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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Deepak Ganta, Texas A&M International University; Marcus Antonius Ynalvez, Texas A&M International University; Maria Lopez, Texas A&M International University; Alan Santos, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Sergio Gonzalez Torres, Texas A&M International University

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. Introduction and BackgroundThe COVID-19 pandemic triggered a seemingly abrupt paradigmatic shift in education fromtraditional face-to-face, classroom-based teaching to fully remote, virtual teaching environments.Even once the initial cause of this shift is no longer a driving force, the younger generations haveexpressed a desire for continued virtual learning options and a shift towards a generation of “digitalnomads [1-3].” Universities for learning must accommodate this desire for flexibility and instantonline learning to remain a desirable and viable option for future generations of students [4-6].This shift immediately presented institutions of higher learning with challenges relating tostudent’s psychosocial (e.g., weak sense of belonging, low

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jeong Yang, Texas A&M University, San Antonio; Young Lee, Texas A&M University, San Antonio; Mohammad Abdel-Rahman, Texas A&M University, San Antonio; Zechun Cao, Texas A&M University, San Antonio

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Paper ID #42423Board 267: Enhancing Urban Mobility: SmartSAT’s Impact on Public TransportationServices and Commuting ExperienceDr. Jeong Yang, Texas A&M University, San Antonio Dr. Jeong Yang is an associate professor of computer science and cyber security in the Department of Computational, Engineering, and Mathematical Sciences at Texas A&M University-San Antonio. She is also a director of the Center of Information Technology and Cyber Security. Her current research is focused on the areas: 1) Intelligent applications of cloud-based AI services to discover effective use of AI technologies, 2) AI-powered secure

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Ahatsham Hayat, University of Nebraska, Lincoln; Sharif Wayne Akil, University of Nebraska, Lincoln; Helen Martinez, University of Nebraska, Lincoln; Bilal Khan, Lehigh University; Mohammad Rashedul Hasan, University of Nebraska, Lincoln

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Diversity, NSF Grantees Poster Session

support.Introduction“There’s Plenty of Room at the Bottom.” Richard Feynman (1960)Artificial intelligence (AI) methods are revolutionizing undergraduate science, technology,engineering, and mathematics (STEM) education through early forecasting of end-of-semesteracademic performance [1, 2, 3, 4, 5, 6]. These methods typically leverage numeric features ofstudents’ academic trajectories to train AI models. The advent of Transformer-based [7] largelanguage models (LLMs) [8, 9, 10, 11] has significantly expanded the potential for cross-domainapplications due to their extensive knowledge bases [12, 13] and complex task-solvingcapabilities through basic reasoning [9, 14, 15] and planning [16]. Fine-tuning these LLMs viatransfer

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Narges Norouzi, University of California, Berkeley; Carmen Robinson, University of California, Santa Cruz; Kip Tellez, University of California, Santa Cruz

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Diversity, NSF Grantees Poster Session

. Since then, the outlook has not measurably improved 1 . A strong STEMworkforce sustains a robust U.S. economy and supports our national security 2,3 . Diversity inSTEM generates a variety of perspectives and approaches to scientific and technologicalinnovation, better reflects the global and culturally diverse economies of the 21st century, andproduces diverse science and engineering role models 4 . Because of their racially diverseenrollments, The National Academies of Sciences and Engineering Minority Serving Institutions:America’s Underutilized Resource for Strengthening the STEM Workforce report (2019)identifies that HSIs can contribute diversity to STEM.Of the estimated 569 U.S. HSIs, most are two-year institutions. 68% of HSIs are public

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Jacqueline Gartner Ph.D., Campbell University; David B. Thiessen, Washington State University; MD SHARIFUL ISLAM, Washington State University; Talodabiolorun Anne Oni, Washington State University

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NSF Grantees Poster Session

flexibility intheir schedules.Alignment with ICAP HypothesisStudent participant responses regarding their level of engagement with the various LCDLMswere classified according to the Chi and Wylie (2014) levels of engagement: Interactive,Constructive, Active, and Passive (ICAP) framework. Represented in Figure 1 are data collectedfrom 2,452 participants, dating from fall 2019 through to spring 2023 who had interacted withthe LCDLMs. The distribution shows 69% of the participants agree or strongly agree thatLCDLMs fostered the interactive level of engagement. A moderate number of participants,specifically 47%, agree or strongly agree that the LCDLM helped them to be constructivelyengaged. In addition, 40% of participants claim the LCDLMs helped them to

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Emma Sophie Stine, University of Colorado Boulder; Amy Javernick-Will, University of Colorado Boulder

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• What factors influence students' ability to 1) critique social oppression and/or 2) maintain a motivation for social justice Questions • How are HE academic and experiential learning experiences prompting students to question these career expectations? Questions Four interviews with all 47 students responding to questions like: Four

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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learningmanagement system of Canvas. The assessments were administered digitally to the studentsusing a Lockdown browser in Canvas at a proctored testing facility. End-of-semester surveyswere administered in both courses to gauge student satisfaction and experience with this testingmethod. Preliminary results indicate very promising positive effects of the multi-attempt digitalassessments in Statics and Dynamics courses on student performance, satisfaction, and self-reported motivation and self-regulation for all students, including Hispanic transfer students.1. IntroductionAssessments are an integral component of the teaching and learning process. Hanna and Detmerhave defined assessment as the process of gathering data by instructors about their teaching

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Kaelyn Marks, Hofstra University; Saryn Goldberg, Hofstra University; Chris Venters, East Carolina University; Amy M Masnick, Hofstra University

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NSF Grantees Poster Session

semester. To support this work, wedeveloped a uni-axial taxonomy as a tool for characterizing students’ questions [1]. This paperdescribes our exploration of an alternative multi-dimensional approach to characterizing studentquestions.A student’s ability to ask more complex questions has been identified as a way of evaluating howwell a student understands a topic [2]. Therefore, the ability to ask more complex questions maybe indicative of higher-level thinking about course content. Marbach-Ad and Solokove [3] used alarge sample of questions generated by biology students to develop “semi-hierarchical”categories based on question sophistication [4]. Harper et al. [5] adapted this approach forclassifying questions asked by physics students as part

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

LaTricia Walker Townsend, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Micaha Dean Hughes, North Carolina State University; Aaron Arenas, North Carolina State University

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NSF Grantees Poster Session

increases to STEM attitudes among youth [1]. In a study byPattison, providing students with hand-on experiences where they can simulate a real-worldproblem with actual STEM industry professionals exposed students to authentic learning, helpingincrease student agency and critical thinking [2]. In turn, the exposure to STEM learning aims toincrease recruitment to the STEM field. In most cases, the impacts of these partnerships havealso presented an opportunity to increase recruitment into the STEM workforce, particularlydeveloping programs that emphasize the recruitment and mentoring of women and students ofcolor in STEM [3]. However, some partnerships also acknowledge the challenges to maintainingstudent interest, particularly as it relates to right

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Faiza Zafar, Rice University; Carolyn Nichol, Rice University

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NSF Grantees Poster Session

doctoral degree levels [1]. Recognizing this issue, this researchdelves into a specific aspect of gender disparity, that is, understanding the potential influence ofprogram nomenclature on the gender balance of applicants in undergraduate research programs. It is evident that STEM fields are pivotal in driving innovation and technologicaladvancements. Yet, the persistent gender gap undermines the diversity and creativity vital forsustained progress. Efforts to address this gap often focus on systemic issues such as biasedcurricula, lack of mentorship, gender stereotypes, and early interventions [2], [3]. However, theimpact of subtle factors, such as the names of STEM educational research programs, remains arelatively underexplored topic

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

, responses to the question “What do you think a cultureof wellness in engineering or your department would or should look like?” were separated fromthe rest of the data for thematic analysis. We developed a codebook, applied it to the data, andused thematic analysis to identify topics grouped by motif, resulting in three overarching themesrepresenting the data. With a focus on actionable patterns of meaning, the three themes are (1)Building a Supportive Community, (2) Improving Work and Academic Policy, and (3)Supporting Self-Care with Student Wellness Resources. Participants expressed their views onwhat a culture of wellness might look like and suggested ideas that they believe would bebeneficial to implement. These suggestions included aspects of

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University, Bloomington; Kelli Paul, Indiana University, Bloomington; Lauren Penney, Indiana University, Bloomington

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Paper ID #41571Board 279: Failure in Focus: Unpacking the Impact of Video-Based Reflectionson Museum Educator PracticesDr. Amber Simpson, State University of New York at Binghamton Amber Simpson is an Associate Professor of Mathematics Education in the Teaching, Leaming and Educational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities.Dr

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Isil Anakok, Virginia Polytechnic Institute and State University; Justin L Hess, Purdue University, West Lafayette; Sowmya Panuganti, Purdue Engineering Education; Brent K Jesiek, Purdue University, West Lafayette; Andrew Katz, Virginia Polytechnic Institute and State University

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, Inclusion, and Ethics in Engineering: Project Overview and Preliminary ResultsAbstractThis study was motivated by the numerous empirical investigations documenting the importanceof diversity, equity, and inclusion (DEI) and ethics to engineering education and practice.However, the relationship between these phenomena has not been extensively studied, andresearch focused on ethics and DEI tends to exist within distinct scholarly spaces. Thus,engineering students, educators, and practitioners may fail to consider how ethics and DEI arerelated, which may limit how they understand and apply these concepts. To better understandways that ethics and DEI connect in engineering education and practice, our study includes threephases: (1) a

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Charlie Díaz, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Erica McGreevy, University of Pittsburgh; Nelson O. O. Zounlomè, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University; Anne-Ketura Elie, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Matthew Bahnson, Purdue University; Kevin R. Binning; Natascha Trellinger Buswell, University of California, Irvine; Christian D Schunn, University of Pittsburgh; Beverly Conrique, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Rachel Kelly Forster, University of Pittsburgh; Danielle V. Lewis, SUNY Fredonia; Jacqueline Rohde, Georgia Institute of Technology

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University of Pittsburgh (Pitt), Purdue University, and the University of California, Irvine(UCI) collaborate on the project entitled “Collaborative Research: Course-based Adaptations ofan Ecological Belonging Intervention to Transform Engineering Representation at Scale.” Thebrief ecological intervention implementation uses one class meeting and has erased gender andrace-associated inequity in academic achievement in introductory STEM courses [1]. Theintervention is contextualized [2] for each course at each university and has been successfullytested with enthusiastic faculty involvement in the first and second years of the grant project. Inour current year (third year), we have focused further on implementation processes (i.e., materials,training

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Hannah Budinoff, The University of Arizona; Ann Shivers-McNair, University of Arizona; Jannatul Bushra, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette

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Diversity, NSF Grantees Poster Session

students, unwelcoming environments for women, and theassociation of machines and materials with specific genders, hindering their full participationwithin such spaces [1], [2]. As a result, it is a challenge for most makerspaces to ensure the fullutilization and participation of diverse students in the makerspaces.To overcome those challenges and make the makerspaces more inclusive, learning directly fromstudents about their involvement and experiences in makerspaces is needed. Digital badges,promoting personalized learning and skill recognition, are expected to encourage more inclusiveparticipation, fostering engineering identity and a sense of belonging among diverse studentgroups. In this study, we describe some results derived from a two-year

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Juan Salinas, The University of Texas Rio Grande Valley; Griselda Salinas; Elizabeth Salinas, The University of Texas Rio Grande Valley; Yocelin Chavez; Virginia Santana; Sherlyn De Alva; Sheila Cardenas Vazquez

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NSF Grantees Poster Session

through anethnographic approach “to provide the reader with an adequate contextualization of the culturalphenomena under study,” acknowledging the vital role that our home culture and language haveon educational reform [1]. We begin this paper by contextualizing our developmental process ofbuilding a strong sense of belonging [2] to our place in the Rio Grande Valley and by analyzingand reflecting on our personal stories, which we captured using oral history methodologies andapproaches.Steve, as many of his long-time friends called him, immigrated from Tamaulipas, Mexico, toWeslaco, Texas, in the 1950s when he was only eight years old. Steve shared with us that duringthe mid-1900s, Weslaco and neighboring cities in the Rio Grande Valley were

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Cody D Jenkins, Arizona State University; Thien Ngoc Y Ta, Arizona State University, Polytechnic Campus; Sarah Johnston, Arizona State University; Ryan James Milcarek, Arizona State University; Gary Lichtenstein, Arizona State University; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Karl A Smith, University of Minnesota, Twin Cities

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Diversity, NSF Grantees Poster Session

cooperative learning to help historically marginalized populations ofstudents in undergraduate calculus learn to think like mathematicians through socially, co-constructed inquiry[1–4]. Treisman designed the program to challenge students with difficultproblems enough to promote student learning and discussion [1,3]. Peer-led team learning is aform of collaborative learning similar to the PLSG utilized in other academic programs [5–8].Previous studies have shown collaborative learning benefits students in multiple ways, includingimproving students’ sense of belonging, grades, and persistence [9,10].A preliminary version of the PLSG model was piloted with volunteer students before the start ofthe study. The preliminary implementation differed from the

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Andrew Moffat, University of Michigan; Robin Fowler, University of Michigan; Rebecca L Matz, University of Michigan; Xiaping Li, University of Michigan; Spencer JaQuay, University of California, Irvine; Madison Jeffrey, University of Michigan; Mark Mills, University of Michigan

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NSF Grantees Poster Session

assumed thatstudents’ interactions within teams will always be constructive and positive experiences [1], [2].Inequitable patterns of interaction can exclude individuals from participation and reproduceexisting structures and systems of race- and gender-based marginalization that exist in widersociety [3], [4]. Educational institutions should provide appropriate support to foster equitableand inclusive teamwork environments in order to maximize learning and affective outcomes forall students. Tandem is a software platform designed for that purpose, offering support toinstructors in the formation and monitoring of student teams, and to students in providingfeedback on their team experiences and flagging any concerns they may have [5]. This paper

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Paul M Yanik, Western Carolina University; Scott Rowe, Western Carolina University; Wendy Cagle, Western Carolina University; Andrew Ritenour, Western Carolina University; Chip W Ferguson, Western Carolina University; Wesley L. Stone, Western Carolina University

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Mindset, Engineering, Engineering Technology1. IntroductionThe National Science Foundation (NSF) funded FLiTE scholarship program [1] at WesternCarolina University (WCU) aims to provide opportunity for engineering and engineeringtechnology students with financial need to build qualities of the entrepreneurial mindset that maycontribute to their value as future professionals or to their launch of technology startupbusinesses. The program brings together student scholars from across disciplines in a vertically-and horizontally-integrated learning community to engage in technology invention ideationsupported by and mentored through interactions with business leaders, subject matter experts,and campus resources.The NSF grant which supports the FLiTE

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Todd Freeborn, The University of Alabama; Claire Major, The University of Alabama; Miriam E. Sweeney, The University of Alabama

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Engineering Education, 2024 First-Year Electrical and Computer Engineering Undergraduate Performance at Identifying Ethical Concerns in IEEE Case StudiesIntroductionConcern for how to best teach ethical reasoning in engineering education persists, with researchsupporting that active learning strategies are useful instruction methods for teaching ethicalreasoning in STEM fields. Active learning approaches, such as case studies or problem-basedlearning (PBL), are shown to increase student exam scores and decrease student failure rateswhen compared to instruction using lecture methods alone [1, 2]. However, there is not sufficientinformation to show that active PBL is effective for teaching ethical

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, University of Houston; Tomika W. Greer, University of Houston; Paige Evans, University of Houston; LEI Fan, University of Houston; Driss Benhaddou, University of Houston

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. PSTparticipants found the research experience with their mentors beneficial not only to them, butalso to their future students according to our findings from interviews. Selected course moduleswill be submitted to teachengineering.org for other K-12 educators to access. 1. Introduction In the 2020 report of the President’s Council of Advisors on Science and Technology(PCAST) to the President of the USA, PCAST has recommended a set of bold actions to helpensure continued leadership in Industries of the Future (IotF), comprising artificial intelligence(AI), quantum information science (QIS), advanced manufacturing, advanced communications,and biotechnology [1].. The three pillars underpinning these actions are (a) enhancing multi-sector engagement

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Aubrey Nicholas Birdwell, Georgia Institute of Technology; Jack Cook, The Evergreen State College; Richard S Weiss, The Evergreen State College; Jens Mache, Lewis & Clark College

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NSF Grantees Poster Session

of 357 articles related to predicting performance in computer science coursework was published by Hellas et al in 2018 [1]. Most of the research surveyed concerned predictinggrades for programming courses. This paper is different. It concerns giving rapid feedback tostudents who are engaged in cybersecurity exercises. Beyond the work mentioned in that article,there have been a few attempts to predict student outcomes specifically for cybersecurity trainingand exercises [2, 3, 4]. One of the first examples used the support vector machine to predict whethera student would complete an exercise based on their success in the beginning of the exercise [5].Our current work explores a number of machine learning algorithms and compares their

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Darlene M. Olsen, Norwich University; Karen Supan, Norwich University; Liz Johnson, Liz Johnson Education Consulting

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NSF Grantees Poster Session

thereadiness to implement and scale corequisite courses in other areas. It is important to understandthe mechanisms used for building capacity at the institution to transform STEM education inhigher education.Background:Science, Technology, Engineering, and Mathematics (STEM) departments has emerged as apromising avenue for promoting upward social mobility and equity [1]. However, many studentsare excluded from these majors, particularly those from low income, racially minoritized, andfirst-generation backgrounds [1]. Evidence supports that while attempts have been made tocreate learning environments that are equitable and inclusive, there is still a needed for greaterresources and effort in this area [2]. There is a clear need for institutions of

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Alfreda Samira James, Stony Brook University; Marianna Savoca, Stony Brook University; Monica Bugallo, Stony Brook University; Catherine A Scott

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Diversity, NSF Grantees Poster Session

activities to meet leaders in industry roles.The second iteration of CAR 551 allowed students to complete assignments during synchronousmeetings and offer group feedback on LinkedIn profiles. The term ended with an entire classsession dedicated to verbal reflections about individual learnings. Active learning became anessential feature in future semesters.Since each CAR 551 cohort influences the future experiences of the next group of students,project leaders made changes by offering more synchronous sessions to accommodate studentacademic responsibilities as well as adding more 1:1 coaching to advise students during OdysseyPlan development. Student comments also lead to the establishment of a well-defined periodwithout online meetings.The virtual

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Ryan Hare, Rowan University

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NSF Grantees Poster Session

about their program as a whole, showing that students who interacted with our system seemed to show more confidence in their own ability. Finally, we analyze student actions within the game itself to show that the PING system helps them complete content sections faster and with fewer attempts.1. IntroductionWith the advent of new methods and approaches in virtual education, automated systems, andonline learning, there is a need for general-purpose approaches to help automate studenteducation. These new approaches can serve not to replace traditional education, but to augment itthrough automated student assistance, easier classroom operation for instructors, and bettersupport for under-performing students [1]. In turn, the

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Noppadon Sathitsuksanoh, University of Louisville; Zhihui Sun, University of Louisville; Jason Cullen Immekus, University of Louisville

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from this NSF-funded project have broader implications for curriculum enhancement on a national scale. As wecontinue to refine and expand our teaching methodology, we anticipate that our efforts willcontribute to developing a more environmentally conscious and skilled workforce to address thechallenges of waste management and sustainability.IntroductionEach year, the US alone generates about 7.6 billion tons of industrial waste[1], 111 million tonsof dry crop residues and agricultural waste[2], 292.4 million tons of municipal waste[3], and 600million tons of construction, and demolition waste[4]. Currently, the US recycles about 30% ofits waste stream, substantially below the Environmental Protection Agency (EPA) estimate of upto 75% of our

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Haniye Mehraban, Oklahoma State University; John Hu, Oklahoma State University

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NSF Grantees Poster Session

computing. ©American Society for Engineering Education, 2024 How to Teach Debugging? The Next Million-Dollar Question in Microelectronics EducationIntroductionThe Chips and Science Act [1] has made semiconductor workforce development a top priority forUS universities. Among the many skills undergraduates need to enter the semiconductor industry,debugging skills are often overlooked but essential for new product development [2]. As thetransistor count and complexity of today’s chips grow, thanks to Moore’s Law [3], fewer newchips can work perfectly for the first time. Therefore, more effort is spent on debugging, aspecific form of troubleshooting that identifies and fixes any

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas, Rio Grande Valley; Javier Ortega, The University of Texas, Rio Grande Valley; Arturo A Fuentes, The University of Texas, Rio Grande Valley; Eleazar Marquez, The University of Texas, Rio Grande Valley

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students to realize that they canapply the design thinking skills they learn in the engineering design process to solve their academiccareer challenges. A pilot of the FYIE program began in the 2023 Spring semester, with instructorsfrom Course A and B introducing the parallel projects. The pilot continues in the 2023 Fallsemester, with refinements to the parallel projects and the definition of analogy intervention pointsfor self-transformation. The authors of the paper will present the results from the pilotimplementations, as well as discuss the challenges and future work. This proposed initiative isdesigned with the intention of adhering to the ongoing mission of the College of Engineering andComputer Science (CECS) at the UTRGV to 1) increase

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Brittany Paige Trubenstein, Angelo State University

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. ©American Society for Engineering Education, 2024HSI Planning Project: Integrative Undergraduate STEM Education at Angelo State University (I-USE ASU Grant #2122828)Abstract Historically, women and racial minorities have been underrepresented among the STEM(science, technology, engineering, and mathematics) workforce. Previous research has identifiedseveral factors that contribute to the persistence of minority populations within STEM fields,while other work has identified potential barriers that have influenced these disparities [1-9]. Thecurrent study sampled undergraduate students (n=222) from a Hispanic Serving Institute (HSI) inWest Texas. Participants were given a survey that explored factors including level of

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Opeyemi Peter Ojajuni, Southern University and Agricultural & Mechanical College; brian Warren, Southern University and Agricultural & Mechanical College; Fareed Dawan, Southern University and Agricultural & Mechanical College; Yasser Ismail, Southern University and Agricultural & Mechanical College; Albertha Hilton Lawson, Southern University and Agricultural & Mechanical College

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, engineers must swiftly adapt to emergingtechnologies and methodologies. Computational thinking (CT) has emerged as a crucialproblem-solving methodology, offering a structured and analytical approach applicable acrossvarious professions. CT is essential for thriving in a technology-driven environment. CT skillsfoster collaboration, provide adaptability, and instill a mindset crucial for continuous learning inthe dynamic field of engineering [1], [2], [3]. To address the limitations of traditional engineering education, immersive virtualenvironments, exemplified by the Computer Automated Virtual Environment (CAVE), present agroundbreaking platform for enhancing CT skills. The CAVE, employing stereoscopic displaysand motion-tracking technology