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Kimberly Cook-Chennault, Rutgers, The State University of New Jersey; Idalis Villanueva, University of Florida

found that themajority of the students liked the course and its content requirements, i.e., 4.58 + 0.67 and 4.58 +0.51, respectively (13 students) on a Likert scale (1 strongly disagree and 5 strongly agree). Onthe other hand, students did not indicate that the content of the course was useful in their learningin other courses (3.75 + 0.97). These students also indicated that they did not produce asatisfactory final project in the final round of the competition (3.75 + 1.36) that was reflective oftheir learning experience. Jong et al. (2013) examined whether incorporation of an online gamefor cooperative learning of operating systems enhanced the motivation of students to learn thecourse materials. They found that students who engaged with the

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Esther Tian; Daniel Showalter; Tara Kishbaugh; Scott Barge

loweraverages than their non-SSELP STEM peers in almost every area of science motivation. After over three years of implementation of the NSF-funded STEM Scholars Engaging inLocal Problems program, the recruitment effort has grown significantly in STEM fields in theuniversity. Within the two cohorts, the most common majors were environmental science andengineering. While 100% of Cohorts 1 and 2 students were retained into the Fall semester of thesecond year, two students from Cohort 1 left the program between the third and fourth semestersof their studies. While one student from Cohort 2 had a leave of absence, they have returned tocontinue their studies. The support system formed among the SSELP scholars and between thescholars and faculty has

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Ignatius Fomunung, University of Tennessee at Chattanooga; Christopher Silver, University of Tennessee at Chattanooga; Marcy Porter, University of Tennessee at Chattanooga

the question we usually ask is “are students ready for college?”,but a growing trend is putting the onus on colleges by asking if “colleges are ready for students”[1],[2]. Transfer students face unique barriers to success, including “transfer shock,” lack ofcurricular mapping, and economic hardships that require at least part time employment.Engineering students in particular often arrive at four –year colleges without adequateprerequisites to take junior-level (or major-specific) courses. As a result, these students oftentake as long as four years to graduate following transfer, increasing the likelihood of attrition.In 2015, the state of Tennessee launched Tennessee Promise, a scholarship and mentoringprogram that makes attendance at two

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2022 ASEE Annual Conference & Exposition

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Subodh Bhandari, California State Polytechnic University, Pomona; Erika Dejonghe; Amar Raheja; Fang Tang; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona

the REU Site is increased autonomy and safety ofUAVs for accelerated integration into the National Airspace System (NAS) for mass adoption.The Participants learn to do both hardware integration and develop algorithms for the increasedautonomy of UAVs as shown in Figure 1.    Figure 1. Hardware Integration Diagram for Search and Rescue Missions.The Participants test the developed algorithms and methods in simulation prior to testing them inflight as shown in Figure 2. Figure 2. Simulation Environment for UAV Autonomy Research.Finally, the participants test the developed algorithms in flights of UAVs as shown in Figure 3for example

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2022 ASEE Annual Conference & Exposition

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Michelle Maher, University of Missouri - Kansas City; Darran Cairns, West Virginia University; John Kevern, University of Missouri - Kansas City; Jacob Marszalek, University of Missouri - Kansas City; Kathleen O'Shea

address KCURE Fellows’ emergent needs within the contextof their engineering degree programs.Contextual BackgroundThe KCURE scholarship program links two Kansas City area higher education institutions:Metropolitan Community College (MCC) and the University of Missouri-Kansas City (UMKC).Program objectives are twofold: (1) increase the number of low-income, meritorious MCCtransfer students who transfer to and graduate from the UMKC Civil and MechanicalEngineering (CME) degree program, and (2) instill within the UMKC CME department a culturethat facilitates the full participation of low-income, meritorious MCC transfer students. TheKCURE scholarship program is slated to provide 176 annual scholarships between 2020 and2025 to an estimated 56

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2022 ASEE Annual Conference & Exposition

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Julie Zilles, University of Illinois at Urbana - Champaign; Ryan Ware; Megan Mericle; Paul Prior; John Gallagher, University of Illinois at Urbana - Champaign; John Popovics, University of Illinois at Urbana - Champaign; Lance Cooper; Celia Elliott, University of Illinois at Urbana - Champaign

faculty mentee, iii) faculty whoparticipated in a focus group on disciplinary writing goals, and iv) engineering graduate studentswho took our class on writing practice and pedagogy.Discursive turbulence now informs our mentoring approach. It can be generative as well aschallenging. Importantly, it takes time to resolve, suggesting the utility of sustained mentoringduring pedagogical change.IntroductionCalls for improving communication skills during engineering education are both widespread andlongstanding [1], [2], but development of these skills continues to be challenging. We apply atransdisciplinary action research approach [3], iteratively developing and revising interventionsthrough tight integration with research into their effectiveness

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2022 ASEE Annual Conference & Exposition

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Kirsten Dodson, Lipscomb University; Courtney Deckard, Lipscomb University; Hannah Duke, Lipscomb University; Elizabeth Buchanan; Justice White, Lipscomb University

directly mentioned a connection between their experiences with humanitarianengineering projects and their views of DEI. Additionally, the codes connected to existingliterature in engineering education as well as theories like empathy, identity development, andemotional intelligence. These results are promising for this study and will be expanded uponthrough interviews where these connections will be examined at a deeper level.Background: The basis of this project is described in [1] and will be briefly described here. Thebroader impact of this NSF PFE:RIEF grant (#2024525) is to increase diversity in engineering bydeveloping a model to create more inclusive engineers. A variety of projects and initiatives havebeen designed to increase

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2022 ASEE Annual Conference & Exposition

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Bernard Van Wie, Washington State University; Zeynep Durak, Washington State University; Olivia Reynolds, Washington State University; Kitana Kaiphanliam, Washington State University; David Thiessen, Washington State University; Olusola Adesope, Washington State University; Oluwafemi Ajeigbe; Aminul Islam Khan, Washington State University; Prashanta Dutta, Washington State University; Heidi Curtis, Campbell University; Carah Watson, Campbell University; Jacqueline Gartner, Campbell University

years. © American Society for Engineering Education, 2022 Powered by www.slayte.com Development, Dissemination and Assessment of Inexpensive Miniature Equipment for Interactive Learning of Fluid Mechanics, Heat Transfer and Biomedical ConceptsIntroduction When a connection is established between theoretical engineering knowledge andpractical applications the concepts can be understood better to perform tasks more satisfactorily[1], [2]. Therefore, creating an interactive learning environment helps students to learn moreefficiently [2], [3]. In undergraduate STEM education, hands-on tasks allow students tounderstand concepts better

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2022 ASEE Annual Conference & Exposition

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Elan Hope, North Carolina State University at Raleigh; Matthew Bahnson, North Carolina State University at Raleigh; Adam Kirn, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Anitra Alexander; Alexis Briggs; Laila Allam, North Carolina State University at Raleigh

, 2022 Powered by www.slayte.com Discrimination & Identity: How Engineering Graduate Students Navigate Pathways to PersistenceIntroduction Traditionally underserved students, namely racially minoritized students and women,remain underrepresented among engineering doctoral degree holders [1, 2, 3]. Retention anddegree completion rates are consistently low, even as more racially minoritized students andwomen are recruited into engineering graduate programs [1, 2]. A consistent reason that studentsleave engineering graduate programs is racism and sexism embedded in interpersonalinteractions and institutional policies [4, 5, 6, 7

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2022 ASEE Annual Conference & Exposition

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Tobin Walton, North Carolina Agricultural and Technical State University (CoE); Stephen Knisley, North Carolina Agricultural and Technical State University; Jared Webb, North Carolina Agricultural and Technical State University (CoE); Arvind Chandrasekaran, North Carolina Agricultural and Technical State University

, skills,and utility of the field (values). Background Past research has identified an explanatory model of how Engineering Self-Efficacy,Values, and Identity combine to drive student engagement in engineering activities such as studygroups, internships, design-workshops, and conferences (Walton, Knisley, McCullough, 2019).The model (see Figure 1), suggests that engineering self-efficacy is the most proximal driver ofengagement and mediates the impact of engineering identity and values which are more indirectand distal motivators of engagement in engineering activities with their effects on studentengagement being mediated by the more proximal influence of engineering self-efficacy. Inessence, for

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Katrina Donovan, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Cassandra Birrenkott, South Dakota School of Mines and Technology; Stuart Kellogg, South Dakota School of Mines and Technology; Deborah Mitchell, South Dakota School of Mines and Technology; Matthew Whitehead, South Dakota School of Mines and Technology

[1-4].This project aims to serve the national interest by improving STEM learning environments throughthe creation of a STEAM-infused engineering curriculum and co-curriculum. The project willinvestigate a research hypothesis of whether positive outcomes (innovation, creativity, collegiality,entrepreneurship, and broadening of the undergraduate talent pool) can be achieved throughstrategic curricular and co-curricular modifications that integrate and embrace development ofSTEAM programs. The quantitative assessment of the above-mentioned outcome will bediscussed in more detail later and current data and analysis can be seen in the results.STEAM, in simple terms, is the inclusion of Art into the now accepted Science-Technology-Engineering

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Ricky Castles, East Carolina University; Chris Venters, East Carolina University; Charles Goodman, Pitt Community College

cohorts and retention of scholars from year 1 to year 2.Project OverviewThis grant funded scholarships and programming for 2 cohorts of low-income engineeringstudents, one of which began their undergraduate studies in Fall 2020 and the other which beganin Fall 2021. Each cohort was planned to be comprised of 20 students pursuing a Bachelor ofScience in Engineering degree from ECU and 20 total students pursuing either an Associate inScience or Associate in Engineering degree from the partnering community colleges. Based uponanticipated enrollment, PCC was allocated 10 scholarships per cohort and LCC and WCC wereallocated 5 scholarships each per cohort. Scholarship amounts were limited to a maximum of$10,000 per year for university students and

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Eugene Mahmoud, Mt. San Antonio College; Carolyn Robinson, Mt. San Antonio Community College; Brandon Saller, Mt San Antonio College

and social stigmas when seeking degrees and career preparation. Compared to othercommunity college STEM students, technology students are more likely to enroll as only part-time (15%), and to leave community college without completing any certificate or degree (41%)[1]. Compared to other community college students, technology students are the least likely tohave successfully transferred to a university STEM program (19%), and more likely to beenrolled in community college for more than six years. Compared to all community collegestudents, technology students have the highest average loan amounts amongst those with studentloans after 6 years. Compared to university STEM students, community college technologystudents are more likely to be first

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Joel Mejia, The University of Texas at San Antonio

consciousness while uncovering the multiple intersectionalidentities that dispel the myth of the Latino/a/x monolith. The overarching goal of this qualitativestudy is to generate knowledge on how Latino/a/x engineers make meaning of their experiencesand the adversity they face throughout their engineering pathways, and how these meaningsmay provide a heightened sense of agency to persevere as they acknowledge themselves asholders and creators of knowledge.This project has focused on four major activities: (1) develop and expand the methodologicalpractices that explore the development of conocimiento (consciousness) among Latino/a/xengineers while centering on their intersectionalities; (2) explore the different forms in whichinstitutional practices may

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Michael Thompson, Baylor University; Anne Spence, Baylor University; Carolyn Skurla, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

projectaccomplishments in these areas, followed by additional details mapped to the Project Objectives.Recruitment of ECS ScholarsThe typical recruiting process for incoming students at Baylor is organized around campus tours,contact with admission councilors, and special event recruiting sessions. The recruiting processfor ECS Scholars was impacted by the campus shutting down due to the emergence of Covid19.However, as described in the Objectives section, the fall 2019 recruiting schedule went asplanned and we were able pull together creative virtual recruiting activities for the latter half ofthe Spring 2020 semester. The specifics of how were able to meet our recruiting objectives isprovided under Objective 1 in the Objectives section.Backend set-up of

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Micah Lande, South Dakota School of Mines and Technology

. There is a gap between these collective experiences and the messaging shared withprospective students that majoring in engineering is for those that want to be “creative problem-solvers: and “design the future,” such as proffered by the National Academy of Engineering’sChanging the Conversation project [1]. The motivation for this paper and the research into thetopic came from the primary author’s desire to explore this thought process of peer engineeringstudents during their undergraduate coursework.This research explores and examines undergraduate mechanical engineering students’ curriculumat a singular university site and where creativity currently fits. Students are asked to reflect onprevious projects and educational experiences to

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Gustavo Menezes, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Silvia Heubach, California State University, Los Angeles; Emily Allen, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Daniel Galvan, California State University, Los Angeles; Eva Schiorring

education, the Eco-STEM project embraces anasset-based ecosystem model that thinks of education as cultivation, and ideas as seeds we areplanting, rather than a system of standards and quality checks. This significant paradigm andculture transformation is accomplished through: 1) The Eco-STEM Faculty Fellows’ Community of Practice (CoP), which employs critically reflective dialogue[1][2] to enhance the learning environment using asset-based learner-centered instructional approaches; 2) A Leadership CoP with department chairs and program directors that guides cultural change at the department/program level; 3) A Facilitators’ CoP that prepares facilitators to lead, sustain

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Briceland McLaughlin, Boise State University; Julianne Wenner, Clemson University

students will also be discussed.IntroductionThe decision-making process surrounding enrollment in a STEM-based Master of Science (MS)degree program is multifaceted. It can be challenging, especially for students who identify asfirst-generation, academically talented, low income, or generally underrepresented in STEMfields. Due to the complexities of the pre-decision making process and perceived barriers tostudent degree attainment, many students enter the workforce after finishing an undergraduatedegree instead of considering an MS degree.In its efforts to increase competitiveness on a global scale, the US government has identifiedrecruitment to and graduation from tertiary STEM programs to be critical [1]. Some of the most“untapped” populations

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David Feil-Seifer; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

institutional features that directaction when a mental health crisis arises. Specifically, this project focuses on generating newknowledge about the ways faculty and students conceptualize mental health within engineeringgraduate programs.Understanding these facets of mental health in academia is a first step toward changing policiesand practices that have perpetuated the mental health crisis in engineering. This long-termoutcome of this EEC project will develop evidence-based practices to improve student mentalhealth services in graduate engineering programs.IntroductionA growing mental health crisis in graduate education is a major factor in the attrition of qualifiedSTEM MS and PhD students 1 . While the factors driving attrition are multi-faceted

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2022 ASEE Annual Conference & Exposition

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Tim Foutz, University of Georgia; AnnaMarie Conner; Jenna Menke, University of Georgia; Joanna Schneider, University of Georgia; James Drimalla, University of Georgia; Aida Alibek, University of Georgia; Lorraine Franco; Shaffiq Welji, University of Georgia; Barbara Crawford

the knowledge needed to transform the CALC concept into a learning practice in whichyoung, novice programmers use the argumentation framework to develop coding sequences.Why? School administrators and other stakeholders often express that teaching coding is adistraction to teaching content related to state tests (e.g., mathematics, science) [1]. Supposecomputer coding is an integral part of teaching mathematics and science subject areas. In thatcase, the concerns that coding is a distraction might decline, and administrative support forteaching coding might increase. We believe this work should be done at the elementary schoollevel, better preparing more students and underrepresented groups for STEM subjects taught inthe upper grades

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Kenneth Connor, Rensselaer Polytechnic Institute; Craig Scott, Morgan State University; Mohamed Chouikha, Prairie View A&M University; Pamela Leigh-Mack, Virginia State University; Barry Sullivan; John Kelly, North Carolina Agricultural and Technical State University (CoE); Stephen Goodnick, Arizona State University; Mark Smith, University of Texas at Austin; Michelle Klein, Electrical and Computer Engineering Dept. Heads Assoc. (ECEDHA); Shiny Abraham, Seattle University; Ben Oni, Tuskegee University; Esther Ososanya, University of the District of Columbia; Abdelnasser Eldek, Jackson State University; Shujun Yang; Hector Erives, University of Texas at El Paso; Cole Joslyn, University of Texas at El Paso; Ivonne Santiago, University of Texas at El Paso; Peter Romine, Navajo Technical University; Shayla Sawyer; Rodrigo Romero, University of Texas at El Paso; Yuanrui Sang; Hassan Salmani; Delia Saenz, Arizona State University; Miguel Velez-Reyes, University of Texas at El Paso

compelled by our mission to make a stand together intreating everyone with equity and respect, regardless of race, religion, ethnicity, sex, genderidentity or orientation, age, disability, citizen status, or national origin. Accordingly, and inresponse to both national calls for racial justice and exigencies in higher education around equityand representation, we delivered a series of capacity-building workshops in 2021 to 1) promotean understanding of inequitable patterns and 2) introduce participants to frameworks that help tocounter them. Actionable steps were identified to mitigate the deleterious effects of exclusion inengineering education and to facilitate collaboration of individuals and institutions in a way thatenables tangible change.The

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Tracy Hammond, Texas A&M University; Matthew Runyon, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Kimberly Talley, Texas State University; Kristi Shryock, Texas A&M University; Vimal Viswanathan, San Jose State University; Benjamin Caldwell, LeTourneau University

in the first physics course a student takes. Understanding how todraw free body diagrams is essential for a student’s success in several fields of engineering. Freebody diagrams help increase learning by decreasing a problem’s cognitive load [1]. Althoughstudents need thorough feedback [2] in order to learn properly and not form misconceptions,many introductory classes are quite large and often have hundreds of students in a single class.This situation makes grading a large burden and providing effective feedback in a timely mannerdifficult. Many instructors turn to web-based homework systems to help students get thefeedback they need without as much reliance on the instructor [3].The use of online homework systems makes it difficult to

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Changchia Liu, New York Hall of Science; Dorothy Bennett

) have multifaceted goalorientations while engaging in engineering activities, and their goal orientations may be relatedto the context and setting of the activities (e.g., physical and social environments). The data alsoindicate differences between families of historically minoritized communities and generalmuseum visitors and caregivers’ goal orientations for their children’s learning.IntroductionThere is a longstanding problem of the overall lack of diversity in the engineering workforce,and the particular underrepresentation of certain gender, racial and ethnic groups, in engineeringeducation [1], [2]. The issue is even more pressing today given that the nature of engineeringitself has been evolving to require more collaborative and

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Ali Gordon, University of Central Florida; Jeffrey Kauffman

recognized as a means to equipsociety’s future engineers and scientists with the broad skillset necessary to contribute to theseareas. The jointly funded NSF-DoD REU site Advanced Technologies for Hypersonic Propulsive,Energetic and Reusable Platforms (HYPER) unites multidisciplinary interests to study advancedstructures and systems with application to hypersonics, space, propulsion, and energy. Over thecourse of two 10-week summer sessions (2019 and 2021), participants have gained hands-ontraining in contemporary challenges such as: (1) utilizing advanced manufacturing techniques forhigh-value components, (2) integrating in situ monitoring of stress-strain evolution, (3) developingnovel methods for improved internal cooling and heat transfer

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Eun-young Kang, California State University, Los Angeles; Matthew Jackson, California State University, Los Angeles

Powered by www.slayte.com Impact of Three Years of Intervention in Culturally Adaptive Pathway to Success on S-STEM Scholars1. IntroductionWith a mission to increase the number of academically talented low-income students entering theSTEM workforce, the NSF S-STEM program has granted awards to various type of institutionsin order to advance our understanding of how “evidence-based curricular and co-curricularactivities affect the success, retention, transfer, academic and career pathways, and graduation inSTEM of low-income students [1].” To date there are a number of publications that documenteffective practices and strategies to help talented low-income students succeed in differentinstitutional and disciplinary

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Cassandra McCall, Utah State University; Ashley Shew; Marie Paretti, Virginia Polytechnic Institute and State University; Denise Simmons, University of Florida; Lisa McNair, Virginia Polytechnic Institute and State University

inducted into the Thomas Green Clemson Academy and received Clemson University’s Glenn Department of Civil Engineering Distinguished Alumni Award.Lisa McNair Lisa DuPree McNair is a Professor of Engineering Education at Virginia Tech and Director of the Center for Educational Networks and Impacts (CENI) at ICAT. Her work focuses on building networks between the university and multiple community sectors and supporting evidence-based outreach in science, engineering, arts, and design. She translated a decade of interdisciplinary initiatives into VT’s Innovations Pathway Minor, and has directed 11 PhD dissertations, servedon 17 PhD committees, and funded and mentored 6 post-graduate scholars (5 PhD, 1 MFA). Her funded NSF

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Yuan Li, University of Florida; Peyton Turinetti, University of Florida; Sarah Furtney, University of Florida; Chelsey Simmons, University of Florida; Renee Simmons

Experience for K-5 Educators to Enrich the STEM Ecosystem by Producing Accessible Curricula Based on National StandardsIntroductionIn order to sustain economic growth, maintain national security, and endure as a global leader,the U.S. needs to further develop a qualified STEM workforce [1]. The STEM pipeline is ametaphor used to describe the recruitment and retention of students through STEM education.Early in this STEM pipeline, elementary educators’ beliefs and attitudes towards STEM have asignificant impact on their students’ attitudes and confidence in STEM subjects. Elementaryeducators are trained to teach cohorts of students for an entire day and are not assigned

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2022 ASEE Annual Conference & Exposition

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Cory Brozina, Youngstown State University - Rayen School of Engineering

University and commuter students represent a large portion of college enrollmentnationally [1]. Commuter students have differing constraints than residential students includingnonacademic commitments to work and family along with other time constraints for travel[2,3,4]. Commuter students thus face unique challenges that residential students do not face suchas developing social connections [5] which is connected to learning and persistence [6].Commuting negatively effects academic performance [7] and being able to integrate socially [8].The overarching research question for this S-STEM funded project is: How can a four-yearinstitution help increase the integration and success of engineering commuter students? We adoptan embedded case study approach

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David Delaine; Linjue Wang, The Ohio State University; Joachim Walther, University of Georgia; Nia Johnson, The Ohio State University

Opportunities for Engineering Students’ Empathy Engagement in Community-based Learning1. IntroductionCommunity-Based Learning (CBL) is an experiential pedagogy that involves a communitypartner in the learning process [1]. Through working with a real partner in engineering, CBLprovides the learning platform to educate students to develop interpersonal skills and becomesocially-engaged engineers who prioritize understanding the needs of the community [2], [3]. InCBL, engineering students learn to develop authentic relationships with community partnerswhen doing engineering projects. This deepened interpersonal relationship between the studentsand the communtiy can positively influence student learning and the quality and sustainability ofthe

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Noemi Mendoza Diaz, Texas A&M University; Russell Meier, Milwaukee School of Engineering; Deborah Trytten, University of Oklahoma; Mark Weichold, Texas A&M University; Janie Moore, Texas A&M University

www.slayte.com Computational Thinking in the Formation of Engineers: Year 2IntroductionIn the United States, engineering students spend four or more years studying mathematics,science, and engineering topics that provide breadth and depth in a field of study. The structureof the engineering curriculum is not nationally standardized but accreditation requirements,professional society guidelines, and input from industrial advisory committees all helpuniversities develop robust curricula that continue to produce graduates prepared to designsystems around multiple realistic constraints using modern tools and practices [1] [2]. Central tothis modern design practice is the use of computers to collect and analyze data, as well as tocalculate solutions