasses at the beginning and end of their

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Thomas Woodson, Stony Brook University; Rachel Faye Perlman, Stony Brook University; Marianna Savoca, Stony Brook University; Lauren J. Donovan, Stony Brook University

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Diversity, NSF Grantees Poster Session

Minority Participa- tion (SUNY LSAMP) and the $1 million S-STEM Scholarship Academic and Social STEM Excellence for Transfer Students (ASSETS) programs. These NSF sponsored programs help low-income, and under- represented minority students persist and succeed in STEM majors and careers. Dr. Woodson received his B.S.E in electrical engineering from Princeton University and his Ph.D. in Public Policy for the Georgia Institute of Technology (Georgia Tech).Ms. Rachel Faye Perlman, Stony Brook University Rachel is a PhD candidate in the Interdepartmental Doctoral Program in Anthropological Sciences at Stony Brook University. Outside of her research, she is devoted to accessibility in STEM higher educa- tion. She has

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Kristin Kelly Frady, Clemson University; Claretha Hughes Ph.D., University of Arkansas, Fayetteville; Karen A. High, Clemson University

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NSF Grantees Poster Session

multicriteria decision making. She also has extensive experience in K-12 STEM education and program evaluation and assessment. She has held a variety of administrative positions: 1) Director of STEM Faculty Development Initiatives-Clemson, 2) Associate Dean for Undergraduate Studies in the College of Engineering, Computing and Applied Sciences-Clemson, 3) Interim Director of Student Services-Oklahoma State University, 4) Coordinator of the Women in Engineering Program-Oklahoma State University, and 5) Director of the Oklahoma State University Measurement and Control Engineering Center-Oklahoma State University. American c Society for Engineering Education, 2021

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Samuel Enrique Blair, Texas A&M University; Henry David Banks, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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Diversity, NSF Grantees Poster Session

benefits of makerspaces for educating the modern engineer require careful analysis as theprevalence of these hands-on spaces increase. Research on makerspaces has focused on studentimpact, with three elements suggested as essential for success by Martin [1]: 1) rapidprototyping, digital tools, and low-cost microcontroller; 2) events and interactions within thecommunity; and 3) a failure-positive mindset that encourages collaboration. Research on thebarriers to makerspaces is limited, focusing primarily on inclusive environments andtraining/mentoring [2]. Other barriers found that impede student interaction include student lackself-confidence, fear of failure, and a lack of visibly alike peers [3-5]. A deeper understanding ofmakerspaces, which

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Jerrod A. Henderson, University of Houston; Erik M. Hines, Florida State University; Ayesha Boyce, University of North Carolina - Greensboro; Jared Larenz Davis, University of Houston; Waldemiro Muanha Junqueira, University of Houston; Tyron Slack, Florida State University

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c Society for Engineering Education, 2021 Paper ID #32969in Psychology at Southeastern Louisiana University and my Master’s of Social Work degree at FloridaState University. My clinical and research interests include African American student academic success,resilience, and mental health. American c Society for Engineering Education, 2021 Black Males in Pursuit of Advanced Engineering DegreesIntroductionProducing graduates with science, technology, engineering, and mathematics (STEM)competencies remains a national concern/challenge [1]. Annually, less than half of the studentswho

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tuncay Aktosun, University of Texas at Arlington; Yolanda Parker, Tarrant County College; Jianzhong Su, University of Texas at Arlington

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federally-fundedscholarship and fellowship programs have helped to make the changes. We provide theappropriate data and present various plots to demonstrate the trend over the years in the studentdiversification since 2005.The three scholarship and mentoring programs we have been running in the UTA MathematicsDepartment are the S-STEM Scholarship Program [1] supported by the NSF-DUE (NationalScience Foundation, Division of the Undergraduate Education), the GAANN (GraduateAssistance in Areas of National Need) Program [2] supported by the US-ED, and the UTAMathematics Bridge-to-the Doctorate Program [3] supported by the NSF-DMS (NSF, Divisionof the Mathematical Sciences). Since we provided detailed information about these threeprograms in a previous

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

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NSF Grantees Poster Session

matriculated in the following fall. Spring and summer sessions wereused for a twofold purpose: 1) building community amongst the cohort, and 2) introducingstudents to key campus resources very early. These sessions were intentionally spaced roughlyone month apart to gradually introduce students to resources over time (as to not overwhelmthem) and to provide a space for their home support network to connect into their onboardingprocess. This process is an important piece of establishing a line of trust with their student’s newnetwork of support. Students within the program also had many opportunities prior to theirmatriculation to engage with the campus community through optional summer courses,participation in the “Connections” program (designed to

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University; Maeve Drummond Oakes, Purdue University; Allison Godwin, Purdue University

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NSF Grantees Poster Session

this process is beingdone manually, we are currently improving the system to create these diagrams automaticallyfrom a database of students’ information.ResultsWe followed the path of students participating in CISTAR summer programs from the summerof 2018 until the summer of 2020, represented below in a Sankey diagram (Figure 1).Figure 1. Sankey diagram representing the path of summer program participants, starting in thesummer of 2018 until 2020. These paths include Young Scholars (YS), Research Experiences forUndergraduates (REU), Research Experience and Mentoring (REM), High School (HS),participants integrating an undergraduate program (Undergrad), participants integrating agraduate program (Grad), and participants working in industry

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Allison Godwin, Purdue University at West Lafayette (COE); Brianna Benedict McIntyre, Purdue University; Jacqueline Ann Rohde, Purdue University at West Lafayette (COE); Herman Ronald Clements III, Purdue University at West Lafayette (COE); Heather Lee Perkins, Purdue University at West Lafayette (PPI); Joana Marques Melo, Purdue University at West Lafayette (COE); Andrea Lidia Castillo, University of California, Irvine

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culture.IntroductionA recent university-sponsored virtual fireside chat with Kimberlè Crenshaw, the attorney whocoined the term intersectionality (a construct that has transcended disciplinary boundaries) madea profound statement recalling the Civil Rights movement. Unsurprisingly, her statement, “Theymade room for bodies, not ideas,” mirrors what exists today in engineering education, wherenational prioritization is given to the recruitment of students minoritized (i.e., women, students ofcolor, neurodiverse, LGBTQ+, and students with disabilities) in engineering [1]. Yet, engineeringculture and practices privilege particular ways of being, thinking, and knowing tha t centerWhiteness and masculinity [2]– [3]. Not only do these messages reinforce “what counts

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2021 ASEE Virtual Annual Conference Content Access

Authors

Samantha Ruth Brunhaver, Arizona State University, Polytechnic School; Susan Sajadi, Arizona State University

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NSF Grantees Poster Session

Change: Fostering Adaptability along the Engineering PathwayIntroductionRapid technological advancement, demographic shifts, and globalization have been reshapingengineering work more quickly than ever [1]. The recent COVID-19 pandemic has also broughtunprecedented socioeconomic, environmental, and political change over the past year [2].Engineers must navigate these changes to innovate solutions to these pressing issues; yetresearch suggests that neither engineering students nor engineering professionals are sufficientlyprepared in this area. This CAREER grant addresses the issue by developing the means to define,understand, measure, and teach adaptability as a key meta-competency for engineers.Adaptability is the ability to

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Sara Rose Vohra, University of Illinois at Urbana-Champaign; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign; Isabel Miller, University of Illinois at Urbana - Champaign; Thomas Edward Romanchek, University of Illinois at Urbana - Champaign

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NSF Grantees Poster Session

research of the mental health crisis inundergraduate engineering programs, where some evidence suggests even higher rates of mentalhealth problems compared with other disciplines. Further, little research has endeavored toexamine the perceived norms of poor mental health in engineering, nor to understand the factorsthat influence these perceptions over time. Though culture and perceived norms have criticalrecruitment and retention implications, no research has examined the role of a high-stressculture, particularly for students who are underrepresented and may already face a “chillyclimate” [1] or “climate of intimidation” [2]. Given that culture permeates all parts of theengineering education ecosystem, we posit that a culture of stress has

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NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Carmen M. Bellido, University of Puerto Rico, Mayagüez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Monica Alfaro, University of Puerto Rico, Mayagüez Campus; Manuel A. Jimenez, University of Puerto Rico, Mayaguez Campus

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hadlimited access to clean water, electrical power, communications, and basic healthcare services.The devastation led to over 3,000 deaths, and a very slow process of recovering due to thefinancial crisis of the Island [1]. The 2020 seismic “swarm” that struck the southwest of PuertoRico included over 123 earthquakes of magnitude 3 or higher, with the most destructive quake ina century, a magnitude 6.4. that jolted residents awake in the predawn hours of January 7 [2].Such seismic activity caused severe structural damage, including the collapse of a public schooland over one hundred houses, and rendered hundreds of public and private buildings inhabitable.Hurricane María and the 2020 earthquakes increased awareness regarding the

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Jeanne L. Sanders, University of Nevada, Reno

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for research projects conducted byengineering faculty new to the field of engineering education research (EER) who are trained ineducation methods by an experienced mentor. Since 2016, the RIEF program has supported morethan 45 projects across over 45 institutions. The project seeks to understand best practices ofmentor-mentee relationships between engineering education researchers and engineering facultyentering the engineering education research field. This exploratory, phenomenologicallyinformed [1], qualitative study was guided by the Cognitive Apprentice Model (CAM)framework [2]. Participating in the RIEF program raised questions for the authors and identifiedadditional opportunities to help integrate and support participants in EER. Our

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2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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NSF Grantees Poster Session

about this groupof students. The second is the literature on confidence and its importance in student success. Theliterature on returners in engineering graduate programs is not yet extensive, although it has beengrowing in recent years. Literature on confidence, in contrast, is far more extensive and wide-ranging, with a longer history. Due to the wealth of literature in this area, only a small selectionis specifically cited in this paper.ReturnersRigorous study of returners in engineering graduate programs has only recently begun to bedone, with several studies performed over the past decade. Two of the earlier papers on thisgroup were published in 2011, with Peters & Daly [1] studying the transition of identity that tookplace when

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2021 ASEE Virtual Annual Conference Content Access

Authors

Omar Ashour, Pennsylvania State University, Behrend College; James Devin Cunningham, Carnegie Mellon University; Christian Enmanuel Lopez, Lafayette College; Conrad Tucker, Carnegie Mellon University

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the Industrial EngineeringCurriculum (award #1834465) [1]. The CLICK approach is an integrative curriculum approach.The approach leverages the benefits of immersive technologies, i.e., virtual reality and 3Dsimulation, to enhance student’s motivation and improve learning experiences and outcomes.Virtual systems can be created using these technologies to provide a theme where students canlearn the system principles and concepts across multiple courses in the curriculum. Immersivetechnologies make learning interactive and fun [2]. This approach is implemented in theIndustrial Engineering (IE) curriculum because of the unique focus of this curriculum on systems[3].The CLICK approach aims to address the problems in the current curriculum

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2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Dr. Cassandra Rutherford is an assistant professor in the Department of Civil, Constructions and Envi- ronmental Engineering. Her research focuses on geotechnical engineering and engineering education. American c Society for Engineering Education, 2021COVID-19 Pandemic Reveals a Major Challenge in Engineering EthicsEducationSummary of Work The COVID-19 pandemic has caused devastating impacts on our society, exacerbatinghuman suffering and upending thousands of lives. However, it is not solely a health crisis; infact, it is a “human, economic, and social crisis” [1] that requires combined efforts spanningdisciplines to solve emerging social problems. Engineers, with