Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajani Muraleedharan, Saginaw Valley State University; Thomas Wedge, Saginaw Valley State University; Erik Trump, Saginaw Valley State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

fall semester of 2021, theatre and engineering students collaborativelydeveloped an engineering ethics skit. At the beginning of the semester, engineering student groupsconsisting of four members were formed with specific constraints: each group had to include oneinternational student, and no two students could come from the same industrial affiliation. Theseconstraints facilitated the formation of diverse student groups, reflecting varied cultural and professionalbackgrounds. To increase student interest and reduce professional distance, each group was required toselect a case study that was no more than five years old and related to their program of study. Afterreviewing this issue as a group, they shared their findings with the theatre

Conference Session

Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trisha Moore, Kansas State University; James Randall Etheridge; Glenn Thomas Dale; Sara Winnike McMillan, Iowa State University of Science and Technology; Niroj Aryal; David Austin; Theresa Thompson, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Biological and Agricultural Engineering Division (BAE)

level of learning needed to apply identified knowledge areas to thecorresponding step of the design process at the undergraduate level. This process was firstcompleted by a committee composed of AEES members from academia and industry withexpertise in one or more of the application areas. After an application area was completed, it wasshared with at least two external reviewers with expertise in the application for feedback.Whenever possible, external reviewers with industry experience were targeted to ensure that theknowledge, skills, and abilities as well as expected cognitive levels reflected what potentialemployers of EcoE graduates expected of new hires. Comments from external reviewers were thenincorporated by the committee of AEES

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Yargo Teixeira Gomes de Melo, York College of Pennsylvania; Alex Suarez, York College of Pennsylvania

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

,contributed by the student at the heart of the research and the two professors guiding him,reflect the symbiotic relationship between teaching and learning, and the profound influence ofmentorship in shaping future engineers. This testament serves to illustrate the integral role thatsuch projects play in academic growth and the cultivation of expertise in a specialized field.Incorporating a scaling element into future projects is a viable consideration. In the currentscenario, the student had independently conceived the idea and completed substantialpreliminary work before seeking faculty guidance. Although capstone drone students receivedencouragement to contribute and participate, there was a noticeable lack of strong interest injoining the project

Conference Session

Design in Engineering Education Division (DEED) - Assessment of Design Projects and Approaches to Capstone Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarath Chandra Kumar Jagupilla P.E., Stevens Institute of Technology ; Elizabeth O'Connell, Stevens Institute of Technology ; Muhammad R. Hajj, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education Division (DEED)

with this statement.In relation to our delivery of senior design, we identified at least nine companies that arecurrently offering internships to our students. Following each engagement event, we posted thedetails and photos on our department social media accounts. Given that 67.4% of thedepartment’s social media following is from the NYC metropolitan area, we hypothesize that thisactivity increased the department’s reach locally and helped connect with additional industrypartners.The effectiveness of our framework was reflected in the attendance of our annual undergraduatenetworking event. For the inaugural event in 2023, 38 separate companies were invited andrepresentatives from 29 companies attended the event. In 2024, 83 separate companies

Conference Session

Design in Engineering Education Division (DEED) - Teamwork in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel Horenstein, University of Denver; Daniel D. Auger, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

indicate their level of satisfaction with their assigned project, where 5 = extremely satisfied and 1 = extremely dissatisfied. Despite not having available comparison data for the instructor-assigned cohort, the authors chose to present the self-assigned student cohort survey responses to this question in this paper.(2) Student Satisfaction with Assigned Teammates: CATME peer evaluation data [5, 9] collected in Weeks 5 and 10 out of 30 were used to assess student level of satisfaction with teammates. We compared the prevalence of underperforming team members and of teams with at least one underperforming member. Because underperformance was identified with CATME survey data, this measure reflects students’ perceptions of their

Conference Session

Energy Conversion, Conservation and Nuclear Engineering Division (ECCNE) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camille S. Levine, University of Maryland; Samantha Ellen Wismer, University of Maryland ; Ryan Painter; Katrina Groth, University of Maryland

Tagged Divisions

Conservation and Nuclear Engineering Division (ECCNE), Energy Conversion

Science Foundation underGrant No. 2045519. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.The authors would like to thank Vincent Paglioni from the University of Maryland, JamesStemm from the National Museum of Nuclear Science and History, and Lauren Addario, RianneTrujillo, Jonathan Lee, Becca Sharp, and Dion Boyer from New Mexico Highlands Universityfor their work toward this project.References[1] S. Allen, “Designs for learning: Studying science museum exhibits that do more than entertain,” Sci. Educ., vol. 88, no. S1, pp. S17–S33, 2004, doi: 10.1002/sce.20016.[2] C. Tisdal, “Phase 2 Summative

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Instructional Technology 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ayatollah S Yehia, University of Virginia; Devin K. Harris, University of Virginia; Diana Bairaktarova, Virginia Polytechnic Institute and State University

Tagged Divisions

Civil Engineering Division (CIVIL)

) and reopening it rectified this. Participants mentioned severalchanges they would implement in the app, such as moving the location of buttons to allow formore streamlined use, adding an axis system, including a scale to illustrate how deformationscompared to the predeformed structure, changing the contour map to reflect compression andtension more accurately, and dynamically increasing the load magnitude and observing how thechange in magnitude impacts results.ConclusionStudents often struggle with conceptualizing complex three-dimensional behavior in traditionalmechanics-oriented classes. Although structural analysis software is often introduced and taughtin these classes to explain these concepts, fundamental behaviors such as elastic

Conference Session

Artificial Intelligence (AI) and Case Studies in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

ERIKA JUDITH RIVERA P.E. , Florida International University; Claudia Calle Müller, Florida International University; Rubaya Rahat, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Divisions

Construction Engineering Division (CONST)

, and institutionalagendas might affect their applicability.The recommendations outlined in the study reflect the synthesis of the literature review andinsights contributed by both the writers and experts involved in the research process. Therefore,the selection of AI applications, curricular components, and cooperation methodologies may beinfluenced by biases or subjectivity, potentially affecting the comprehensiveness and success ofthe proposed initiatives. The study primarily focuses on urgent recommendations forincorporating AI into construction management education. Nevertheless, the long-term impactsof these interventions on student learning outcomes, industry-academia collaborations, and thebroader construction sector remain unclear

Conference Session

MECH - Technical Session 10: Special Topics and Innovative Methods in Mechanical Engineering

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kazi Md Masum Billah, University of Houston, Clear Lake

Tagged Divisions

Mechanical Engineering Division (MECH)

. This lab is equipped with cutting-edge technology, including the Gigabot3+ Material Extrusion 3D printer, Raise3D E2, Sovol 3D printer, Einscan Pro 3D scanner forreverse engineering, FLIR thermal imaging camera, and other relevant equipment and tools asshown in figure 2. This lab offers students a conducive environment to work on materialsextrusion and materials jetting based AM and prototyping. Students gain practical experience indesigning, creating, and analyzing components using extrusion-based AM techniques by activeengagement in the semester projects and research. The establishment of this lab was madepossible through support from state and federal research grants, reflecting a commitment toadvancing STEM education and research at the

Conference Session

Engineering Physics and Physics Division (EP2D) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rodrigo Cutri, Maua Institute of Techonology; AIRTON EIRAS; Octavio Mattasoglio Neto Neto

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics and Physics Division (EP2D)

to create a video presentation knowledge that explains the objective of the project, the proposed solution, and an analysis of the results. Think critically The video should include a comparative and critical analysis of the and reflectively expected results with the theoretical model and the experimental results obtained. Demonstrate Furthermore, the project must be related to the application of physicalEngineering skills concepts in engineering problems.In the laboratory classes, the students were divided into teams of four members. Each teamhad the opportunity to choose a scientific

Conference Session

Improving Student Problem Solving and Performance

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joshua A Enszer, University of Delaware

Tagged Divisions

Chemical Engineering Division (ChED)

-reported levels of stress (students with latersubmissions generally report higher levels of stress) [5].The final decision we made was to have no penalty for late work, as long as it was submittedbefore sample solutions published within the LMS. This was helpful for making sure thatproblem set grades reflected only student learning, and not time of submission. Since allassignments were scored to the same rubric with no penalties applied for late submission,individual problem performance could more easily be reviewed and analyzed for continuingimprovement and direct assessment needs for accreditation.Other faculty and our department advisory board expressed surprise and curiosity at theimplementation of the above policy, especially for the entry

Conference Session

Engagement in Practice Lightning Round: Engineering with and for Community Partners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexa Renshaw, Western Washington University; Bree L Carpenter, Western Washington University; Kylea Assayag-Nodine, Western Washington University; Derek M Yip-Hoi, Western Washington University; Jill Davishahl, Western Washington University

Tagged Divisions

Community Engagement Division (COMMENG)

. “Engaging future engineers is a central topic in everydayconversations on engineering education... It is imperative that the community reflects onprogress and sets a more effective path for the future.” [4] A second motivation was to provide an opportunity for students to begin building self-starting skills earlier in their academic career. The owner of DCOF was highly supportive ofallowing the activities and engagements to be student-led. This gave students the independenceto set their own activity structure and to make decisions in deciding their goals and needs inaccomplishing tasks. There are clear benefits to students; “Without the presence of an organizingfaculty member, students are forced to make decisions in a real-world environment, in

Conference Session

Engineering, Ethics, and Community Engagement

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tucker Krone, Washington University in St. Louis; Seema Mukhi Dahlheimer, Washington University in St. Louis; Sandra Payton Matteucci

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

, Reflective Writing in Medicine and Healthcare, Engineering Leadership and Team Building, and Engineers in the Community, among other courses. She believes that education can be a force for liberation and freedom, and through engineering, we can build a more just and equitable world.Sandra Payton Matteucci ©American Society for Engineering Education, 2024 Engagement in Practice: Innovating a Project-Based, Community Engaged Course for Engineering Students that Fosters Ethical ThinkingAbstractThe killing of Michael Brown in Ferguson, Missouri (a suburb of St. Louis) catalyzed the BlackLives Matter movement, underscoring the need for students to explore how privilege andsystemic injustice have physically

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas at Austin; Anjali Maguie Raghavan, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

51 percent of students from Westlake High School, located in a more affluent area, endedup attending a major university in Texas, where those not included either did not opt into collegereporting, went out of state, or chose not to attend. In contrast, 24 percent of students fromEastside High School, a designated Title I school in the same region, fit into this metric [1]. Ingeneral, most Title I schools have a significantly lower proportion of students who pursue highereducation for various reasons, including insufficient resources, socioeconomic factors, and a lackof exposure to the college process. Reflecting this, a Post-Secondary Executive Summarypublished by Austin Independent School District found that students who submit at least

Conference Session

DSA Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ahmad Slim, The University of Arizona; Gregory L. Heileman, The University of Arizona; Husain Al Yusuf, The University of Arizona; Yiming Zhang, The University of Arizona; Asma Wasfi; Mohammad Hayajneh; Bisni Fahad Mon, United Arab Emirates University; Ameer Slim, University of New Mexico

Tagged Topics

Data Science & Analytics Constituent Committee (DSA)

Conference Session

Sustainability and Student Health in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Boshra Karimi, Northern Kentucky University

Tagged Divisions

Construction Engineering Division (CONST)

sustainability are integrated into campus initiatives. 3.8 0.7 0.18 Average 3.8 0.43 0.11When respondents were asked about implementing innovative solutions to environmentalchallenges, they perceived the campus as not very innovative in this regard. The average score of3.8, with a variance of 0.16 and a CV of 0.04, reflects agreement on this sentiment. Similarly, theyfeel the same way about incorporating regional priorities regarding sustainability into campusinitiatives.Moreover, regional priorities were determined based on their regional importance, as identified bythe USGBC regional councils and chapters, and were then shared with the

Conference Session

NSF Grantees Poster Session

Collection

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

Tagged Topics

Diversity, NSF Grantees Poster Session

students intheir learning. [5], [7] As outlined in the principles of good feedback practice, by Nicol, goodfeedback can “facilitate the development of self-assessment and reflection in learning” andmotivate the students to “close the gap between current and desired performance.” Onlineassessments can also provide students with a certain amount of flexibility, which can beadvantageous for those with work responsibilities and family care needs. One challenge inimplementing online assessments is academic dishonesty, as students have increasedopportunities for cheating, especially in poorly proctored assessments. However, measures suchas test-taker verification, plagiarism detection software, and supervised monitoring of testingconditions can

Conference Session

NSF Grantees Poster Session

Collection

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

Tagged Topics

NSF Grantees Poster Session

resources such as a chamber of commerce or other connectorgroup familiar with local industry, and communication project progress and accomplishmentsregularly.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.1949454. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] Allen, P.J., Lewis-Warner, K., & Noam, G.G. (2020). Partnerships to transform STEM learning: A case study of a STEM learning ecosystem. Afterschool Matters, 31, 30-41.[2] Pattison, N. P.(2021). Powerful partnership: An exploration of the benefits of school and industry

Conference Session

NSF Grantees Poster Session

Collection

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

Tagged Topics

NSF Grantees Poster Session

messages and instructional content, including graphs of data situating team ratings. Thetool asks students to reflect on the messages and patterns that they see in their team, as well as todescribe behaviors they might try next using strategies from motivational interviewing.The National Science Foundation program for Improving Undergraduate STEM Education(IUSE) awarded the authors a grant to support evaluating the effectiveness of this tool, both interms of its ability to detect inequity and exclusion and in terms of its interventions. In this shortpaper and associated poster we summarize some of this work. Specifically, we will present howwe have operationalized “diverse” and “effective” teams, as well as how statistical measures ofthese

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

] M. J. Scott and G. Ghinea, “On the domain-specificity of mindsets: The relationship between aptitude beliefs and programming practice,” IEEE Transactions on Education, vol. 57, no. 3, pp. 169–174, 2014.[32] D. A. Fields, Y. B. Kafai, L. Morales-Navarro, and J. T. Walker, “Debugging by design: A constructionist approach to high school students’ crafting and coding of electronic textiles as failure artefacts,” British Journal of Educational Technology, vol. 52, no. 3, pp. 1078–1092, 2021. [Online]. Available: https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.13079[33] D. A. Fields and Y. B. Kafai, “Debugging by design: Students’ reflections on designing buggy e-textile projects,” Proceedings of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A Wilson, University of Kentucky; Joseph H Hammer; Jerrod A Henderson, University of Houston; Sherri S Frizell, Prairie View A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

student mental health and increasing professional help seeking, especially for studentswho are historically excluded in engineering.Theoretical FrameworkThe IBM is utilized to identify beliefs influencing behavior within a given population [9], whichis grounded in research indicating that intention strongly predicts behavior [10, 11]. In the contextof this project, the IBM asserts that the key driver for help-seeking behavior is the intention to seekhelp (Figure 1). Intention is influenced by three help-seeking mechanisms—attitude, perceivednorm, and personal agency— which are shaped by help-seeking beliefs. Attitude reflects anindividual's overall evaluation (positive or negative) of help-seeking, considering outcome beliefs(anticipated positive

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul D Adams, University of Arkansas; Carol S Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Jennie S Popp Ph.D.; Wenjuo Lo, University of Arkansas

Tagged Topics

Diversity, NSF Grantees Poster Session

dissatisfied (1).AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.1742496. Any opinions, findings, conclusions, or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Rogers, R., & Sun, Y. (2018), Engaging STEM Students from Rural Areas: Emerging Research and Opportunities. IGI Global. DOI: 10.4018/978-1-5225-6341-9.ch003[2] Harris, R. S., & Hodges, C. B. (2018), “STEM Education in Rural Schools: Implications of Untapped Potential.” National Youth-At-Risk Journal, 3(1). https://doi.org/10.20429/nyarj.2018.030102[3] U.S. Department of Agriculture. (2023, November

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marilyn Barger P.E., FLATE (Florida Advanced Technological Education Center of Excellence); Ron Eaglin, Daytona State College; Sam Ajlani; Mori Toosi; Sidney E Martin III, Saint Petersburg Junior College; Richard Gilbert, University of South Florida; Susan Frandsen

Tagged Topics

NSF Grantees Poster Session

advisory board need to be recruited.AcknowledgmentThis work was funded in part by the National Science Foundation award 2148138. Any findings, conclusions, orrecommendations expressed in this material are those of the authors and do not necessarily reflect those of theNational Science Foundation.Bibliography[1.] Barger, M, Gilbert, R; Centonze, P; Ajlani, Sam; What’s Next? The Future of Work for Manufacturing Technicians, 2021 ASEE Annual Conference Proceedings (Virtual) (https://peer.asee.org/38053)[2.] Barger, M, M Boyette, R Gilbert - Florida’s Engineering Technology Associate of Science Degree Program: A Model for Technical Workforce STEM Based Education, Journal of Engineering Technology, Spring (2014). - See more at: http

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jaejin Hwang, Northern Illinois University; Mohammad Faizan Sohail, Northern Illinois University

Tagged Topics

NSF Grantees Poster Session

afterexperiencing the AR educational tool. 3.2.Number of rest and achievementsFollowing the AR educational tool experience, there was a substantial reduction in the averagenumber of resets for path-finding layouts among students who gave up on solving the path andattempted new layouts. The average number of resets decreased from 7 to 1.4, reflecting asignificant improvement. Four students notably decreased their number of resets by 10, asillustrated in Figure 2. Additionally, there was an increase in the average number of achievements,rising from 5 to 9 gems. The number of achievements represents the gems students were able tocollect, and all five students achieved more gems, with an increase of up to 4 compared to the pre-test, as shown in Figure 2

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

journeys.AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.1107015, 1153250, 1643869 (past three grants), and 2221052 (active grant). Any opinions,findings, and conclusions or recommendations expressed in this material are those of the authorsand do not necessarily reflect the views of the National Science Foundation.References[1] Vernaza, K. M., Vitolo, T. M., Steinbrink, S., Brinkman, B. J. (2011). Scholars of Excellence inEngineering and Computer Science Program Phase I: Development and Implementation. Proceedings ofthe 2011 American Society of Engineering Education Annual Conference, June 26-29, Vancouver, BritishColumbia, Canada.[2] Vernaza, K. M., Steinbrink, S., Brinkman, B. J., Vitolo, T. M. (2014

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eric Davishahl, Whatcom Community College; Anna Fay Booker; Petra Shea McDonnell-Ingoglia, Whatcom Community College; Pat Burnett, Whatcom Community College

Tagged Topics

NSF Grantees Poster Session

presented the results ofyear 1 work, the background and theoretical underpinning and motivation for the project, and ourresearch and assessment plan in 2023 [3]. This current paper reflects on our experience recruitingand piloting the learning community courses for the first time in Fall 2023 and Winter 2024. Wepresent the demographics of the first cohort in comparison to students in a non-linked version ofour Introduction to Engineering course (ENGR 101). We also describe a few examples ofinterdisciplinary curriculum and projects that we have developed and share some studentfeedback on their experience.Student Recruitment, Demographics, and RetentionWe took the following steps to recruit students for the new learning community. A new page onthe

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emma Treadway, Trinity University; Jessica E S Swenson, University at Buffalo, The State University of New York

Tagged Topics

NSF Grantees Poster Session

authors and do not necessarily reflect the views of the National ScienceFoundation.Bibliography[1] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017, doi: 10.1080/03043797.2017.1287664.[2] A. Godwin, “The Development of a Measure of Engineering Identity,” in 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana: ASEE Conferences, Jun. 2016, p. 26122. doi: 10.18260/p.26122.[3] Z. Hazari, G. Sonnert, P. M. Sadler, and M.-C. Shanahan, “Connecting high school physics experiences, outcome expectations, physics identity, and physics career

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Kow Quainoo, North Park University

Tagged Topics

Diversity, NSF Grantees Poster Session

data, making direct comparisons at each time point more difficult.However, quantitative data and qualitative data demonstrate gains in program objectives forcohort members. Students, despite a pandemic, showed growth in professional skills and careernetworks through the support of their S-STEM mentor, program guidance, tutoring, andinternship opportunities.IV AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant No. 1833769. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors would like to acknowledge Eric Brown, Yoojin Choi, ReneeCox

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

development of more inclusive and culturallyrelevant practices tailored to meet the unique needs of Latinx students. We anticipate that ourfindings will offer valuable insights for engineering and computing programs at HSIs, benefitingfaculty, administrators, and professionals dedicated to serving Latinx and other BIPOC students. AcknowledgementsThis project received support from the United States National Science Foundation under theImproving Undergraduate STEM Education: Hispanic Serving Institutions (HSI) program,Award #2122917. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation

Conference Session

Perspectives in Chemical Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zachary Rasmussen, University of Utah; Anthony Butterfield, University of Utah

Tagged Divisions

Chemical Engineering Division (ChED)

, physics, and upper engineering labs Figure 3. Distribution of credit hours for labs and electives. Credit hours are normalized to 128 total hours.The two outliers for the general education credits both have multiple types of credits. The first isthe standard social study requirements, while the other is an unrestricted elective. So, the largeamount of general education credits required reflects more freedom in the curriculum rather thanan emphasis on social studies.MS/BS program:Out of the 35 schools examined in this study, 30 (86%) had a chemical engineering master’sdegree program. All statistics from this section will be in reference to those 30 schools.50% of schools with a MS program offer a MS/BS program. However, out of those 15 schools