Conference Session

CIT Division Technical Session #5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Muqri, DeVry University, Pomona; Seta Boghikian-Whitby; Muiz Muqri, University of Southern California; Zacki Muqri, University of Southern California; Sarah Muqri, University of California, Riverside

with theirpeculiar background, Java, Matlab, Maple, and Python may end up being 'best' for thatapplication (Shakib & Muqri, 2010).Actually, often, one will find that a mixture of a symbolic package, and a numeric package (orlibrary), with a little glue programming, will be best. This is because for advanced applications,one probably really wants to do 1. symbolic model manipulation 2. symbolic model simplification 3. numeric model simulation 4. code generation (for efficiency)Some experts have reported that the premise of Matlab is numerical computing. Depending onthe application, say if one just wants to numerically compute eigenvalues, inverses, ornumerically solve differential equations then probably Python is the way to go

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian Dick

issues, and addressing academic misconduct. It will further articulate the adaptationsthat are planned to be continued within the first-year experience as students return for face-to-faceinstruction. The impact of these changes will continue to be studied over the coming academic year.1. IntroductionThe COVID-19 pandemic impacted all aspects of society, including post-secondary education. InMarch-2020, most (if not all) post-secondary institutions within British Columbia shifted rapidly fromface-to-face to remote instruction. Both students and instructors were required to adapt to this newreality, while also managing the stress and anxiety resulting from the global pandemic. Forengineering educators, this shift was particularly challenging

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Harly Ramsey, University of Southern California

Bakhtin’s concept of thechronotope (an enmeshment of time and space), it examines the implications of contemporarydiscursive time-space constructions of engineering and engineering education. It proposes achronotope, Engineering Moment, as a way to denaturalize and engage underlying assumptionsabout the future of engineering. By positioning the engineering student within this chronotope, itsuggests a complementary pedagogical approach. An extra-curricular example demonstratesthat engineering students can be empowered to control their perspectives of time, resulting inincreased agency and a clearer understanding of their engineering identities.IntroductionStories help us make sense of who we are, individually and collectively [1]. Narrative theory

Conference Session

Computers in Education 4 - Online and Distributed Learning I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhou Zhang, New York City College of Technology; Yizhe Chang; Sven Esche, Stevens Institute of Technology (School of Engineering and Science); Andy Zhang, New York City College of Technology

and learning due to the shortage of hardware and software that facilitate theimplementation of the hands-on projects for robotics classes. As a result, the enrollment in therobotics programs was impacted severely, especially part-time students who are willing to earn anonline degree have to give up the robotics engineering/engineering technology programs.Consequently, the diversity of the students in the plan is harmed.At present, there are some implementations to teach online robotics courses: (1) Coding intensiveway to emphasize the algorithms, as being implemented in reference [1, 2]. (2) Use simulation andoptimization to familiarize students with the concepts and theories. For example, reference [3]introduced how to give remote robotics

Conference Session

Civil Engineering Division - Innovating New Ways to Teach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ismail Haltas

the results and achieve a conclusion with higherconfidence.IntroductionLearning happens in many ways, such as seeing, hearing, reflecting, acting, reasoning,memorizing, and visualizing. Teaching methods, materials, and activities also vary. Someinstructors lecture, others demonstrate or discuss, some focus on principles, and others onapplications. There are studies arguing that the most effective teaching can be achieved when thematerials and activities overlap with the students' learning styles [1], [2]. There are several methodsand indexes categorizing learning styles [3]. This case study aims to improve the teachingeffectiveness within the context of engineering courses and is based on the hypothesis that studentshave a set of preferred

Conference Session

Faculty Development Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shawna Thomas, Texas A&M University; Tracy Hammond, Texas A&M University; Kristi Shryock, Texas A&M University; Randy Brooks, Texas A&M University; Donna Jaison, Texas A&M University; Lance White, Texas A&M University; Robert Lightfoot, Texas A&M University

instruction that we learned during remote online instruction. Below aresome of the techniques instrumental to student learning to promote enhanced student learning.These include virtual office hours, polling, guest speakers, introduction surveys and pre-courseprep sessions, flipped classrooms, and gallery walks and multimedia artifact submissions.Virtual Office Hours. The nature and frequency of faculty-student interaction has the potential tomake a positive impact on undergraduate student’s social, personal and academic outcomes [1].Many instructors started utilizing virtual office hours for the first time during the forced transitionto online learning. The value of holding virtual office hours through Zoom was one of the lessonswe as a group at

Conference Session

Two-Year College Potpourri

Collection

2022 ASEE Annual Conference & Exposition

Authors

Diego Reyes; Brooke Coley, Arizona State University, Polytechnic Campus

paper to understand not only the effect that this stigma has on thedecision to go to community college but also for those that do choose to venture into the mistwhat has been their experience. Leading to the research question of this study: 1. How has the stigma associated with community college impacted students' decisions to attend a community college? 2. What do the stories of students that attended community college reveal about braving the stigma? Literature ReviewThe Importance of Community College A growing problem for the United States (US) is the number of engineers andengineering careers needed to stay as one of the top innovators and world

Conference Session

Multidisciplinary Engineering Division Technical Session - Best Diversity Paper

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shuvra Das, University of Detroit Mercy

havedelved into the details of these Students’ backgrounds, their high school experience, collegepreparedness or lack thereof, their college experience, their family needs, demands on their time,demands and support from the educational ecosystem, internship experiences, workexperiences, and their overall feeling about the entire experience. Overall, by exploring thejourney of these Students we will also gage the level of success (and failure) of the work donewith this NSF S-STEM grant.1. Introduction The word Mechatronics refers to an interdisciplinary area consisting of mechanical, electrical,electronics and computer technology. The term was originally coined by the Japanese in the latesixties and has been used since then to indicate

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brent Jesiek, Purdue University at West Lafayette (COE); Stephanie Claussen, San Francisco State University; Carla Zoltowski, Purdue University at West Lafayette (COE); Dayoung Kim, Purdue University at West Lafayette (COE); Lazlo Stepback, Purdue University at West Lafayette (PPI)

research interests include the professional formation of engineers, diversity, inclusion, and equity in engineering, human-centered design, engineering ethics, and leadership. © American Society for Engineering Education, 2022 Powered by www.slayte.com Exploring Perceptions of Ethics and Social Responsibility Among Engineering Students and Professionals: Research Highlights and Implications for the FieldIntroductionEthics and social responsibility are often viewed as key areas of concern for many engineeringeducators and professional engineers [1], [2]. Yet a growing body of anecdotal and empiricalevidence suggests a continuing lack

Conference Session

Pedagogy in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sidney Stone, The University of Toledo; Breanne Crockett; Kevin Xu, The University of Toledo; Matthew Liberatore, The University of Toledo

variousmetrics to capture animation usage including watch and re-watch rates as well as the length ofanimation views. Variations in view rate and time were examined across content, parsed by bookchapter, and five animation characterizations (Concept, Derivation, Figures and Plots, PhysicalWorld, and Spreadsheets). Important findings include: 1) Animation views were at or above100% for all chapters and cohorts, 2) Median view time varies from 22 s (2-step) to 59 s (6-step)- a reasonable attention span for students and cognitive load, 3) Median view time for animationscharacterized as Derivation was the longest (40 s) compared to Physical World animations,which resulted in the shortest time (20 s).Introduction and BackgroundInternet access makes viewing

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Retherford, University of Tennessee at Knoxville; Sarah Mobley, University of Tennessee at Knoxville; Brad McCoy, United States Military Academy; Aaron Hill, United States Military Academy

learning and greater retention of knowledge inapplication-based lessons, but student awareness and perception of the experiences should be consideredas important to the culture developed within a PBL course. While research may support the value, theclass atmosphere and presentation of PBL work might be relevant to creating a positive learningexperience for students unaware of the practical nature of PBL work or the learning advantage afforded insuch assignments. As indicated in student survey responses collected by Fleaher et al. [1], seniorundergraduate students had highly positive opinions of PBL’s influence on improved professional skills.To further the understanding of student perceptions of project-based learning courses, an extension of

Conference Session

CPDD Technical Session 2 - Trends in Student and Faculty Support

Collection

2022 ASEE Annual Conference & Exposition

Authors

Veronica Jara-Troncoso, Universidad Andres Bello; Cristian Saavedra-Acuna, Universidad Andres Bello; Monica Quezada-Espinoza, Universidad Andres Bello

. IntroductionIt is remarkable how the development of information technologies and their importancehave taken a leading role in our daily lives. In the educational field, one of the mostoutstanding results of these advances is that higher education institutions assume teachingmodalities that favor more people in a globalized technological age [1]. One of the toolsthat have promoted online studies are the Massive Online Open Courses (MOOCs), whichallows institutions to develop a more strategic approach to online learning. MOOCs includeimproving existing teaching practices in the classroom, promoting institutional reputation,and developing new revenue models [2]. Proponents of these courses argue that one of themain criteria for successful distance learning

Conference Session

Statics Fanatics 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Luke Fredette, Cedarville University; Michael Kennedy, Cedarville University

this project involve addressing the remaining technicalchallenges and testing solutions, establishing assessment instruments, and streamlining theproject with built-in year-to-year variations to make it more manageable for future instructors.IntroductionIn this paper, an overview is presented of in-progress work to refine a truss competition courseproject for a sophomore-level statics course. This project was intended to extend the analysistechniques learned in lecture to include a design component and hands-on application and hadbeen carried out with only minor changes for many years. Upon teaching this class for the firsttime, the first author identified educational outcomes for this project as (1) developed self-efficacy in analytical

Conference Session

Engineering Ethics Division: Perspectives on Engineering Ethics Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Angela Bielefeldt, University of Colorado Boulder

. Bielefeldt is also a Fellow of the American Society for Engineering Education. © American Society for Engineering Education, 2022 Powered by www.slayte.com Compliance or Catalyst: Faculty Perspectives on the Role of Accreditation in Engineering Ethics Education [Full Research Paper]Despite the significant link between curricula and accreditation, there is limited research onengineering educators’ perspectives on accreditation related to ethics and societal impacts. Thisfull research paper addresses the following research questions: (1) What are faculty members’perspectives on the role of accreditation in engineering ethics education? (2) How, if at all, doesaccreditation

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh

overwhelmingsatisfaction of all the participants.IntroductionThe fourth of the sustainable development goals (UN SGD #4) established by the United NationsAssembly in September 2015 (A/RES/70/1) calls to “ensure inclusive and equitable qualityeducation and promote lifelong learning opportunities for all”, including equal and affordableaccess to university for all women and men, by 2030 [1]. Universities are called to align theireducational strategies with the SDG objectives and provide for plans of action for theirimplementation and timely achievement [2].The University of Pittsburgh is in Pittsburgh, PA. The city is home of 54 public K-12 schools(20,350 students) and 107 private schools (16,754). The county is home of 43 school districts withover 271 K-12 schools

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Olukemi Akintewe, University of South Florida; Walter Silva Sotillo, University of South Florida

Robotics has tremendous use in education and has helped improve daily life operations. Furtheradvancements in miniaturization, automation, lightweight, and artificial intelligence technologies are atthe forefront of current research for long-term usability [1-2]. Manufacturing robots as a pedagogicalpractice promotes student learning in different entities of the engineering field. Specifically, it involvesknowledge of programming, electronics, design, and fabrication; thus, critical thinking and problem-solving stimulation are inevitable. Moreover, robotic competitions help train and motivate youngstudents in STEM education as the engagement provides stimuli to solve tangible societal problems [3-6]. The practice of competitions and prizes in an

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wodin-Schwartz, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Adam Powell, Worcester Polytechnic Institute; Yihao Zheng, Worcester Polytechnic Institute; Sneha Prabha Narra, Carnegie Mellon University

may be particularly useful to new faculty. If studentsare able to learn on their own, then the new faculty member can spend less time preparing toteach concepts, and more time learning how students approach problems - and understandingtheir problem-solving challenges. That understanding in turn can help them to develop their ownteaching materials and strategies over time. The time savings can be particularly helpful for newfaculty with heavy research expectations. STEM faculty often do not have training in teaching[1] and flipped learning can provide greater returns on faculty investment in professionallearning. In particular, differentiating for various student learning styles can be challenging whilelearning how to teach.While flipped

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kerrie Hooper, Florida International University; Trina Fletcher, Florida International University

influences people’s ethicalbeliefs and considerations. Another interesting topic in ethics is human flourishing theories. Terrell Bynum first coined the termflourishing ethics in 2006. Since then, many researchers have been applying flourishing ethics as theirparadigm for AI ethics. In Stahl (2020) ’s book, he stated, ”The central thesis of this book is thatflourishing ethics can enlighten AI ethics and guide the development of practical interventions. Anotherexample is Reiss (2021), in his paper on the use of AI education, who argued that education shouldsupport human flourishing, which will widen to non-human surroundings since it benefits humans too.There are two general categories of Flourishing Ethics (FE) –1. Human-Centered Flourishing

Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tahsin Chowdhury, Virginia Polytechnic Institute and State University; Juan David Ortega-Alvarez, Virginia Tech (primary) and Universidad EAFIT (secondary); Catherine Twyman, Virginia Polytechnic Institute and State University; Matthew James, Virginia Polytechnic Institute and State University; Benjamin Chambers, Virginia Polytechnic Institute and State University

, Juan Ortega-Alvarez*; Catherine Twyman; Matthew James; BenjaminChambersVirginia Tech; *Virginia Tech & Universidad EAFITIntroduction and BackgroundProject-based learning (PjBL) is a widely adopted active learning pedagogical approach, whichpromotes student critical thinking and problem-solving skills [1]. In a higher education context,this gives students an opportunity to learn while engaging actively in a collaborativeenvironment under the context of a challenging, open-ended problem [2]. PjBL is effective inhelping engineering students, especially in the first year, develop both technical and professionalcompetencies as they progress through their undergraduate studies.Due to the current pandemic, many classes in higher education

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Johns Hopkins University, Laurel; Elizabeth Logsdon, The Johns Hopkins University; Amadea Smith, The Johns Hopkins University

communicate effectively (ABET, 2022).2.2 Self-regulated design learning (SRDL) and the design studioIn his book “Self-Regulated Design Learning,” Matthew Powers writes that Self-Regulated Design Learning(SRDL) is a “theory and methodology that synthesizes two important concepts: (1) design learning; and (2) self-regulated learning (SRL), into a two-part structure that includes a theoretical foundation to help explain howstudents learn (and don’t learn) in design studios” (Powers 2017, p. xxi). Design studios and Project-based Learning(PBL) strategies put the student at the center of their learning experience, which is focused on learning by doing(Schön, 1987). Powers defines self-regulated learning as “the belief that meaningful learning comes from

Conference Session

Two-Year College Potpourri

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cynthia Pickering, Arizona State University; Laurie MiLler McNeill, Westchester Community College; Mara Lopez, Arizona State University; Juan Rodriguez, Westchester Community College; Sarah Belknap, Westchester Community College; Elaine Craft, Florence-Darlington Technical College; Caroline Vaningen-Dunn

tiered PD model features a scaffolded series of reflective and activity-oriented modules toincrementally enrich the instructional practices and mindset of HSI STEM educators andstrengthen their repertoire of strategies for engaging culturally diverse students. Scaffolding thattranslates culturally responsive theory to practice spans each of the four distinct topic modules ineach tier. Each topic module in a tier then scaffolds to a more advanced topic module in the nexttier. Tier 1, Bienvenidos, welcomes HSI STEM educators who recognize the need to better servetheir Latinx students, and want guidance for small practical activities to try with their students.Tier 2, Transformation through Action, immerses HSI STEM educators in additional

Conference Session

Civil Engineering Division - Integration of Engineering and/or Technical Rigor with Diversity, Equity, Inclusion and Justice (DEIJ)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shinae Jang, University of Connecticut

www.slayte.com Re-design of a Large Statics Course to Forster Creativity and Inclusion1. IntroductionThe goal of undergraduate engineering programs is to teach how to solve problems [1] withcritical thinking and other necessary skills. Engineering programs typically have had a narrowfocus and rigid adherence to traditional instruction and assessment [2]. Blickenstaff [3] reportedthe lecture format that was adopted in most engineering courses can be detrimental in that itpotentially creates a barrier between students and instructors. Felder et al. [4] and Suresh [5]found that performance in key introductory undergraduate courses is related to engineeringpersistence. Even long after Seymour and Hewitt’s earlier study about students leavingengineering

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cynthia Pickering, Arizona State University; Mara Lopez, Arizona State University; Gloria Gonzalez; Marcus Garcia, Phoenix College; Caroline Vaningen-Dunn; Katy Pinto

mode to providereal-world IT experience for undergraduate students: 1) externships situated on-campus, underthe supervision of faculty and assisted by peer-mentors and industry mentors and 2) internshipssituated with local companies under the supervision of industry employees. When careerpreparedness elements were interwoven while learning and practicing new IT skills withinhands-on project deliverables, externs reported benefits such as increased confidence in seekingout employment opportunities, preparing for interviews, professional networking, leadershipdevelopment, and conveying their industry experience in their resumes and on LinkedIn.Lessons learned to date related to engaging and retaining targeted students include the need

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University at West Lafayette (COE); Wonki Lee, Purdue University at West Lafayette (COE); Nathan Mentzer, Purdue University at West Lafayette (COE)

paper.Design thinking is a process that promotes teaching andlearning of different skills that are required for the twenty-first century [1]. It has proven inengaging students in problem solving skills and in helping them to pursue more of STEM basedcareers [2].Design thinking has gained immense popularity in the past decade as it is oftenassociated with innovation [3]. With the gaining popularity, many universities are offeringdesign thinking courses not only to engineering and design departments but also to otherdepartments like management, medicine etc. According to a recent article titled “Towards Bringing Human-Centered Design to K-12and Post-Secondary Education” by Shehab et al., it is mentioned that While there has been

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

be overemphasized [1], [2], [3]. The competitive, autonomous nature of contemporary higher education further challengesstudents to take responsibility for the success of their learning [1]. Added stress from learningonline has increased the need for students to develop self-regulation skills that enable theirlearning and management of various learning facets such as motivation, organization, and timemanagement [1], [2]. The development and enhancement of self-directed learning skills are notonly crucial for self-regulation, but also help strengthen students’ ability to navigate onlinelearning. This is especially pertinent in light of the tendency of online learning environments torely on students’ autonomy by requiring them to

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Mckenzie Landrum, University of Florida; Tara Ippolito, University of Florida; Austin Hayes

, and the Think-Pair-Share method [1]. Even though there were no statistically significantdifferences between the two methods, it was found that the Think-Pair-Share Method resulted inslightly higher RStudio self-efficacy [1]. On the other hand, the results for the computationalassessment presented a higher mean of correct answers for the Instructor-Guided method [1]. The literature review for the preliminary study primarily focused on how the use ofcalculators in high school mathematics courses affected student performance in introductorycollege calculus courses. Although learning software is more complex than learning how to operatea calculator, the risk of student dependence on calculators is still prominent. It was found thatputting

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Desen Ozkan, Tufts University; Chelsea Andrews, Tufts University

engineer, right? […] And two, it'll make you a better human being" [Luca, first year engineering student, see Table 1].Historically, engineering has advocated for diversity in engineering under the promise thatbroadening STEM participation would lead to more innovation and domestic economic growth.These neoliberal and assimilationist justifications for diversity in engineering are rooted indeficit narratives of minoritized individuals (Lucena & Smith, 2016; Lee, Knight, & Cardella,2020). In a similar vein, STEM education discourses tout social mobility gains as a key benefitof outreach programs that target students from minoritized backgrounds, with STEM positionedas primarily a path for upward economic mobility (Lucena, 2005; Vakil &

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saralyn McKinnon-Crowley, Georgia Institute of Technology; Todd Fernandez, Georgia Institute of Technology; Sara Schley

www.slayte.comWHAT MAKES “GOOD” ENGINEERING PEDAGOGY? 1 Work in Progress: What Makes “Good’ Engineering Pedagogy? Preliminary Results from a Qualitative Study of Engineering Faculty1 This work in progress paper analyzes faculty members’ perceptions of their role ineducation and develops a model of those perceptions. We report some results of a larger studyfocused on faculty’s perceptions of pedagogy and the role of organizational and institutionalculture (Offorna, 2016) in improving engineering education. Improving engineering educationrequires includes careful attention to not only changing what is taught and how it is taught, butthe beliefs of

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Adrienne Minerick, Michigan Technological University; Cinzia Cervato, Iowa State University of Science and Technology; Sonia Goltz; David Wahl, Iowa State University of Science and Technology; Patricia Sotirin; Mark Rouleau

diverse faculty.Background The concept of a tipping point has become broadly utilized in a variety of fields sinceMalcolm Gladwell’s book by the same name was published in 2000 [1]. Within the context ofwomen and underrepresented individuals in science, technology, engineering, and mathematics(STEM), the premise upon which NSF’s ADVANCE program was founded was to identify thebehaviors, policies, and programs that could enable equity in STEM faculty ranks. TheADVANCE program launched in 2001 and has enabled extensive programming and researchinto this challenge. Twenty years later, studies continue to relay the isolation and hostileprofessional obstacle course that excluded groups face in STEM [2]. In short, a tipping point hasnot yet been

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Conrad, University of Detroit Mercy; Alexa Rihana Abdallah, University of Detroit Mercy; Lauren Ross

support from family (74.4%) and fellow universitystudents (62.8%). However, 37.2% of respondents reported not having any sort of mentor intheir field of study as they navigate their college careers.The most notable differences between subgroups occur (1) between women and men inengineering, and (2) between women in engineering and other STEM disciplines. In addition tosupport from family/friends, the female engineers indicated more reliance on professors as a keysupport system compared to other subgroups (73% WE; 48% WS; 41% ME). Additionally,60% of WE reported personally experiencing institutional/cultural barriers related to theirprogram of study compared to only 14% of ME, and 28% of WS.Results of this study suggest that women in engineering