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2023 ASEE Annual Conference & Exposition

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Peter Youngs, University of Virginia; Scout Beron Crimmins , University of Virginia; Jonathan Foster, University of Virginia; Matthew Korban, University of Virginia; Ginger S. Watson, Old Dominion University; Scott T. Acton, California State University, Channel Islands

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Note1. This material is based upon work supported by the National Science Foundation under GrantNo. 2000487 and the Robertson Foundation under Grant No. 9909875. Any opinions, findings,and conclusions or recommendations expressed in this material are those of the author(s) and donot necessarily reflect the views of the funders. 4 ReferencesAuthor (2022).Berry, III, R.Q., Rimm-Kaufman, S.E., Ottmar, E.M., Walkowiak, T.A., Merritt, E., & Pinter, H.H. (2013). The Mathematics Scan (M-Scan): A measure of mathematics instructional quality. Charlottesville, VA: University of Virginia.Dale, M. E., Godley, A. J., Capello, S. A., Donnelly, P. J

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2023 ASEE Annual Conference & Exposition

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Carol S. Gattis, University of Arkansas; Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Jennie S Popp Ph.D.; Divya Muralidhara, University of Arkansas

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worse for low-income and URM students [6].• In cohort 3, the annual survey showed potential issues in academic integrations and self- regulation. Academic integration is a measure of the students’ perceptions of their academic experiences with faculty, counselors, and administrators, as well as perceptions about their career preparation at their institutions. Self-regulation is the awareness, knowledge, and control of cognition. It includes the students’ ability to control their effort and attention in the face of distraction and uninteresting tasks [5] which also may reflect the potential lack of motivation seen in the pandemic generation [6].• Academic performance goals as measured by GPA were met with recent cohort

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2023 ASEE Annual Conference & Exposition

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EVANGELIA G. CHRYSIKOU, Drexel University; John S. Gero, University of North Carolina, Charlotte; Julie Milovanovic, University of North Carolina, Charlotte; DongHo Kim, Drexel University

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design task, using a multimethodapproach.We hypothesize that an exemplar-based approach to learning—reflected in brain activitypatterns—will reinforce the impact of examples in design tasks, by increasing the salience of theexample design features relative to the abstract relationships that unite them. In contrast, anabstraction-based approach to learning—reflected in different patterns of neural activity—mayemphasize the abstract design rules governing the example designs, thus offering protection fromdesign fixation to their features. Based on prior literature, we further hypothesize [1], [2], thatdifferences in domain expertise between mechanical engineering and product design wouldmitigate these effects.MethodOverview & Design

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2023 ASEE Annual Conference & Exposition

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G. R. Marvez, Tufts University ; Camila Lee, Massachusetts Institute of Technology; Justin Reich, Massachusetts Institute of Technology

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Teacher Education Program have led her to design studies that seek to understand how to optimize learning with different model mediums such as immersive virtual reality. At the TSL, Camila works on projects that support teacher education through online learning experiences.Justin Reich, Massachusetts Institute of Technology ©American Society for Engineering Education, 2023 Practicing Facilitating STEM Discussions: A study on the use of a digital simulation tool for teachers Engineering requires complex, team-based problem-solving skills, and engineeringeducation should reflect this needed expertise. However, teachers rarely get the opportunity topractice honing crucial

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2023 ASEE Annual Conference & Exposition

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Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

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students.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical

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2023 ASEE Annual Conference & Exposition

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Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego; Joel Alejandro Mejia, The University of Texas, San Antonio; Susan M Lord, University of San Diego

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informs the culture, climate, and discourse of engineering education,leading to an exclusionary culture within engineering as reflected by the lack of diversity andlower retention of students and faculty of color, and contributes to systemic barriers negativelyimpacting racial equity. Moving towards racial equity in engineering education requires afundamental shift in thinking in two important ways: 1) we must reframe how we think aboutunderserved populations from minority to minoritized by a dominant discourse, and 2) to beginto dismantle the impacts of Whiteness, we must first make this barrier visible.In the first year of this project, the diverse team of PIs began to explore scripts of Whiteness inengineering education by conducting a

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2023 ASEE Annual Conference & Exposition

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Ibrahim F. Zeid, Northeastern University; Claire Duggan, Northeastern University; Jennifer Ocif Love, Northeastern University

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vouchers.OrientationPrior to the start of the program, an orientation meeting introduced the available researchprojects and allowed students, faculty, and the graduate student mentors to meet each other. Anoverview of Research Contracts, which were used to structure the individual summer researchprojects of each student, a brief introduction to the online communications platform (Basecamp),where students turned in materials and engaged in weekly reflections on the program and theirresearch projects, and a Lab and Campus Safety information session were also covered in theorientation meeting.Program Website https://stem.northeastern.edu/summer/reu/pathways/Arduino/SparkFun WorkshopThrough this workshop series and a 10-week long engineering design project, students

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2023 ASEE Annual Conference & Exposition

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Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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extant model of empathyin engineering design on which the initial instrument was founded, then we invited critique of theinstrument and identification of parts missing from their pre-reflection stories. We leveragedMiro and this extant model and asked participants to share their stories within the extant model.We also prompted participants to expand the model, naming parts of the model that failed tocapture their pre-reflection stories. In this way, we began prompting participants to help usexpand the model to other design phases, other empathy types, or other directions. For example,similar to the first co-creation workshop, some participants focused on empathy within the team,with one participant considering this a predecessor or affordance to

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2023 ASEE Annual Conference & Exposition

Authors

Kellie Schneider, University of Dayton; Leanne Petry, Central State University; Margaret Pinnell, University of Dayton; Kelly Bohrer, University of Dayton; Amy Anderson; Elizabeth Generas; Marjorie Langston Langston; Sharath Krishna

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experience, teachers benefit professionally through integrateddevelopment activities and cultivate greater self-awareness and understanding of culture.First, this paper will summarize the project to date. Then, we present observations fromparticipants’ reflections, semi-structured interview, and pre/post intercultural assessments. Next,we highlight the collaborative outreach and capacity-building efforts which resulted in a newcommunity partner and immersion site. Finally, we discuss the unique opportunities andchallenges associated with navigating international travel and immersion experiences during theCOVID-19 pandemic.Project SummaryThe Global STEM Research Experience for Teachers (RET) is a collaborative program betweenCentral State University

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2023 ASEE Annual Conference & Exposition

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Trina C. Kershaw, University of Massachusetts, Dartmouth; Susan Thomson Tripathy, University of Massachusetts, Lowell; Hong Liu, University of Massachusetts, Dartmouth; Kavitha Chandra, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

as staying engaged andmeeting deadlines, and changes in the overall organization of the project, such as time forreflection and clearer connections between the team activities and the learning module they werecreating. They also wished they had a better understanding of the project at the beginning.Based on what we learned during the first year of the project, we made changes to theorganization of the project to better explain its goals. We also addressed challenges about anddesires to have more opportunities for improving academic writing, gaining technicalknowledge, and reflecting on the process. Overall, we worked to support teams through the co-creation process by providing better scaffolds. The benefits of scaffolds are addressed in

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2023 ASEE Annual Conference & Exposition

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Sarah LaRose; Robert Merton Stwalley III P.E., Purdue University, West Lafayette

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Summer Observe project management Project Giving back MEP Ambassador Sophomore ABE 495 RS Summer experience reflection Advanced learning skills Outreach to PreK-12 students (Program closed after Recruitment Year Soph. Seminar Encourage society involvement 1st cohort) Building/ Strengthening Web Mentoring by

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2023 ASEE Annual Conference & Exposition

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John Ray Morelock, University of Georgia; Dominik May, University of Wuppertal; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Chaturved Janaki, University of Georgia

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, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic in- terdisciplinary team that brings together professors, graduate, and undergraduate students from engineer- ing, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the pro- fessional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces. ©American Society for Engineering Education, 2023

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2023 ASEE Annual Conference & Exposition

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Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Sherry Hsi, BSCS Science Learning

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work supported by the National Science Foundation under Grant No.1751369 and Grant No. 2005784. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.References[1] V. Svihla, T. B. Peele-Eady, and A. Gallup, "Exploring agency in capstone design problem framing," Studies in Engineering Education, vol. 2, no. 2, pp. 96–119, 2021, doi: 10.21061/see.69.[2] V. Svihla and T. B. Peele-Eady, "Framing agency as a lens into constructionist learning," Proceedings of Constructionism, pp. 313-324, 2020. [Online]. Available: http://www.constructionismconf.org/wp-content/uploads/2020/05/C2020

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Hillary E. Merzdorf, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Anna Stepanova, Texas A&M University; Vimal Kumar Viswanathan, San Jose State University; Vinayak Krishnamurthy; Wayne Li, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University; Kerrie A Douglas, Purdue University, West Lafayette

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, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Kerrie A Douglas, Purdue University, West Lafayette Dr. Douglas is an Associate Professor in the Purdue School of Engineering Education. Her research is focused on improving methods of assessment in engineering learning environments and supporting engineering students

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2023 ASEE Annual Conference & Exposition

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Ellen Zerbe, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Donald R. Webster, Georgia Institute of Technology

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maturity asthe students move through the courses. To create lasting change, the organizational structures must also be supportive. Twoinitiatives took place at this level. First, a School-wide climate study was conducted to assess senseof belonging, engagement, and perception of support in the undergraduate students, graduatestudents, and faculty and staff in the School. Second, modifications to the School’s strategic visionwere made to reflect a mission of EM and holistic education.Results Results presented in the poster represent a work in progress. These are the preliminaryresults and strategies we have used in this ongoing change process.RQ1: How can we develop effective learning environments for knowledge, skills, and

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2023 ASEE Annual Conference & Exposition

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Katie Evans, Houston Christian University; Marisa K. Orr, Clemson University; Mitzi Desselles, Louisiana Tech University

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specifically designed for the program.ConclusionsHaving concluded the execution of the summer program, the team has started to reflect on NSFproject outcomes. The stated goal of the program was for 80% of the S-STEM Scholars tograduate with a STEM degree within four years. The 4-year graduation rates in STEM forCohorts 1 through 3 were 83%, 53%, and 84%, respectively. Program goals were met in two ofthe three years for which data is available. As mentioned above, the extent to which COVID-19had an impact on retention and graduation is unknown.Program sustainability is a significant challenge given that the scholarship funding covered fullcost of attendance for students, i.e. tuition, fees, books, housing, and meals. Sustaining theprogram will require

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2023 ASEE Annual Conference & Exposition

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Lesley M. Berhan, The University of Toledo; Bryan Thomas Bosch

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Diversity, NSF Grantees Poster Session

requirements and are admitted to anExploratory Studies major in the university’s University College. Historical data indicates thatapproximately 170 students per year with a high school GPA of 3.00 or higher are admitted toExploratory Studies because they do not meet the College of Engineering admissions criteria. Ofthose, roughly 78 students remain at the University after one year. Of those 78, only about 45students per year transition to College of Engineering majors by the end of their first year, withthe majority of these students transferring to engineering technology majors. The low transferrate for students to the College of Engineering in general and to engineering majors in particulardoes not accurately reflect the ability of these students

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2023 ASEE Annual Conference & Exposition

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Catherine Mcgough Spence, Minnesota State University, Mankato; Emilie A. Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Tech

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State University, Mankato. She has a Ph.D. in Engineering Education, an M.S.Ed. in Curriculum and Instruction - Science Education, and a B.S. in Materials Science and Engineering.Dr. Michelle Soledad, Virginia Tech Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University

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2023 ASEE Annual Conference & Exposition

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Karl D. Schubert, FIET, University of Arkansas; Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Jennie S Popp, Ph.D., University of Arkansa; Divya Muralidhara, University of Arkansas; Thomas Carter III, University of Arkansas

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are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.References[1] Schubert, K., & Delgado Solorzano, X., & Massey, L., & Gattis, C., & Popp, J., & Cao, C., & Carter, T., & Muralidhara, D. (2022, August), A Successful 2-week Innovation- and Student Success-Focused Bridge Program for First-Year Students. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/42080[2] https://honorscollege.uark.edu/prospective-students/path-program/index.php[3] Schubert, K. D., & Moergen, K. N., & Gattis, C. S., & Lo, W. (2020, June), Integrating Innovation Curriculum: Measuring Student Innovation to

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2023 ASEE Annual Conference & Exposition

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John Carrell, Texas Tech University; Joshua M. Cruz; Andrew Mark Herbert; Michael Scott Laver, Rochester Institute of Technology; Emily Lazarus; Iris V. Rivero; Erika Nuñez, Texas Tech University; Nafisha Tabassum

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Diversity, NSF Grantees Poster Session

groups of individuals cannot exist without a mixture of critical andempathetic reasoning: “rational reflection would not be able to provide us with the imaginarypower that we need to envisage future scenarios and to take part in other people’s perspectivesand to evaluate their destinies” (p. 106).STEM and Empathy. Through emotional reflection, STEM professionals come to decisions abouthow their choices affect individuals beyond themselves. STEM curriculum alone often fails toteach this important concept [25-27]. Humanities instruction may be key to supporting thesetypes of reflections. Prior research indicates that interdisciplinary and holistic approaches may bemore effective than traditional programs in developing empathy [28-30]. Through

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2023 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Susan Bobbitt Nolen; Dominic J Dal Bello, Allan Hancock College; James M Widmann, California Polytechnic State University, San Luis Obispo; Michael J. Prince, Bucknell University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez

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expansion of the CW.In the past year, we have focused on (a) analyzing extensive interviews with faculty members toinvestigate aspects of the educational systems that influence the propagation of the CW in fivediverse institutional settings, (b) a multi-institutional “Common Questions Study” expandedfrom last year, (c) student metacognitive responses to complex concept questions, (d) machinelearning of constructed responses, (d) continued development and review of concept questions,and (e) development of adaptive instructional tools.Ecosystems Metaphor for PropagationIn this project, we use an ecosystem metaphor to understand the propagation of an instructionaltool, the Concept Warehouse [9]. This metaphor reflects a socio-cultural perspective that

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2023 ASEE Annual Conference & Exposition

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Chris Venters, East Carolina University; Saryn Goldberg, Hofstra University; Amy Masnick, Hofstra University; Kaelyn Marks, Hofstra University; Kareem Panton, Hofstra University

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questions by having students grade them using the samerubric as the instructors. They observed that students matched the instructor-determined gradesless than 50% of the time. However, the rubric required students to discern between a “minorerror,” a “minor logic error” and a “significant conceptual error,” such that poor performance onthe calibration task may have been reflective of students’ inability to discern between these typesof mistakes.In this study we will examine preliminary data collected in an engineering statics course toobserve whether our students follow trends observed with postdiction calibration in other fields.Specifically, we are interested in determining if: 1) High-performing students are better calibrated than low

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2023 ASEE Annual Conference & Exposition

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Michael Geoffrey Brown, Iowa State University of Science and Technology; Monica H. Lamm, Iowa State University of Science and Technology; Md Imtiajul Alam, Iowa State University of Science and Technology

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identity draws on three constructs reflected in similarresearch in physics, math, and science broadly: subjective interest in the subject, external feelings ofrecognition, and competency beliefs. That these concepts overlap with related frameworks forunderstanding students’ motivation to succeed and perform in STEM education is perhaps unsurprising,but results in a complicated picture of how EI forms and what role it might play in students’ trajectories.To disentangle expectancy value constructs of motivation and EI measures of competency beliefs, wouldrequire a simultaneous consideration of both- an approach absent in the current literature[8]. While a gooddeal of this work focuses on the factors that inform matriculation into engineering

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2023 ASEE Annual Conference & Exposition

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Corey E. Brady, Vanderbilt University; Hyunyi Jung, University of Florida; JOSE DAVID DE LEON ALEJANDRO, University of Florida; Chonika C Coleman-King, University of Florida; Zandra de Araujo, University of Florida; Kayla Sutcliffe, University of Florida

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from the larger community of thesurrounding town. Many of the students who attend St. Teresa’s live on this side of town, wherethere is quite a bit of poverty. Most students receive government-funded scholarships to attendthe private school, which is owned and run by a Black woman native to the local community.The school serves students pre-K through eighth grade. Roper Developmental Research Schoolis a public school affiliated with a University. The student population is selected by lottery andrequired to reflect the demographics and socioeconomics of the school-age population of theState. Participants were recruited and consented through a convenience sampling, by word ofmouth through researchers’ contacts in the schools and

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2023 ASEE Annual Conference & Exposition

Authors

Royce A. Francis, The George Washington University; Marie C. Paretti, Virginia Tech; Rachel Claire Riedner, George Washington University

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limit their professional effectiveness since our study of engineering judgment in student writing clearly indicates that technical work is clearly mediated through communication practice. This finding is also reflected in Wilde and Guile’s (2021) use of the concepts of situated judgment and immaterial activity. They note that material production includes interprofessional teams’ idea generation and digitalFigure 2. High-level themes and sub- exchanges of ideas, suggestions, and recollections that

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2023 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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find strategies to overcome them. With a qualitative approach, this study also includeddescriptive statistics to complement each other. Findings revealed that Latinx student participantsperceived and experienced Engineering as competitive and challenging, especially to interactand develop long-lasting relationships with their classmates. Also, participants reflected on thedifferent learning outcomes they gained by participating in the ROLE program highlighting theirpersonal discoveries and academic and research development. Overall, participants enjoyed theexperience of acquiring a new skillset through research activities and were highly satisfied by thecommunity building they created among all peers and mentors.Background While

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2023 ASEE Annual Conference & Exposition

Authors

Thomas Tretter, University of Louisville; Olfa Nasraoui, University of Louisville; Kyle Dylan Spurlock; Breanna Graven, University of Louisville

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a rule (algorithm) for sorting and grouping. Then cards, describing sets of characteristics of select elements, were distributed, Sam and in small groups while debating with each other, students determined patterns and features that would be helpful in rules. After discussion of their thinking, a periodic table was reviewed to highlight how their pattern seeking and algorithmic approach to making decisions reflected how the original periodic table was constructed based on observable properties of elements.ASEE 2023, Baltimore, MD Across all cases, teachers reported that students found the instruction engaging. Teachersreported that they found that

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2023 ASEE Annual Conference & Exposition

Authors

Alberto Cureg Cruz, California State University, Bakersfield; Dennis Derickson, California Polytechnic State University, San Luis Obispo; Amin Malek, California State University, Bakersfield

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, and self-identifying goals for the internship. - Halfway through the internship, the evaluation team met with the students over Zoom to determine their satisfaction, general feedback, and to reflect if they were meeting their self- identified goals from the survey. - After the internship concluded, the team met with the students a final time. Again, the themes of the conversation are satisfaction, feedback, and reflection on self-identified goals.Students were informed that the surveys and interviews were anonymous. They were an importantformative evaluation tool to determine if corporations should continue on with the program.IV. Discussion The grant team experienced many challenges but overall was an

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2023 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University, Bozeman; Douglas J. Hacker, University of Utah; Christine Johnson

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happens to the power of various elements in a resistivecircuit as the value of one of the resistors decreases. The second exercise has students considersituations in which the ideal independent voltage and current source models might fail. Bothwriting exercises are built from a template that includes several metacognitive prompts to spurself-reflection on the part of the user. A rule-based approach was taken to detect evidence ofcommon misconceptions [2] and errors in student responses, as well as to identify sentences thatrevealed the student was correctly addressing the problems. Based on identified misconceptionsor correct concepts in a student’s writing, the web-based application selects appropriate directedline of reasoning (DLR) feedback

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2023 ASEE Annual Conference & Exposition

Authors

Oludare Adegbola Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Hannah Abedoh, Morgan State University; Mehdi Shokouhian, Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks ; Krishna Bista; Uttam Gaulee; Md Mahmudur Rahman, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University

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3.70Team effectiveness characteristicsThe percentage of responses of the participants on team effectiveness is presented in Table2a-c. The majority, 62.97%, strongly agreed that clear objectives are established for teamactivities. Moreover, 51.85% strongly agreed that the team members are supportive of eachother, and 40.74% agreed that the team members feel fully utilized. In summary, the resultsshowed that larger percentages of the respondents agreed with all of the items. Additionally,it was observed that the highest percentage of disagreement in some items was 7.41% andoccurred under “The team often reflects on how well they achieve the objectives” and “theteam is involved in creating task objectives.”Table 2a: Percent Responses of the