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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Bradley Harris, University of Tennessee at Chattanooga

diverse group in gender, race or ethnicity, age,teaching experience, and STEM disciplines taught. All the participants had earned a Ph.D. in theSTEM field in which they taught and were full-time faculty at their institution.The objectives of the RET were to: (1) Increase participants’ research skills and practicalknowledge of CPS; (2) Increase participants self-efficacy in creating and implementinglaboratory-based investigations and problem-solving opportunities using cutting-edge technologywith students in the classroom; and (3) Help bridge the preparedness gap between what isexhibited by community college transfer students and what is expected by university engineeringfaculty.Research focusCyber Physical Systems (CPS) are state of the art

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Nicholas Langhoff, Skyline College; Jenny Le, Skyline College; Julie Shattuck

,advanced R&D testing and troubleshooting, and automation and controls. This work-in-progressdetails the development of the SkyBayTech Electronics Technician program at SkylineCommunity College, a small Hispanic Serving Institution (HSI) in the San Francisco Bay Area.Funded by the National Science Foundation’s Advancing Technological Education (ATE)program, the SkyBayTech program is designed to meet current local workforce needs throughhands-on and project-based learning experiences for students to gain the knowledge, skills, andcompetencies needed within the local technician workforce. The paper and poster detail: (1)needs assessment within the local workforce, (2) newly developed curriculum and stackablecertificates in electronics technology

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

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Jessica Vaden, University of Pittsburgh; Melissa Bilec, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Nave; Amy Landis; Kristen Parrish, Arizona State University

participating in the study. After further study, thepractices will be shared across diversity, equity, and inclusion engineering networks to serve as amodel for creating more inclusive classrooms.Introduction and Background Historically underrepresented students experience situations in the classroom that cannegatively impact and undermine performance and persistence. Students’ academic and socialsuccess can be positively impacted when instructors create inclusive classroom environmentsthat facilitate a sense of belonging. The academic and personal development of students can alsobe deeply linked with their interactions in their learning environments, so it is essential toprioritize the inclusive nature of those environments [1]–[3

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Julie Linsey, Georgia Institute of Technology; Tracy Hammond, Texas A&M University; Kerrie Douglas, Purdue University at West Lafayette (COE); Vimal Viswanathan, San Jose State University; Vinayak Krishnamurthy; Hillary Merzdorf, Purdue University at West Lafayette (COE); Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Morgan Weaver, Georgia Institute of Technology; Wayne Li, Georgia Institute of Technology

Applications and ImpactMotivation and BackgroundFreehand sketching is a powerful skill in engineering design [1, 2]. Freehand sketchingempowers designers in the early stages of design to express ideas, communicate withstakeholders, and evaluate concepts at a rapid pace. However, teaching sketching in engineeringeducation poses unique challenges for the classroom. Sketching in other domains is often taughtin studio-style courses where instructors can provide personalized feedback on technique. Thistype of feedback is not possible in typical large entry-level engineering graphics courses. Toaddress this problem, Sketchtivity was developed as an intelligent tutoring software to aidinstructors in providing feedback on sketching. Using a tablet and smart

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

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Kristen Wendell, Tufts University; Jessica Watkins, Vanderbilt University; Natalie De Lucca, Vanderbilt University; Tyrine Jamella Pangan, Tufts University; Rae Woodcock; Chelsea Andrews, Tufts University

students’ knowledge building and socio-ethical reasoning inengineering. Table 1 identifies the different genres that we explored in the project’s first year andprovides examples of design talk topics from the teacher researchers’ classrooms. In the firstyear, the design talks took place in two sixth-grade classrooms in the northeastern United States.Teachers of younger grade levels have since joined the project team, and future work will featurea wider range of elementary grade levels.Table 1. Whole-class engineering design conversations representing different Design Talkgenres Genre of Talk Description Learning Goals Example Design Talks

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Muhammad Dawood, New Mexico State University; Rachel Boren, New Mexico State University; Melissa Guynn; Patti Wojahn, New Mexico State University; John Tapia, New Mexico State University

analyzed distinctions between twogroups, those reporting use of “good” study habits vs. “not so good” study habits. Resultsestablish a link between the two groups and Exam 1 grades, coded as Pass/Fail. Logisticregression, Bayesian statistics, and Matlab programming language were utilized for analysis,indicating that study habits depicted in the group reporting use of study habits research indicatesas more powerful are indeed more likely to obtain a passing grade compared with those who didnot report employing the better study strategies. because Bayesian statistics are not commonlyemployed to analyze these effects, a brief is provided on Bayesian statistics to facilitateresearchers in this field who might also wish to use Bayesian statistics in

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

feedback,challenges, and successes from the first year, and a preliminary description of importantelements of college culture as a preview of the kind of impacts that may be measured over theduration of the program.1. IntroductionThe Faculty Learning Community (FLC) began in Fall 2021 with support from the Division ofEngineering Education and Centers at the U.S. National Science Foundation. The three-yearprogram follows the three-component framework of the Colorado Equity Toolkit [1]: self-inquiry, course design, and creating community. Accordingly, during the first year 2021/22,these workshops emphasize self-inquiry and discussion to work through and process DEIknowledge, mindsets, and skillsets that can be emotionally challenging, especially in

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Greg Kepner, Hillsborough Community College; Mel Cossette, Edmonds College

developmentfor educators, and supporting the development of MNT educational materials and curriculum.The ACOE project is intended to inform stakeholders of the resources and services offered byATE program funded projects and centers, create materials and resources for use and integrationinto ATE projects, and facilitate collaboration and engagement opportunities within and beyondthe ATE community. This paper is part of the information sharing and dissemination of ATEresources intended in the ACOE grant objectives.ATE Program OverviewThe NSF ATE (National Science Foundation Advanced Technological Education) program [1]was originally established in 1992 through a congressional mandate for the purpose of improvingthe quantity, quality and diversity of the

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

H. Ronald Clements III, Purdue University at West Lafayette (COE); Brianna McIntyre, Purdue University at West Lafayette (PPI); Jacqueline Rohde, Purdue University at West Lafayette (COE); Heather Perkins, Purdue University at West Lafayette (PPI); Sherry Chen; Andrea Castillo, University of California, Irvine; Joana Marques Melo, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE)

, singlecase as an example of how the mixed methods research in this study provides a nuancedunderstanding of students’ trajectories in engineering. We also discuss the implications of thiswork for inclusive teaching and provide connections to existing resources and tools developedfrom the research project.IntroductionWe live in an increasingly complex, global world. To meet these challenges, we need engineersfrom a wide range of backgrounds and approaches to problem-solving [1] – [3]. However, thehistory and norms of engineering limit the kinds of people who feel like they can be engineers[4] – [7]. Engineering has remained predominantly White and male for its entire history as a field[8]. This long history of look-a-like and think-a-like engineers

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Erin Carll; Elizabeth Litzler, University of Washington; Robin Hensel, West Virginia University

ofexceptional value to students who unanimously gave them high positive scores. Qualitativeresponses to the survey and focus group input revealed that students appreciated the seminars forproviding opportunities to connect with professionals and peers, to learn about potential careerpaths, to gain the knowledge and confidence needed to successfully secure an internshipposition, and other benefits.1. IntroductionCybersecurity is critical to our nation’s economy, uninterrupted work of the criticalinfrastructure, public safety, and national security. According to cyberseek.org, there arecurrently over 597,700 open positions in the cybersecurity field across the U.S. Furthermore, theBureau of Labor Statistics projects that the employment of information

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Bryce Hughes, Montana State University - Bozeman; Sidrah MGWatson; Sarah Heller; Leilani Contos

, among other STEM fields, faces an intractable diversity problem. Progress toreverse the historic exclusion of people from groups minoritized in STEM has been slow andincremental, and national calls to broaden participation in STEM have only increased [1]. Thissituation is a problem because people from minoritized backgrounds face barriers to theirparticipation in STEM that are unrelated to their interest in or talent for STEM work, and theSTEM workforce benefits from diversity by broadening the array of perspectives working on themost pressing, complex problems facing society [2]. Past research has documented the waysparticipation in STEM is shaped by race and gender, and newer threads of research are exploringother forms of minoritization

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Stephanie Claussen, San Francisco State University; Jon Leydens, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Janet Tsai, University of Colorado Boulder; Natalie Plata, Colorado School of Mines

of four years, our team has explored opportunities to bridge the sociotechnicaldivide between engineering education and engineering practice by examining how sociotechnicalthinking emerges and develops in engineering students. In particular, we have explored how wemight support changes to engineering classes to illuminate the ways in which engineering issociotechnical and to make space for learning sociotechnical concepts. The term sociotechnicalhere refers to the integration of the social and technical dimensions of engineering problems.After graduation, engineering practice and problem solving tends to be increasinglysociotechnical [1], [2], [3]. When considering or solving complex problems, practicing engineersexamine both social and

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Karinna Vernaza, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Saeed Tiari; Varun Kasaraneni, Gannon University

undergraduate) [1]. The “Scholars of Excellence in Engineering and Computer Sciences”(SEECS) program was established in 2008 at Gannon University, funded by the National ScienceFoundation (NSF) Scholarships in Sciences, Technology, Engineering and Mathematics (S-STEM) program [2]. This program was funded through three separate awards: 0806735,1153250, 1643869. Scholarships were awarded to students within the identified engineeringand computer and information science majors of the College of Engineering and Business [3].The first two grant periods, herein known as SEECS1 and SEECS2, were each funded for$600K, and SEECS3 was funded for $999,985M. Between 2008-2021, SEECS granted 300 one-year scholarship funding and has seen 63 students graduate from the

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

institutional andphenomenological data used in the Backtracking Technique has the potential to:(1) generate practical knowledge about academic/career pathways in information technology foruse by stakeholders; (2) identify and examine relationships among these pathways, studentsexperiences, and psychosocial factors; and (3) add to the analytical methods available toinstitutional research professionals to document, investigate, and visualize student pathwayinformation using data dashboards. This ATE project has great potential to transform thetechnician preparation for the advanced technology fields that drive the nation's economy.1.0 IntroductionInstitutional research (IR) data has long been considered critical for decision-making andplanning in

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Lisa Benson, Clemson University; Kelsey Watts, Clemson University; Gary Lichtenstein, Arizona State University; Evan Ko, University of Illinois at Urbana - Champaign; Rebecca Bates, Minnesota State University, Mankato

, 2022 Powered by www.slayte.com Building a Community of Mentors in Engineering Education Research Through Peer Review TrainingAbstractThis paper describes the Engineering Education Research (EER) Peer Review Training (PERT)project, which is designed to develop EER scholars’ peer review skills through mentoredreviewing experiences. Supported by the National Science Foundation, the overall programmaticgoals of the PERT project are to establish and evaluate a mentored reviewer program for 1) EERjournal manuscripts and 2) EER grant proposals. Concurrently, the project seeks to explore howEER scholars develop schema for evaluating EER scholarship, whether these schema are sharedin the community

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Greg Strimel, Purdue University at West Lafayette (PPI); Sherylyn Briller; Douglas Pruim; Todd Kelley, Purdue University at West Lafayette (COE); Jung Sohn, Purdue University at West Lafayette (COE); Rebecca Martinez, Purdue Polytechnic Graduate Programs; Jackson Otto

included student surveys, interviews, and course artifacts as well asinterviews with faculty, administration, and recent alumni of the program. The established semi-structured interview protocol included questions about motivation for innovation education,barriers to enrollment, how learning in the coursework extends beyond the classroom, theprocess and experience of co-teaching and co-learning across colleges, the essential elements ofteaching innovation, and benefits/challenges related to the learning experience. In addition to theinterview data, survey (post/retrospective) responses were collected from 54 students during thefirst iteration to determine their perspectives of the influence of the model on their abilities for 1)integrative

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University at West Lafayette (COE); Grace Baldwin; Virginia Booth-Womack, Purdue University at West Lafayette (COE); Sarah Larose; Carol Stwalley, Purdue University at West Lafayette (COE)

found thatconnections with professionals in college and ownership of some form of experiential activity -1-provide two of the most significant elements that give general satisfaction to the collegiateexperience (Gallup, Inc., 2014). This has been found to be particularly true of self-directedcapstone activities (Stwalley, 2017; Utesch, 2016; Stwalley, 2016), and the Rising Scholarsresearchers incorporated this type of work-related educational activity into the program. Professional practice organizations have long seen significant advantages given to students withexperiential activitiy at the entry-level (Stwalley, 2006a; Stwalley, 2006b). They also givestudents significant opportunity to develop

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Catherine Cohan, Pennsylvania State University; Lauren Griggs, Pennsylvania State University; Ryan Hassler; Mark Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Amy Freeman, Pennsylvania State University; Peter Butler, Pennsylvania State University; Tonya Peeples, Pennsylvania State University

Engineering Ahead summer bridge programs is to increase retention andgraduation through four strategies: intensive math review (pre-calculus, calculus), communitybuilding, college success skills, and professional development.In their review of the STEM summer bridge literature, Ashley and colleagues [1] recommendedto “report more information about the details of implementing bridge programs” (p 14). Theynoted that implementation details often are not described when published articles report on theoutcomes of summer bridge programs. However, “A team developing a bridge program wouldbenefit from more information about program logistics” (p. 14).” The 6-year Engineering Aheadproject concluded at the end of 2021. Our experience initiating new bridge

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Rabiatu Bonku; Mercy Fash; Jennifer Richmond-Bryant, North Carolina State University at Raleigh; Alesia Ferguson

useable surveyswas analyzed utilizing descriptive and inferential statistics.Results revealed that regardless of classification, GPA, age, or race, STEM students experiencedLMCs. The top five LMCs were: (1) Assignment Overloads; (2) Lack of In-Person PeerInteractions; (3) Uncaring Professors; (4) Lack of In-Person Professor Interactions; and (5)Lack of In-Person Laboratory Experiences. Significant relationships existed between threecharacteristics (GPA, classification, and age) and few LMCs to include assignment overloads.Students tended to attribute lowered motivation to Institutional and Domestic challenges whichwere typically out of their control, rather than to Personal challenges which were typicallywithin their control. Crosstab analysis

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Sarah Yang, National Science Foundation; Erin Steigerwalt, American Society for Engineering Education (ASEE); Gary Lichtenstein, Arizona State University; Kelsey Watts, Clemson University

to explain ERC goals, provide strategies for ERC design, and promotestrategies for integrating Convergent and Transdisciplinary Research and Team Science intoERC proposals. Participation in the Planning Grant program is not required to submit an ERCproposal. In 2021, 23 teams joined the PGW, with a total of 114 participants from 54 institutionsacross the U.S. The 2021 program consisted of three, half-day sessions spanning three weeks.The workshop agenda was created collaboratively by leaders at NSF and ASEE, with particularattention to recommendations from prior cohorts.In this this paper, we share: 1) information presented at the workshop about the key foundational components of an ERC 2) results of the workshop evaluation 3) access

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Marcia Mardis, Florida A&M University - Florida State University; Faye Jones, Florida A&M University - Florida State University

further suggesting that there are challenges in filling AM technicianpositions. In a time when technicians in AM are in high demand and the number of graduates arein low supply, it is critical to identify whether AM education is meeting the needs of newprofessionals in the workforce and what they believe can be improved in these programs. This isespecially true in rural locales, where economies with manufacturing industries are much morereliant on them. In the context of a NSF Advanced Technological Education (ATE), through amulti-method approach, we sought to understand: 1) Which AM competencies skills didparticipants report as benefiting them in gaining employment? 2) Which competencies areneeded on the job to be a successful AM technician? 3

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Qin Zhu, Colorado School of Mines; Rockwell Clancy, Colorado School of Mines; Andrea Gammon, Delft University of Technology; Ryan Thorpe

, University of Pittsburgh, DelftUniversity of Technology, and Shanghai Jiao Tong University are exploring the effects of cultureand education on ethical reasoning and moral intuitions among engineering students. This projectwill identify educational interventions with the greatest effects on ethical reasoning and moralintuitions, whether these effects differ among cultural and national groups, and if/how to modifythese to develop more effective ethics training.This paper offers an overview of the progress to date of this five-year mixed-method, quasi-experimental, longitudinal, cross-sectional research grant that aims to: (1) determine the effectsof culture and foreign language on the ethical perspectives of first-year engineering students; (2)assess

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Dan DelVescovo, Oakland University; Darlene Groomes, Oakland University

students and faculty in STEM. © American Society for Engineering Education, 2022 Powered by www.slayte.com Early lessons learned from pivoting an REU program to a virtual formatSince the summer of 2006, the NSF-funded Automotive and Energy Research and IndustrialMentorship (AERIM) Research Experience for Undergraduates (REU) program in thedepartment of mechanical engineering at Oakland University (OU) has been offering richresearch, professional development, networking and cohort-building experiences toundergraduate students in the science, technology, engineering and math (STEM) fields [1].With a focus on 10-week long hands-on automotive and energy research projects and a

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Nathan Lemke; Karen Rogers; Nathan Lindquist; Keith Stein, Bethel University; Grace Riermann; Ellesa St. George; Tristan Noble; John McCauley

engineeringIntroduction In order to better meet the demands of students in a competitive higher-educationenvironment, many liberal arts institutions including ours have added new engineering programsand majors. As a part of the process of becoming an interdisciplinary physics and engineeringdepartment, and based on prior success at teaching physics with open-ended projects in theupper-level undergraduate curriculum [1], we are studying how these projects can also be used toteach engineering skills and principles. Of particular interest to us are questions related to i) howbest to use existing assets (e.g. laboratory equipment, faculty expertise) within a physics andengineering department to create a thriving engineering laboratory curriculum, and ii) to

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Tameshia Baldwin, North Carolina State University at Raleigh; Latricia Townsend, North Carolina State University at Raleigh; Callie Edwards, North Carolina State University at Raleigh

workschedule. This paper focuses on the process of skill preparation of the middle school teachers inthe execution of the 6th grade course in the 2020-21 school year. Additional aspects to be discussedinclude a sampling of best practices, an overview of lessons learned and implementation strategiesduring the second iteration of the 6th grade course and the first implementation of the 7th gradecourse during the 2021-22 school year.IntroductionThe National Academy of Sciences, National Academy of Engineering, & Institute of Medicinereport [1], Rising above the Gathering Storm, outlined K-12 student preparation in science andmathematics as a key challenge facing the United States’ educational system. They state, in part,“primary and secondary schools

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Dawn Eckhoff, University of Central Florida; Michelle Taub, University of Central Florida; Hansen Mansy, University of Central Florida; Damla Turgut, University of Central Florida; Sang-Eun Song, University of Central Florida

increased confidence level both with and without the use ofperipherals. Students evaluated the simulation via the Simulation Effectiveness Tool-Modified(SET-M), and scored their perception of the simulation on a 1 to 5 point Likert Scale. Thehighest scoring areas were perceived support of learning by the faculty (M=4.6), feelingchallenged in decision-making skills (M=4.4), and a better understanding of didactic material(M=4.3). The lowest scoring area was feeling more confident in decision making (M=3.9). Wealso recorded students’ facial expressions during the task to determine a probability score (0-100) for expressed basic emotions, and results revealed that students had the highest scores forjoy (M = 8.47) and surprise (M = 4.34), followed by

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NSF Grantees Poster Session

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2022 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, New Jersey Institute of Technology; Aileen Huang-Saad, Northeastern University; Aida Lopez Ruiz, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan

STEM community’s growing embrace ofinnovation and entrepreneurship directives [1]. This growth presents an opportunity to broadenour understanding of entrepreneurship initiatives, specifically to support diversity, equity,inclusion, and justice. As broadening participation and addressing inequity remains a paramountconcern within the broader academic STEM community [2], examining the participation ofwomen faculty in entrepreneurship education programs (EEPs) is a critical area needingtheoretical and research attention since they remain underserved in entrepreneurial spaces. Thisresearch is imperative to assure that a broader STEM faculty population reaps the benefits ofentrepreneurship education programs (EEPs) given the growing interest and

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ari Sherris; Hua Li, Texas A&M University - Kingsville; David Ramirez; Tushar Sinha, Texas A&M University - Kingsville; Francisco Haces Fernandez, Texas A&M University - Kingsville; Christine Robbins, Texas A&M University - Kingsville; Marisol Pirozzolo, Texas A&M University - Kingsville; Mohammad Azayzeh, Texas A&M University - Kingsville; Alberto Aguirre, Texas A&M University - Kingsville; Danielle Maynard, Texas A&M University - Kingsville; Yara Green-Jordan, Texas A&M University - Kingsville; jianhong Ren, Texas A&M University - Kingsville; Mariee Cruz Mendoza, Texas A&M University-Kingsville

four-stage model for initialcollaboration activities in applied, convergent research. This paper reports on this pilotsimulation to (1) test the effectiveness and (2) demonstrate the means on how to facilitate atransdisciplinary approach in engineering problem solving and education, targeting the casestudy of local flood management. This collaborative model for the identification, planning, andfacilitation of convergent solution seeking processes is adaptable and scalable widely inaddressing the five grand challenges identified by the National Academies of Sciences,Engineering, and Medicine (NASEM).IntroductionEnvironmental problems, such as the five grand challenges identified by the National Academiesof Sciences, Engineering, and Medicine

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

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2022 ASEE Annual Conference & Exposition

Authors

Johanna Okerlund, University of North Carolina at Charlotte; David Wilson, University of North Carolina at Charlotte; Celine Latulipe, University of Manitoba

with reading and writing HCD research papers.Our research goals were to identify challenges of integrating aspects of HCD in STEM educationand identify HCD-related learning opportunities afforded by the project topic of 3D printedprosthetics. We reflect on this capstone in order to understand best practices for integrating HCDtopics with STEM education, particularly for engineering and computer science students. Weanalyzed data collected while running the course to understand which HCD topics lendthemselves well to the project topic, the extent to which students drew on prior HCD knowledgefrom previous courses, and what kind of guidance was most effective.The contributions of this paper are 1) the design of a semi-structured capstone course

Conference Session

Student Division Technical 3: Mixed - Research, Engineering Design, Design Thinking, and Curriculum Design

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2022 ASEE Annual Conference & Exposition

Authors

Hugh Scribner, University of Colorado Boulder; Katherine Goodman, University of Colorado Denver; Jean Hertzberg, University of Colorado Boulder

show students the beauty in the physics andengineering concepts they are laboring to learn. Due to this neglect, many engineering studentscomplete their engineering courses with the ability to solve complex engineering problems but nodesire to further explore the topics they have learned. In fact, in some cases STEM students leavetheir classes feeling that the topics that they learn about are unrelated to the real world andfrivolous. Because of this emotional response it is becoming common to see students graduatingfrom university with degrees in STEM but no plans to pursue a career in a STEM field[1].Although the Mechanical Engineering curriculum at the University of Colorado has a significantemphasis on design, all the formal design