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2022 ASEE Annual Conference & Exposition

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Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

iscultivating this culture of “Engineering with Engineers” through changes in four essential areas:a shared department vision, faculty, curriculum, and supportive policies [1] - [4].This paper reports the continuous efforts of our RED project and updates previous NSF GranteesPoster papers presented at the 2018, 2019, 2020 and 2021 ASEE Annual Conferences. Theproject background and objective are unchanged; hence, the first two sections of the paper aretaken from our previous papers [1] - [4]. The project description section summarizes the changesmade in the four essential areas thus far and provides important updates in each of the four areaswith emphases on actions taken during the previous year. The remaining sections of this paperdiscuss ongoing

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Pavlo Antonenko; Zhen Xu; Do Hyong Koh; Christine Wusylko, University of Florida; Kara Dawson; Swarup Bhunia; Amber Benedict

, because schoolteachers may findit hard to implement this 20-hour curriculum due to the curricular and assessment pressures ofpublic K-12 education, specifically in math and reading. There were also no existing national K-12 school standards for teaching and assessing for cryptology and cybersecurity when we startedthe project in 2019.To make this curriculum engaging, supportive, and exciting for all students, we conceptualized,designed and implemented four interrelated components (Figure 1): (1) a web and Android appthat includes games, puzzles, simulations, and tools for students to learn about the content andpractice the skills; (2) a series of unplugged activities that reinforce the content and skills withthe teachers' guidance and usually

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2022 ASEE Annual Conference & Exposition

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Ann Beheler, Center for Occupational Research and Development; Hope Cotner, Center for Occupational Research and Development

Engagement (DUE2039395) project is funded by the National Science Foundation Advanced TechnologicalEducation (NSF-ATE) program that focuses on funding innovative work in two-year Institutionsof Higher Education (IHEs) to support technician education in high-technology areas that areessential to the nation’s economy. [1] This project’s premise is that technical programs in bothtwo-year and four-year IHEs are most effective for both students and industry when they are co-led by leading industry employers and the IHEs so that graduates’ skills are well-aligned withindustry’s future hiring needs. Highly-engaged employer co-leadership guides colleges to beinnovative in their technical programs to support industry demands, but many colleges havedifficulty

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2022 ASEE Annual Conference & Exposition

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Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Elmer Irizarry Rosario, University of Puerto Rico, Mayaguez Campus; Laura Garcia Canto; Rocio Sotomayor-Irizarry, University of Puerto Rico, Mayaguez Campus; Ruben Leoncio Caban, Polytechnic University of Puerto Rico; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus

experience of servingness for students in the program. Keywords: servingness, non-academic outcomes, experiential learning1. Introduction.In a world that continuously changes, education must adapt to the challenges posed by thosechanges. One aspect that has been more and more into question in recent times is theeffectiveness of an educational paradigm in which students are presented through Academiawith well-defined and discipline-cut problems, in which has been associated with the traditionof the technical rationality [1]. Therefore, in most cases the academic preparation of scholars oninfrastructure-related disciplines takes place in disjunct professional domains, rarely tacklinginterdisciplinary problem-solving, nor focused on a

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Julia Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Cara Margherio, University of Washington; Elizabeth Litzler, University of Washington; Sriram Mohan, Rose-Hulman Institute of Technology; Selen Güler

CERSE). Selen’s research interests includeinstitutional change, cultural foundations of policy making, and how people use fiscal policy to morally and politicallyconstruct the state. © American Society for Engineering Education, 2022 Powered by www.slayte.com Leadership Succession in the National Science Foundation Revolutionizing Engineering Departments Projects In leadership research, focus is often on the qualities and skills that an individual mustdevelop in order to lead successfully. Goleman, for example, identifies emotional intelligence--self-awareness, self-regulation, motivation, empathy, and social skills--as the core leadership quality [1

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Kimberly Luthi, Embry-Riddle Aeronautical University - Worldwide; Mohua Kar; Lisa Macon, Valencia College

in the introductory engineering courses [1].These practices offered an opportunity to reach a diverse population of engineering students,particularly underrepresented and female students, from a variety of majors within anengineering context. This context situates the statics and dynamics engineering courses in aunique position for educational interventions to potentially affect higher numbers ofunderrepresented students than in any other domain within engineering education due to the highattrition rates of students who struggle with the applied math required in the courses.ResultsThe majority of the students participating in the study identified with a group underrepresentedin STEM and engineering. The overall project included 518

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Marie Paretti, Virginia Polytechnic Institute and State University; Jessica Deters, Virginia Tech Department of Engineering Education; Maya Menon, Virginia Polytechnic Institute and State University; Margaret Webb, Virginia Tech Department of Engineering Education

to Address Disasters Project funded by the Division of Graduate Education - NSF Research Traineeship (NRT)BackgroundDisasters continue to devastate communities across the globe, and recovery efforts require thecooperation and collaboration of experts and community members across disciplines [1-3]. TheDisaster Resilience and Risk Management (DRRM) program, funded through the NationalScience Foundation (NSF) Research Traineeship (NRT), is an interdisciplinary graduate programthat brings together faculty and graduate students from across one large, mid-Atlantic universityin order to develop novel transdisciplinary approaches to disaster-related issues. The projectseeks to improve understanding and support proactive decision-making relative to

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2022 ASEE Annual Conference & Exposition

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Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

a broad viewof diversity, encompassing the varied social identities people hold such as race, ethnicity, andgender, as well as differences in prior experiences, upbringing, and interests. Teams composedof cognitively diverse individuals outperform teams with less diversity in their knowledge evenwhen those less diverse teams are composed of high achievers [1]. The challenge of integratinglessons about diversity, equity, and inclusion into undergraduate engineering and computerscience courses is substantial and complex and the diversity of perspectives on our project teamhas been essential to the progress we have made. In light of this fact, we have chosen a uniqueformat for this paper. We have asked project team members to reflect on the

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Virginia Davis, Auburn University; Joni Lakin, The University of Alabama; Daniela Marghitu, Auburn University; Edward Davis, Auburn University

Paper ID #38281Framing Engineering as Community Activism for Values-Driven Engineering: RFE Design and Development (Years 3-4)Virginia A. Davis (Alumni Professor) Dr. Virginia A. Davis is the Daniel F. and Josephine Breeden Professor of chemical engineering at Auburn University (AL, USA) and a member of the Alabama STEM Council. Her research has three thrusts: 1) develop the scientific understanding required to enable the promising properties of nanomaterials to be realized in macroscopic systems (e.g. coatings, films, fibers, three-dimensional objects), 2) increase the sustainability of polymers and other

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2022 ASEE Annual Conference & Exposition

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Jinghua Zhang, Winston-Salem State University; Jinsheng Xu, North Carolina Agricultural and Technical State University (CoE); Xiaohong Yuan, North Carolina Agricultural and Technical State University (CoE)

which require students to complete after each level of the game. Player informationand assessment data are saved on the cloud through GameSparks for further analysis. Thesegames have been utilized many times in the classroom with positive student feedback andpromising evaluation results. In this poster, we will present game design, development, andassessment results.Project Implementation The goal of our project is to develop and assess three educational games that aim to helpstudents master important abstract concepts in cyber security in a fun and competitiveenvironment. The major project activities are shown in Figure 1. Three games have beendeveloped to teach cybersecurity concepts including Buffer Overflow, Access Control, LAN andARP

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Jeremy Rickli, Wayne State University; Yinlun Huang, Wayne State University

natural resources, are safe for employees,communities, and consumers and are economically sound” [1]. This definition originates fromdiscussions focused on manufacturing, sustainability, and sustainable development [2] in the1970s and 1980s, leading to the 1987 Brundtland Report [3], which conceptualized, and madewidespread, sustainability. Sustainable manufacturing encompasses the methods, metrics,theories and technologies that bring economic, environmental, and social considerations to theforefront in manufacturing systems. It is classified by Haapala et al. [4] into Design and DecisionMaking (e.g., metric development and performance evaluation standards), ManufacturingProcesses, and Manufacturing Systems. They concluded that sustainable

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Edward Sander, The University of Iowa; Joshua Lobb, The University of Iowa; James Ankrum, The University of Iowa; Nicholas Bowman; Solomon Fenton-Miller, The University of Iowa

Bioengineering Summer Research Experience for Undergraduates: Launching an REU Program during a PandemicIntroductionNew computational methods, tools, and models are urgently needed both to improve human healthand to understand the molecular, biochemical, and biophysical principles of life. Such advancesare needed to provide early detection of disease, design new drugs and medical devices, andrecommend better therapeutic strategies [1, 2]. These efforts are most likely to succeed when acollaborative team with diverse backgrounds and experiences converges on a problem [3-5]. Tofacilitate such diversity, we have established an REU on the theme of “ComputationalBioengineering” to provide undergraduate students, particularly women and

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2022 ASEE Annual Conference & Exposition

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Denise Hum

Community of Practice meetingsare held to discuss curriculum, pedagogy, and share thoughts and ideas. Previous cohorts offaculty continue to enjoy teaching the project-based course and participating in the Communityof Practice. They have also helped to improve the course by continuing to collaborate to createand refine course content.Data Path approached creating this new pathway into STEM by using a three-pronged approach: 1. Implementing project-based learning in Introduction to Statistics 2. Actively recruiting students, especially women and underrepresented minorities, for data and coding related events, as well as the math, data science, and computer science courses 3. Providing professional development for

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2022 ASEE Annual Conference & Exposition

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Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University; Anika Banerjee, Georgia Institute of Technology; Ebenezer Ewumi, Washington State University; Candis Claiborn, Washington State University; Olusola Adesope, Washington State University

engineering.Candis S Claiborn (Professor and Dean Emeritus)Anika BanerjeeOlusola Adesope (Professor) © American Society for Engineering Education, 2022 Powered by www.slayte.com Effects of High Impact Educational Practices on Engineering and Computer Science Student Participation, Persistence, and Success at Land Grant Universities – Year 2 Introduction and Background The science, technology, engineering and mathematics (STEM) workforce contributes tothe U.S. economy by supporting 67% of jobs and 69% of the gross domestic product [1].Currently, there is an increased demand for engineering and computer science (E/CS

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2022 ASEE Annual Conference & Exposition

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Doris Espiritu, Wright College; Ruzica Todorovic; Bridget O'Connell

completion rates, andtime for degree completion. The key research approach is to correlate student success data with self-efficacy and belonging measures.Outcomes and ImpactsThree years into the project, Wright College Engineering and Computer Science Program was able to: • Develop and implement the Contextualized Summer Bridge with a total of 132 Near-STEM participants. One hundred twenty-seven (127) completed; 100% who completed the Bridge eliminated up to two years of math remediation, and 54% were directly placed in Calculus 1. All successful participants were placed in different engineering pathways, and 11 students completed Associate in Engineering Science (AES) and transferred after two years from the Bridge

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Patricia Maloney, Texas Tech University; Bingbing Li, California State University, Northridge; Meng Zhang, Kansas State University; Weilong Cong, Texas Tech University

manufacturing course at three large state universities:Texas Tech University, Kansas State University, and California State University – Northridge.The research questions addressed are: (1) What are the changes in skill and knowledge concerning additive manufacturingexperienced by undergraduate students? (2) What is the effect of this course on attitudes towards engineering and self-efficacy inengineering for enrolled undergraduate students?The sample consists of four years of data from the undergraduate students enrolled in the courseat all three universities (combined N = 196). Our method for data collection was matched-pairsurveys that contained both (i) an assessment for content knowledge and (ii) an attitudinalassessment previously

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Julie Fogarty, California State University, Sacramento; Robin Altman, California State University, Sacramento; Jennifer Lundmark

Colleges of Engineering & Computer Science (ECS) andNatural Sciences and Mathematics (NSM) at Sacramento State University, a large, public,primarily undergraduate institution, have deployed two programs to explicitly address theseskills for undergraduate science, technology, engineering, and mathematics (STEM) students.The goals of the NSF-funded Achieving STEM Persistence through Peer-Assisted Learning andLeadership Development (ASPIRE) project are to increase retention and decrease time tograduation for STEM students, as well as increase retention of women and underrepresentedminorities (URM) in the STEM workforce by implementing evidence-based practices to promotestudent success during two critical transitions: 1) from lower-division to

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2022 ASEE Annual Conference & Exposition

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Cassandra Birrenkott, South Dakota School of Mines and Technology; Alycia Jensen, 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; Lisa Carlson, South Dakota School of Mines and Technology; Molly Moore, South Dakota School of Mines and Technology; Jesse Herrera, South Dakota School of Mines and Technology

provide academic, social, and economic support. Theexpected outcome of the SD-FIRST program is to achieve a sustainable increased retention andgraduation rate, and an increase in emotional intelligence for students participating in theprogram. The initial cohort of SD-FIRST scholars began in the fall 2021 semester, and thedetails of the program as well as initial implementation are included in this paper.Introduction and MotivationAs universities around the nation are faced with directives to increase both enrollment andretention, many have developed programs aimed to attract specific groups of students [1-8]. Thesuccess of the population of first-generation students in college environments has been the focusof many studies [9-14]. The U.S

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Adrian Villalta-Cerdas; Faruk Yildiz, Sam Houston State University

discussed based on thecourse’s first implementation during summer 2021.Bridge Course Design and DevelopmentThe designed bridge course for the engineering technology students followed a similar approachto the chemistry bridge course previously reported in the 2021 ASEE Virtual Annual Conference[1]. The design model is referred to as the Integrated Course Design [2] and starts with the goalsof the course, followed by an analysis of the situational factors surrounding the course, with thelast step being the components of the course (i.e., assessment and feedback, learning activities,and instructional practices). Thus, the goals of the course were established before the content andlearning activities were selected. The design team then explored the

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Elsa Gonzalez, University of Houston; Emma Perez, University of Houston

the project as she assists in advancing knowledge and understanding of the Latina student population. © American Society for Engineering Education, 2022 Powered by www.slayte.com CAREER: Broadening Participation in STEM: A Qualitative Analysis of Resilience Experiences and Strategies of Latina STEM Majors in Hispanic Serving Institutions NSF Award # 2045802IntroductionWomen, Latinx, Black, and Indigenous groups continue to lag behind in STEM representation[1]. In the last decade, the Latinx population has grown 23%, a growth higher than the nation’srate [2]. There are currently 569 Hispanic Serving

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Chris Ferekides, University of South Florida; Carol Haden, Northern Arizona University; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Joel Howell; Chung Seop Jeong, University of South Florida; Wilfrido Moreno, University of South Florida; Arash Takshi; Kevin Yee; Paul Spector, University of South Florida

Engineering Education, 2022 Powered by www.slayte.comBreaking Boundaries:An Organized Revolution for the ProfessionalFormation of Electrical Engineers The Department of Electrical Engineering at the University of South Florida is at thesecond year of its RED program. The main goal of the project is to change the departmentculture by transforming the existing traditional unidirectional Research-Teaching-Service modelto a completely connected Research-Student-Practice one. There are several major tasksundertaken under the Organized Revolution: (1) The creation of Track Focused AdvisoryBoards (TFABs) for direct and impactful engagement of industry with the Electrical Engineeringprogram; (2) the development

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Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

2022semesters with full implementations.AcknowledgmentThis work is supported by the National Science Foundation Professional Formation of Engineers(PFE) Research Initiation in Engineering Formation (PFE: RIEF) program under Award #2024960.Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] Patrick, Anita D., and A. N. Prybutok. "Predicting persistence in engineering through anengineering identity scale." International journal of engineering education 34, no. 2a (2018). 5[2] Marra, Rose M., and Barbara Bogue

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Arash Jamshidi, University of California, Berkeley; Elisa Stone, University of California, Berkeley

,correlations, and significance in data. The Berkeley Engineering Research Experiences forTeachers plus Data (BERET+D) pairs undergraduate pre-service teachers and experiencedin-service science and mathematics teachers (PSTs and ISTs) to engage in engineering and datascience research, exploring and analyzing data sets drawn from a variety of STEM fields andlaboratories across the UC Berkeley campus. In addition to conducting independent summerresearch projects with guidance from university research faculty, the program providesopportunities for: (1) PSTs to develop data science-based lessons inspired by their research andaligned to the Next Generation Science Standards (NGSS), (2) ISTs to create data science-basedcurricula designed to inspire middle

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Sudarshan Kurwadkar, California State University, Fullerton; Salvador Mayoral, California State University, Fullerton; Antoinette Linton, California State University, Fullerton; Doina Bein, California State University, Fullerton; Paulina Reina; Jidong Huang, California State University, Fullerton; Yu Bai; Ariana Vasquez; Kirk Vandersall

148 (38.14%) degrees wereawarded to Hispanic students during the same period in all science discipline. CSUF ranks thirdin the entire United States for undergraduate degrees awarded to underrepresented minoritystudents. In terms of undergraduate degrees awarded to the URM, CSUF ranks fifth in the nation(CSUF, 2021b).Figure 1. Population demographics of the State of California (left) and the student demographicsat CSUF (right)The graduation rates, as discussed above, do not correlate well with the enrollment numbers.This glaring discrepancy points to the fact that many Hispanic students may not be graduating ontime or maybe disengaged early on without completing their degrees in sciences and engineering.A closer look at the systemic problems

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Dira Delpech, The Ohio State University; Emily Dringenberg, The Ohio State University

Paper ID #38299Surfacing Deeply Held Beliefs about Gender-and Race-BasedMinoritization in Engineering: Emerging Insights After TwoYears Focused on Data CollectionDira Melissa Delpech (PhD Student)Emily Dringenberg (Assistant Professor) © American Society for Engineering Education, 2022 Powered by www.slayte.comSurfacing Deeply-Held Beliefs about Gender- and Race-Based Minoritization in Engineering: Emerging Insights After Two Years Focused on Data CollectionBackground and Project OverviewThe mission of broadening participation in engineering is well-known and commonly accepted[1, 2

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Karen Wosczyna-Birch; Wendy Robicheau

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Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Ismael Pagan-Trinidad, University of Puerto Rico, Mayaguez Campus; Raul Zapata-Lopez, University of Puerto Rico, Mayaguez Campus; Humberto Cavallin, University of Puerto Rico, Rio Piedras; Rey Montalvo, University of Puerto Rico, Mayaguez Campus

anddevelopment gains [1].According to the definition that the United Nations Office for Disaster Risk Reduction(UNDRR) postulates for a Multi-Hazard, the term may be interpreted as the particularcircumstances where dangerous and unsafe events may unfold, whether they occursimultaneously, over time, or overlapped, taking into consideration the potential that interrelatedeffects may have [2]. UNDRR identifies the following categories: biological, environmental,geological, hydrometeorological and technological processes and phenomena. It is common toidentify multi-hazards based on the interaction of various causes of natural phenomena, forexample, the interaction of floods, winds, earthquakes, tsunamis, and others based on theprevious classification [2

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Audrey Rorrer; David Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Terry Xu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Kamalapriya Srinivasan

employmentlandscape. The specific innovation involves providing as an alternative to the current practice (inCarnegie R1 and R2 institutions) of externally peer- reviewed publication(s), with an alternatecapstone requirement: the development of a patentable technology as the capstone event. Yet, theexternal peer-review aspect is preserved, thus maintaining the academic rigor of the PhD programs.These changes are being piloted and tested in a Pathways to Entrepreneurship (PAtENT)program, implemented in multiple STEM departments (Mechanical Engineering, CivilEngineering, Physics and Optical Science, and Chemistry) across the University of North Carolinaat Charlotte (UNCC). The PAtENT program has four overarching goals: 1) to develop an alternateroadmap for

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Gerald Marschke, University at Albany-SUNY; Holden Diethorn; James Davis; Andrew Wang

innovation and productivity, both for their directrole in R&D and their role in implementing new technologies at the firms where they work [1].The COVID-19 pandemic led to a sudden spike in unemployment, pushing the US unemploymentrate to its highest level since the Great Depression. Had the pandemic hit a few decades earlier,the job loss caused would likely have been worse — the development of digital technologies andinfrastructure since the turn of the 21st century enabled many workers to transition from in-personto remote work, dampening what could have been an even greater decline in employment. Pastresearch finds that workers employed in occupations with high remote-work potential prior to thepandemic tended to fare better in terms of

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2022 ASEE Annual Conference & Exposition

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Donna Llewellyn, Boise State University; Emily Knaphus-Soran, University of Washington