Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brian O'Connell, Northeastern University

students to engage with just a tiny portion of it, the availablescope can be overwhelming and leave them unsure of what to do. The more advanced andinteresting use of these tools require some understanding of the various low-level tasks and howto usefully combine them, necessitating some menial and tedious study of low-level commandsto gain some mastery of the tool [1]. Many approaches try to alleviate the tedium and immensityby utilizing simple games as the context for developing and implementing algorithms whiletrying to include an entertaining and relatable aspect. These show significant success, but thereare also pitfalls. Not everybody likes games or is familiar with the games implemented. The useof games in an engineering context is also not

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chartrisa Simpson, Mississippi State University; Aileen Huang-Saad, Northeastern University; Cheryl Gomillion, University of Georgia; Kasia Gallo, Mississippi State University

engineering and regenerative medicine. Specifically, the work of her research group focuses on three general areas: (1) design and evaluation of biomaterials for therapeutic purposes; (2) application of materials for engineering tissue systems; and (3) advanced engineering strategies for developing in vitro models and culture systems. Dr. Gomillion is committed to the integration of her biomedical interests with education research endeavors, with a specific focus on evaluating classroom innovations for improving biomedical engineering student learning and exploring factors that facilitate success for diverse undergraduate and graduate students.Chartrisa Lashan Simpson (Associate Professor

Conference Session

LEAD Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kyle Gipson, James Madison University; Matthew Caulfield, James Madison University

desired mentorship programoutcomes. This mapping process is demonstrated with two case studies: one a mentoringprogram for incoming first-year students and a second for faculty at career transitions.1 IntroductionMentorship is grounded in the connection and relationship between individuals. Mentorship canprovide an individual with the basic understanding and learning outside of their own perspective.Through mentoring, individuals working with others may be able to increase their success andsatisfaction in themselves, their work, and their career. Beyond themselves, an individual mayalso develop an understanding of others by gaining insight into other’s different perspectives.Through the growth potential in mentoring, an individual may identify

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Nicholson, Florida International University; Trina Fletcher, Florida International University

education and workspaces, we are constantly wondering where the safespaces for Black girls and women in engineering and computing are. Influenced by those whohave developed pro-Black women epistemologies, our hope is to add Black feministepistemology to how engineering is taught, learned, and practiced fostering pleasurableexperiences for Black girls and women in this field.6) References[1] C. Clarke, “Are Black Women Engineers on the Brink of Extinction? - All Together,” SWE,Apr. 18, 2018. https://alltogether.swe.org/2018/04/are-black-women-engineers-on-the-brink-of-extinction/ (accessed Jan. 24, 2022).[2] C. Webster, “The History of Black Girls and the Field of Black Girlhood Studies: At theForefront of Academic Scholarship | The American

Conference Session

Centering Black Experiences in STEM: Equity, Culture & Social Justice in Education Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Simone Smarr, University of Florida; Juan Gilbert, University of Florida

,particularly by using pedagogical bridges and partnerships.IntroductionAlthough there have been years worth of “diversity efforts,” the field of computing stillstruggles.Lack of diversity in computing is documented, according to the US Equal EmploymentOpportunity Commission African-Americans make up 7.4% of the high-tech industry [1, 2]. Thecomputing workforce is reflective of the computing in higher education stats. According to the2018 Taulbee Survey, only 5.4% of students enrolled in the responding Computer Science,Computer Engineering, or Information programs identified as Black/African-Americans [3].Although the statistics look bleak, efforts to change these statistics exist and continue to gaintraction. Often called Broadening Participation in

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariah Arral, Carnegie Mellon University

members.Resources about accessible and inclusive education practices related to the disabilitycommunity are limited, and educators identified this limitation as a barrier to the supportprocess. There is a clear and present need to ensure that support is implemented in ourclassrooms and that faculty have the resources to adapt their courses to an accessible format.The goal of this paper is to provide a guide to professors and students on accessible education.This guide will summarize resources and findings from both disability and education researchinto one cohesive space. I will discuss 10 guidelines, as follows: 1) Provide instructor- andcourse-specific accessibility and accommodations statements, 2) Meet with students privatelyabout their accommodations

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Peters, University of San Diego; Susan Lord, University of San Diego

two assets of a Native Hawaiian students intersectional identity that can help thesestudents to rediscover their meaning and engineering prowess. As more specific epistemologiesor marginalized groups such as the Native Hawaiians are brought into the engineering space, thestructures in place that inhibit diversity and inclusion can be converted to create a place of sharedknowledge and acceptance.Keywords: Underrepresentation, student experience, race/ethnicity, critical theoryIntroductionNative Hawaiians and Pacific Islanders (NHPI) have a rich history of engineering. For example,the hydraulic engineering prowess of the ahupuaʻa (land division) system in prehistoric Hawaiʻibalances irrigation and conservation to ensure watershed well-being [1

Conference Session

Computers in Education 7 - Modulus 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Afrin Naz, West Virginia University Institute of Technology; Gay Stewart, West Virginia University

modify themost widely used CS curriculum in the world (Code.org). The SUCCESS RPP also creates a CS coursesequence that satisfies a state middle school career exploration requirement and supports districts inimplementing CS education in their schools, thereby expanding CS opportunities for rural students.The problems of practice to be addressed by the SUCCESS RPP are important nationally: In 2008, theNational Science Foundation proposed the CS10K Project, an effort to place CS curricula in 10,000 schoolsby 10,000 well-qualified teachers by 2017, [1] highlighting the need to prepare students for a world heavilyinfluenced by computing [2] and move them from being technology consumers to producers. [3] But by 2020,only 19 states had policies giving

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Julianna Gesun, Purdue University at West Lafayette (COE)

faceexacerbated challenges when pursuing undergraduate research with STEM faculty.We investigate different mentoring strategies that support neurodivergent STEM undergraduateresearchers to thrive. First, we created a survey (see Appendix A) for the undergraduate researchcommunity, and we will recruit local participants to understand our research questions. The goalof the survey is to provide a first look at (1) what mentoring processes/approaches promotethriving for neurodivergent students? and (2) which strategies create a cohesive mentoringstrategy to promote thriving for the entire neurodiverse community? Next, we will use the surveyto identify interview candidates including professors, neurodivergent students, and neurotypicalstudents to explore and

Conference Session

How Communities and Systems Influence Equity: Equity, Culture & Social Justice in Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matt Gordon, University of Denver; Scott Leutenegger

not statistically significant, but do provide some initial insight into studentreactions to the material.In the survey we asked students to rank seven class topics from “most important” to“least important”, where 1 denotes most important and 7 denotes least important. Wealso asked students to rank the same 7 topics from “most useful to you” to “least usefulto you”. In the following table we show the mean scores and standard deviations. Ascan be seen the students found the general topics of racism and gender inequity to bemore important than our formal ethical model, a course dedicated to exploringtechnology demographic data, and an open-ended assignment/class to devise aclassroom assignment that infused DEI concepts into a technical class. We

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Engelke, North Carolina State University at Raleigh

[1]. This includes higher education makerspacenetworks like the Be a Maker (BeAM) Network at the University of North Carolina at ChapelHill, a liberal arts and R1 research institution that serves a diverse community of 18,000+undergraduate students from across disciplines. Integrating makerspaces into academic coursecurricula provides flexible and creative learning activities to instructors that want to addressmultidisciplinary learning outcomes [2]. Faculty at UNC-Chapel Hill have integratedmakerspace projects into more than 75 different courses across more than 30 academicdepartments [3]. These projects are creatively devised by faculty and makerspace staff,challenging students to analyze and apply course content throughout an iterative

Conference Session

Aerospace Division Technical Session: New and Innovative Technologies in Aerospace

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

becoming visible outside the entertainment industry as a resultof the dramatically reducing cost of hardware and relatively easy implementation of software.Thus, VR has made impressive inroads into the training domain. The affordances of VR thathave been successfully exploited in the training domain include spatial relationships of objects(size, location etc.) and procedural tasks. Training can therefore be imparted for tasks that inreal-life would be in hazardous conditions, or the training equipment may not be available due tovarious reasons such as cost etc. Xie Biao et al. [1] have provided a review of the use of VR inthe training domain. The relative effectiveness of VR-based training and non-VR traditionaltraining such as videos is still

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Grenmarie Agresar, University of Michigan; John Callewaert, University of Michigan; Steve Skerlos, University of Michigan; Joanna Millunchick, University of Michigan

developed to guidethe content, delivery and assessment of this DEIJ program. The objectives aim to convey analignment of DEIJ goals with high functioning engineering education, analysis, design, andpractice; as opposed to a set of social considerations overlapping with, yet separate from, coreengineering activities. Hence, the iterative developmental process of these objectives has beeninformed by engineering practitioners, DEIJ practitioners, pedagogy, interdisciplinary literature,and socially engaged approaches. The resulting learning objectives are organized into thefollowing three categories: 1) Individual Responsibilities (Looking Inward): Commit to a processof lifelong learning that will help you contribute uniquely and equitably to any

Conference Session

Civil Engineering Division ASCE Liaison Committee - Supporting the Development of the Next Civil Engineers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Dong, California Polytechnic State University, San Luis Obispo; Michelle Kam-Biron; Scott Francis; Brent Perkins

fact the mission at the universitystates; Cal Poly fosters teaching, scholarship, and service in a learn-by-doing environment in which students, staff, and faculty are partners in discovery. As a polytechnic, Cal Poly promotes the application of theory to practice. As a comprehensive institution, Cal Poly provides a balanced education in the arts, sciences, and technology, while encouraging cross-disciplinary and co-curricular experiences. As an academic community, Cal Poly values free inquiry, cultural and intellectual diversity, mutual respect, civic engagement, and social and environmental responsibility.[1]The aspirations of the institute promote technical or depth of knowledge in a field

Conference Session

Construction Engineering Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan

purposes and 36.1 percent reporting a mixed medical/recreational use(Schauer et al., 2016).Schauer GL, King BA, Bunnell RE, Promoff G, McAfee TA. Toking, vaping and eating for healthor fun: Marijuana use patterns. American Journal of Preventive Medicine. 2016;50(1):1–8.[PubMed]In 2015, an estimated 8.3 percent of Americans 12 years of age or older reported usingNonmedical Marijuana. Nonmedical Marijuana use is most prevalent among young people ages18 to 25 (19.8 percent using) (CBHSQ, 2016a). Interestingly, since 2002 the use of NonmedicalMarijuana has decreased among 12- to 17-year-olds, while it has markedly increased in the seniorpopulation, those over 55 years (Azofeifa et al., 2016).Males are nearly twice as likely (10.6 percent) to use

Conference Session

Understanding Inclusivity and Equity in STEM Contexts: Equity, Culture & Social Justice in Education Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University Tandon School of Engineering; Julie Martin, The Ohio State University

both inside and outside of the classroom, through co-curricularactivities such as undergraduate research (Holloway & Radcliffe, 2018) and participation instudent clubs and organizations (Garrett et al., 2021).Despite the good intentions of engineering education researchers, program developers, andeducators, most professional skill development work is inadvertently deficit-based. This type ofapproach focuses on the skills or background knowledge that non-dominant student groups lackas they enter and navigate engineering programs (Valencia, 2012).1 National reports calling forimprovements in K-12 science and engineering education and explaining the need forinvestments in STEM education also contain a deficit perspective, focusing on the need

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

Powered by www.slayte.com 1Balancing Social, Personal, and Work Responsibilities for Minoritized Doctoral Students in Engineering Jerry A. Yang, Crystal A. Nattoo Electrical Engineering, School of Engineering, Stanford UniversityIntroduction Engineering doctoral students represent the next generation of engineering faculty andare trained in the means and mechanisms of their technical discipline [1]. However, doctoralstudents often must embrace a multitude of roles during their tenure, including serving asresearch assistants, teaching

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Furtney, University of Florida; Caroline Doyle, University of Florida

widely reported that the majority of engineering departments in the United States ofAmerica are predominantly comprised of high functioning, white, males [1]. Despite the recentsurge in interest towards the involvement of women and racial minorities in the STEM fields,students with disabilities remain an underrepresented minority in these fields [2]–[4].Additionally, the barriers that those students with disability face once they do enter one of thesefields can hinder their success and lead to a higher than average rate of students leaving theirdegrees unfinished. In one such study, it was reported that while these students with disabilitiesare enrolling at the same rate as their non-disabled counterparts, their graduation rate is muchlower – 38

Conference Session

Aerospace Division Technical Session: Pedogogy and Training

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gita Andhika Swastanto, Purdue Polytechnic Graduate Programs; Fiodesy Putri, Arizona State University, Polytechnic campus; Julius Keller, Purdue University at West Lafayette (COE); Edward Faith, Arizona State University, Polytechnic campus

. In the end, this studysuggested the most effective teaching methods that can improve practical skilled aviationmaintenance professionals in Indonesia during the pandemic situation.IntroductionSince the first time it emerged in December 2019 from Wuhan city, China, the COVID-19pandemic has impacted significant disruption in the aviation industry worldwide, including theairlines, maintenance, and manufacturing field [1]. The pandemic led to isolation in manycountries and forced people to work online to maintain their performance amidst the pandemic toavoid drastic economic loss [2]. This case also applies to Indonesia. The COVID-19 pandemicdoes not only affect people working in companies but also affects students at all levels. Startingfrom

Conference Session

ETD Technical Session 8 - ET Pedagogy II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anne Lucietto, Purdue University at West Lafayette (PPI); Joel Jarrett, Purdue University at West Lafayette (COE); Enrique Barbieri, University of Houston; Yasmine Al Abdul Raheem

program. The results from thisassessment will provide an understanding of how research is utilized in engineering technologyprograms with the basic assumption that the utilization of research attracts, motivates, andengages students and faculty alike in a sustainable culture of excellence vertically within eachprogram, horizontally across engineering technology, and upwardly to the graduate program.The result of engaging in critical research is a better-prepared graduate to enter the engineeringprofession or advance to graduate school and tackle the demands of the 21st-centuryengineering industry.BackgroundWorld events of the 1940s-50s led to the 1955 Grinter report [1] urging faculty to revamp thecurricula and embrace a much higher math and

Conference Session

Design Experiences in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Illinois State University; Klaus Schmidt, Illinois State University; Jeritt Williams, Illinois State University

, the designer in education also needs to be mindful of theirclients—the effectiveness in the curriculum, instruction methodology, and the achievement ofthe desired result. The program provides a framework to identify teaching and learning priorities.The other aspect that needs to be considered is the needs of students when designing the learningexperiences.The backward design is a methodological approach that focuses on the purpose, outcomes of thecourse, and what one wants to achieve from the curriculum development. The course design isstructured based on the assessments linked to students' learning to meet the course goals andobjectives. There are three stages in the backward design process – (1) Identifying desiredresults, (2) Determining

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

curricula as well as best practices to support engineering students’ leadershipdevelopment through their entire college experience.IntroductionLeadership has been widely recognized as a vital component of engineering education andprofessional development. Leadership skills can increase the likelihood of a student's individualprofessional success, as well as improve international competitiveness, marketability, andinnovation [1]. Calls for improving leadership development in engineering education are echoedthroughout the literature, policy, and accreditation criteria. ABET accreditation for studentlearning outcomes in engineering programs includes, “an ability to function effectively on a teamwhose members together provide leadership, create a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yoel Rodríguez; Antonios Varelas; Clara Nieto-Wire; Nieves Angulo; Anthony DePass, DePass Academic Consulting

of 20 HEAT Scholars have earned their A.S. in Engineeringdegree so far; ten Scholars matriculated to engineering programs at GSoE, our formal partner;and five Scholars matriculated to engineering programs outside of the partnership to institutionsthat include Cornell University (4) and New Mexico Tech (1).Participation in mentored research has been an important component of the program. Thisintervention provides HEAT Scholars with extended academic and professional supportnetworks, especially when summer internships outside of the participating institutions andpresentation of their work at regional and national conferences are considered. These experiencesand the networks they create leverage institution resources via other STEM programs

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Prabhakar Pagilla, Texas A&M University; Satish Bukkapatnam, Texas A&M University; Manan Shah, Texas A&M University

customers a higher degree of mass customization inproduct design and development [1]. In today’s globalized marketplace, customers not only wanta variety of products but also demand for shorter lead times. Further, customer choices keep onchanging with time as newer options are made available through multiple markets [2]. As a result,the companies are under pressure to reduce the entire conceive, design, and realization phases ofa product life cycle to meet the changing customer expectations [3]. This can be achieved throughcyber-physical systems in the manufacturing space that enables factories to access the workspaceremotely and achieve the necessary efficiency and effectiveness in their operations [4]. Similarly,industry 4.0 and logistic 4.0 in

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ariana Riccio; Wendy Martin

of the City University of New York.Wendy Martin (Research Scientist) © American Society for Engineering Education, 2022 Powered by www.slayte.comBuilding Engineering Interest and Resilience through Maker Programming in Autism Inclusion SchoolsAbstract Maker programs, which involve hands-on production of physical or digital artifacts, arean engaging way to have youth pursue their personal interests as they learn the engineeringdesign process (EDP) [1], [2]. Autistic youth often have deep interests related to STEM [3] andautistic college students are drawn to majors in STEM fields at higher rates than the generalpopulation [4]. However, young

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University; Yiqing Li, The Ohio State University; Bailey Braaten, The Ohio State University; Rachel Kajfez, The Ohio State University; Emily Dringenberg, The Ohio State University

their maintakeaways from the summer experience.Key Takeaways from Summer ExperienceBeyond the benefits of engaging undergraduates in research as a pathway to graduate educationand scientific literacy, we found that engaging URAs during data analysis, specifically inresearch relevant to their own lived experiences, was additionally beneficial in three distinctways:1.) Contextualizing the findings and quality checkThe URAs provided a richer contextualization during our data analysis having recently beenstudents in the setting we were researching which provided a vital quality check for our findings.According to Walther et al. (2013), a key component of quality in interpretive research is tovalidate that the findings represent the social reality

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Genovesi, Drexel University; Ian Marcus, Drexel University; Kimberly Sterin, Drexel University; Dominique Thomas, Drexel University

beendecreasing over the last few decades, a large gap persists in engineering; with women earningonly 19.8% of undergraduate degrees and women of color earning less than 3%. One successfulSTEM intervention is a program based out of a natural history museum in a large urban city.This program trains and mentors a select group of urban high school women (100% low-income:85% under-represented minorities) through a curated curriculum in the first year, followed bypersistent mentorship by a scientist for the last three years of high school. The alumnae of theprogram all graduate high school, with 97% attending college (as opposed to 51% of womenwho graduate from the local school district), and 89% earning a 4-year degree, of which 54% arein STEM (vs. 1% of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Melissa Higgins, Boston Children's Museum; Michelle Cerrone

considerations vary between pre-K and K settings? • What tools and supports can build on and enhance teachers’ existing knowledge and practices in order to help them successfully deliver integrated engineering and empathy activities in early childhood settings? Development of the activities and professional supports is guided by the E2K2 Design Principles, a set of key design considerations for developing the resources, which were developed through initial rounds of project testing. Through the iterative and collaborative design process, the project team developed: (1) a curriculum module of integrated engineering and empathy activities; (2) teacher supports, including a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Henry Salgado, University of Texas at El Paso; Alexandra Strong, Florida International University; Gemma Henderson, University of Miami; Yamile Urquidi, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Ines Basalo, University of Miami

. Strong’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.Gemma Henderson (Senior Instructional Designer)Ines Basalo (Assistant Professor in Practice) © American Society for Engineering Education, 2022 Powered by www.slayte.com The AMPLIFY Project: Experiences of Engineering Instructional Faculty at

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Baker Martin, Clemson University; Haleh Brotherton, Clemson University; Jessica Manning, Clemson University; Katherine Ehlert, Clemson University

summarize our progress and accomplishments in these three areas:(1) the identification of curriculum-specific indicators of overpersistence (which refers to whena student persists in a major yet does not progress toward attaining a degree for that major)conducted through Chi-Square Automatic Interaction Detector (CHAID) analysis; (2)development and validation of the Multidimensional Inventory of Decision-Making Competency(MIDC); and (3) the design process of the Academic Dashboard for students with functionalitiessuch as tracking their study habits, predicting exam grades and developing their meta-cognitionattributes.Project OverviewThe main purpose of this project is to help students learn to make adaptive decisions to besuccessful in their