Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Masoud Fathizadeh P.E., Purdue University Northwest

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ASEE Headquarters

University Northwest competed in its first FormulaSAE competition in the past year [1]. The goal of the team has since been to make significantimprovements on its systems and designs. One such improvement has been the implementation ofa telemetry and data acquisition system. A telemetry and data acquisition system allows for thecollection and interpretation of data from sensors on the car, which enables the team to not onlydiagnose and solve issues with the other systems of the car, but to fine-tune and optimize thegeometry of the mechanical systems as well as making suggestions to the driver based on data. Asub-team of the Purdue Northwest Formula SAE team was tasked with the creation of a telemetryand data acquisition system that fits within

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Emily Sior, Montana State University; Jerad Hoy, Montana State University; Indika Kahanda, Montana State University

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NSF Grantees Poster Session

among students seemingly engaged in such a course. One factor arises due to the abstractnature of the physical phenomenon underlying the behavior of electric circuits. In a typical electriccircuits course, students take macroscopic measurements of voltage and current in the lab as wellas calculate these quantities in a variety of circuits. The macroscopic quantities result from themicroscopic behavior of electrons in the circuit and this microscopic behavior is not oftendiscussed in a standard course on electric circuits nor described in most textbooks used in suchcourses. The literature identifies a number of common misconceptions of students entering a firstcourse on circuit analysis [1]-[7]; many of these misconceptions arise from a lack of

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University, Kingsville; Joseph Amaya

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Diversity

Tagged Divisions

Chemical Engineering

outcomes c (an ability to design a system to meetdesired needs [new ABET student outcome 2]), d (an ability to function on a team [new ABETstudent outcome 5]), and g (an ability to communicate effectively [new ABET student outcome3], which our program has allied with this sequence of senior design courses [1]. There are alsoa number of secondary objectives that are fulfilled in this design course sequence. These includerecognizing and addressing process safety issues, developing people skills, and introducingtopics relevant to the impending student transition from the academic environment to theprofessional environment, such as the need for life-long learning and the benefits of professionalregistration for chemical engineers. Observations of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity, NSF Grantees Poster Session

Engineering Education, 2019 Defining and Assessing Systems Thinking in Diverse Engineering PopulationsEngineers are called to play an important role in addressing the complex problems of our globalsociety, such as climate change and health care. In order to adequately address these complexproblems, engineers must be able to identify and incorporate into their decision making relevantaspects of systems in which their work is contextualized, a skill often referred to as systemsthinking [1] - [3].Within engineering, research on systems thinking tends to emphasize the abilityto recognize potentially relevant constituent elements and parts of an engineering problem (e.g.,[4] – [6]) rather than how these

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Alexandra Batrouny, Tufts Center for Engineering Education and Outreach; Karen Miel, Tufts University; Kristen B. Wendell, Tufts University

Tagged Divisions

Pre-College Engineering Education

. In 2016 she was a recipient of the U.S. Presidential Early Career Award for Scientists and Engineers (PECASE). https://engineering.tufts.edu/me/people/faculty/kristen- bethke-wendell c American Society for Engineering Education, 2019 Elementary students’ disciplinary talk in a classroom with an explicit engineering decision making scaffold (Work in Progress)While engineering grows as a part of elementary education, important questions arise about theskills and practices we ask of students. Though the engineering design challenge is widely usedas a structure for doing engineering in educational settings [1], there are still questions about howto best organize design challenges to promote

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Melissa Vosen Callens; James Nyachwaya, North Dakota State University; Emily A. Berg, North Dakota State University; Jared Ladbury, Minnesota State University Moorhead; Paul Kelter, North Dakota State University

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NSF Grantees Poster Session

mechanization and post-harvest maize production in Wang’uru, Kenya and Iganga, Uganda. She also served for four years in the U.S. Navy aboard the USS Sacramento (AOE-1) as an Interior Communications Electrician.Dr. Melissa Vosen Callens, Melissa Vosen Callens is currently an assistant professor of practice in instructional design and commu- nication at North Dakota State University, Fargo. Her areas of research and teaching interest include Popular Culture and Online Education. Her writing can be found in The Ultimate Walking Dead and Phi- losophy, English Journal, Communication Teacher, Hollywood Heroines: The Most Influential Women in Film History, and A Sense of Community: Essays on the Television Series and Its Fandom

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Henriette D. Burns, Southern Illinois University, Edwardsville; Samantha A. Murphy, Southern Illinois University, Edwardsville; Matt Johnson; Georgia Bracey, Southern Illinois University, Edwardsville; Mark McKenney, Southern Illinois University Edwardsville; Ann Vogel, iBIO Institute

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Diversity

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Pre-College Engineering Education

)Introduction. ​This work-in-progress curriculum for a STEM + computational thinking(STEM+C) for minority girls’ exploratory integration study is a joint effort amongst a communitycenter, iBio Institute (an education-focused non-profit), and the Southern Illinois UniversityEdwardsville STEM Center. These partners will design, test and implement the integration ofcomputational thinking (CT) practices into a research-based STEM program designed forelementary-aged minority girls. The goal for the program is to inspire, motivate and bolsterminority girls’ STEM and CT abilities and perceptions. Studies indicate girls prefer areas of socialcaring and improving the world [1] - [3]. Therefore, our intent is to integrate the iBio’s StellarGirls STEM project

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ryan Bobby Tang Dan, Vaughn College of Aeronautics & Technology; Shouling He, Vaughn College of Aeronautics & Technology

Tagged Divisions

Pre-College Engineering Education

of the match and must be loaded intothe robot or in contact with the robot before the start of the match.II. Competition MatchesEach match is divided into two separate sectionsand totals a full two minutes. The matches consistof a 15 second autonomous period and a 1 minute45 second driver control period. In theautonomous round, teams must use theirprogramming skills to code their robot to toggleflags, flip caps, and park on their alliance platformautonomously. Autonomous programs must bewritten and uploaded prior to the start of each Figure I. Competition Field Layoutmatch. During the autonomous round, teams arenot allowed to cross the two lines at the center of the field as seen in the figure. After anautonomous winner has been

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Oumaima Atraoui, James Madison University; Caroline Clay, James Madison University; Zachary Harris De Bey, James Madison University; Johannah Daschil, James Madison University ; Bethany Popelish, James Madison University

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NSF Grantees Poster Session

structure of an engineering curriculum and the learningthat occurs outside of the classroom in makerspaces. Ethnographic methodologies of participantobservation, unstructured and semi-structured interviews enable exploration of how students (1)interact within and construct the culture of makerspaces; (2) talk about makerspace culture asimportant to their commitment to engineering; (3) learn within makerspaces; and (4) choose thetype and direction of projects.This paper specifically describes the ethnographic methodologies used to track four differentundergraduate student teams participating in a two-year senior capstone project, as well as studentsparticipating in a sophomore design class in which they use makerspaces to build a human

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Elizabeth Marie Tafoya; Prabaharan Graceraj Ponnusamy, University of Georgia; Tyler Jeffrey Wahl, James Madison University; Jessica Besnier, James Madison University ; Jordan Claire Capelle, James Madison University

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NSF Grantees Poster Session

such that those natural designs can be used to inspire engineering solutions.The project work period is Fall 2015 to Summer 2019. Design theory, specifically Concept-Knowledge (C-K) Theory is used as the basis for the instructional resources. C-K theory is usedas it is known for integrating multiple domains of information and facilitating innovation throughconnection building. The instructional resources include lectures, in-class activities,assignments, rubrics and templates.The instructional resources have been deployed at two predominately undergraduate institutions(PUIs) in the second-year engineering curriculum. The learning impact of the instructionalresources was evaluated in two ways: (1) a comparative study of the C-K method against

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

George J. Delagrammatikas, Cooper Union; Estuardo Rodas, Cooper Union

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

their findings. These experiments include the study of cantileverbeams, electric motors, water pumps, flame speed vs. air-fuel ratio, and basic electronics andmicrocontroller exercises.After the first week of experiments, students develop a design project that is inspired by anurgent research problem the FSAE team needs to solve. During the past three years, these haveincluded: 1) rebuilding, instrumenting and using a torsion rig to characterize the torsional rigidityof the vehicle’s frame, 2) building and using a dynamic impact attenuator test rig, 3) aggressiveuse of carbon fiber for weight savings in the steering wheel, suspension, pedal system, impactattenuator, and body, 4) novel techniques for the design and manufacture of

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Theresa Green, Utah State University - Engineering Education; Angela Minichiello P.E., Utah State University; Amy Wilson-Lopez, Utah State University, Teacher Education and Leadership

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

Electrical and Mechanical Engineers (Fundamental)IntroductionIn spite of efforts to diversify the engineering workforce, the profession remains largelydominated by White, male engineers [1]. Better approaches are needed to attract and retainunderrepresented groups to science, technology, engineering, and mathematics (STEM) careers,such as engineering.One literacy-based approach that has been shown to provide effective instruction for K-12students generally, and students from underrepresented groups specifically, is DisciplinaryLiteracy Instruction (DLI). DLI utilizes knowledge of the ways advanced practitioners read,interpret, and generate discipline-specific content in their professional environment to apprenticestudents

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ashis Nandy, Northern New Mexico College; Steve Cox, Northern New Mexico College; Stephanie Amedeo-Marquez, Northern New Mexico College

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Diversity, NSF Grantees Poster Session

and Technology(CET) at Northern New Mexico College (NNMC) has implemented a comprehensive strategyand work-plan to increase the retention rate and eventually the graduation rate of severelyunderprepared aspiring Engineering majors. The institute serves underrepresented minoritystudent population; nearly two-thirds of whom rely on Pell grants and more than 50% of themare first-generation college students. The institution’s struggle to retain general studentpopulation is evident from the following data: 78% retention from first to second semester, 66%retention from second to third semester, and the retention rate drops to 50% by the fourthsemester.The major goals of the project include: 1) Improve Engineering learning and learningenvironments

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Prabhakar Reddy Pagilla, Texas A&M University; Arun Srinivasa, Texas A&M University; Pavan Kumar Moturu, Texas A&M University; Satish Bukkapatnam, Texas A&M University

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NSF Grantees Poster Session

critical technology thatcombines the above-mentioned recent advances in technologies to transform manufacturing intoessentially a commoditized "cloud-based service". Likewise, it has the potential to evokecreativity of the general population to design and create personalized products. To that end, oneof the key enablers of this paradigm is the recruitment and training of a new class ofmanufacturing workforce that can (1) combine engineering product design capabilities withinformation technology tools to convert ideas into components and (2) transform a wide range ofprecursor materials into products to meet advanced functional requirements by using cyber-enabled machine tools. However, many students, particularly those at predominantlyundergraduate

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Montana State University; Tina Vo, University of Nevada, Las Vegas

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Diversity

Tagged Divisions

Pre-College Engineering Education

, 2019Development of the Draw-An-Engineering-Teacher Test (DAETT) (Work inProgress)IntroductionMuch can be learned about one’s personal beliefs by studying the mental images that a personholds in relation to a particular topic. Instruments such as Draw-A-Scientist Test [1] and Draw-An-Engineer Test [2] have been used to assess both student and teacher perceptions of scientistsand engineers. Likewise, the Draw-A-Science-Teacher Test (DASTT) was developed to“illuminate the knowledge and beliefs preservice elementary teachers construct prior tocoursework in elementary science teaching methods,” [3] and the Draw-A-Mathematics-TeacherTest was developed to investigate pre-service teachers’ perceptions of what it looks like to teachmathematics in the classroom [4

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer Harper Ogle, Clemson University; Russ Marion, Clemson University

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NSF Grantees Poster Session

collaborations can emerge.The regression analysis found positive attitudes toward the NSF-funded program are mostinfluenced by faculty members who publish together, particularly with those who publish withcolleagues with different skills than they, who have dense sets of direct knowledge, and whohave dense sets of interdependencies. The following recommendations were generated tofurther develop such relationships: • Focus on expanding publication collaborations among faculty. • Reward heterogeneous publishing collaborations in end-of-year reviews and peer review. • Establish a culture of expectation for departmental collaborations and cross-subject publications. • Interestingly, the social network (Figure 1) was not important

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew M. Johnson, Penn State University; Amber Cesare, Penn State Center for Science and the Schools; Gabe Knowles, Center for Science and the Schools, Penn State University; Taylor S. Wood, Penn State Center for Science and the Schools

Tagged Divisions

Pre-College Engineering Education

advantage of these differences rather than focusing on the similarities [9]. Then,Cunningham and Kelly [10] synthesized from the literature on professional engineering a list ofepistemic practices that are potentially useful in the K-12 classroom. Among that list, several arerelevant to the study described in this report: (1) making tradeoffs between criteria andconstraints; (2) applying science knowledge to problem solving; (3) assessing implications ofsolutions; and, (4) building and using models. The disciplinary practices of engineers can be experienced by K-12 teachers through avariety of professional development opportunities. National Science Foundation requiresresearchers to explicitly state the broader impacts of the funding they

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College, Crummer Graduate School of Business; David Jonathan Woehr, University of North Carolina Charlotte; Daniel M. Ferguson, Purdue University-Main Campus, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants; Behzad Beigpourian, Purdue University; Frank Luchini; Siqing Wei, Purdue University-Main Campus, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

 teamwork. This is conducted through a series of studies including classroom experiments, lab studies, and analyses of historical data. The research leverages the National Science Foundation’s (NSF’s) prior investment in the Comprehensive Assessment of Team‐Member Effectiveness (CATME) system to measure teamwork [1]. The CATME system automates some of the data collection and feedback, providing input to some of the seven empirical studies required to explore these research questions. The entire research protocol is shown in Figure 1. The two outcomes measured in this research are team‐member effectiveness and the ability to evaluate the effectiveness of peers

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joni M. Lakin, Auburn University; Mary Lou Ewald, Auburn University; Nancy Nowlin Blanco, Project Lead the Way; Jessica A. Gilpin, Auburn University

Tagged Divisions

Pre-College Engineering Education

teaching STEM in their formalclassroom. We used a combination of quantitative surveys and qualitative analysis of focusgroups and individual teacher interviews to explore teachers’ self-efficacy for teaching STEMand the benefits teachers observed for themselves and their students from participating in theprogram.Early positive science and engineering experiences are believed to prime students for moresuccess and interest in STEM fields in later education [1-3]. Unfortunately, elementary educatorsare the least likely to have positive associations with science and engineering or to have thepreparation or confidence to teach STEM lessons in their classrooms [4-6]. This study reports thefindings of a four-week, school-based Summer Engineering Academy

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

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NSF Grantees Poster Session

publications.ENGR 103 – User-Centered Design (UCD)UCD is a required course for engineering majors taken during the second or third semester. Inaddition to the design principles that are often covered in most first-year design classes, UCDintroduces students to the idea that engineering is not just a technical field but rather asociotechnical and sociopolitical endeavor, by introducing strategies for developing designs thatemphasize how users interact with the final product [1]. For example, when evaluating theefficacy of a design, students reflect on questions such as: Could this design create controversy?What are the lasting positive and negative implications/ impacts/ consequences of theinnovation? Who is the technology designed for? Who are the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tak Cheung, CUNY Queensborough Community College; Dimitrios S. Kokkinos, Queensborough Community College; Michael Lawrence, Queensborough Community College; Paul J. Marchese, Queensborough Community College; Kimberly Anne Riegel, Queensborough Community College; Paul Sideris; Regina Sullivan, Queensborough Community College; Paris Svoronos, Queensborough Community College-CUNY; Rex Taibu, Queensborough Community College; Mangala D. Tawde

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Diversity

Tagged Divisions

Pre-College Engineering Education

her Ph.D. at Pennsylvania State University and undergraduate at Vassar College in Poughkeepsie, NY. Her research interests focus on the area of the physics of sound particularly related to noise control using computational and numerical simulations.Dr. Paul SiderisDr. Regina Sullivan , Queensborough Community CollegeDr. Paris Svoronos, Queensborough Community College-CUNYDr. Rex Taibu, queensborough community college Dr. Rex Taibu has taught studio physics classes for several years. His teaching experience has shaped his research focus. Currently, Dr. Taibu is actively engaged in 1) promoting scientific inquiry attitudes in students through designing, implementing, and assessing in- novative

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Maya Rucks, Clemson University; Katherine M. Ehlert, Clemson University

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NSF Grantees Poster Session

, the first term GPA is amore powerful predictor than the cumulative GPA. Of the 204 overpersisters in the study [1],only 17 students left school after the first year and before the eighth semester. The remaining 187students who overpersisted did not graduate within six years, though some did graduate later.Confidence in MajorWe studied the major paths of the students into and out of engineering by measuring students’self-reported intended major in a first-year engineering program and how confident they were intheir choice of major. Though students are not permitted to officially declare a major until theend of their first year of study, we found that most students had decided on a specific engineeringmajor in the beginning of their first

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Constanza Miranda, Pontificia Universidad Catholica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile - Dilab UC - School of Engineering; Hellen Massiel Fuenzalida , Pontificia Universidad Católica de Chile- Ingeniería UC- Dilab

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Diversity

Tagged Divisions

Pre-College Engineering Education

, 2012), and positive effects in specific engineering skills such as technology use(Strayhorn, 2011), and academic performance both in high school and STEM undergraduateprograms (Raines, 2012; Yelamarthi & Mawasha, 2008). Although there is an upward trend inpre-engineering research, there is also growing concern with the lack of standards in theprogram’s instructional design (Chandler, Fontenot & Tate, 2011). Katehi, Pearson & Feder,(2009) group potential educational gains of pre-engineering programs into five areas:1.Improved learning and achievement in science and mathematics;2.Increased awareness of engineering and the work of engineers;3.Understanding of and the ability to engage in engineering design;4.Interest in pursuing

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

Tagged Topics

Diversity, NSF Grantees Poster Session

thinking, and identities as engineers than as unique innovators [1]– [3].Students who do not conform to this mold of “being an engineer” are often alienated fromengineering, do not develop engineering identities, and leave engineering, which reduces themuch-needed human potential for innovation [4], [5].Most diversity literature focuses on the intent to increase access and provide equitableexperiences to students who are often marginalized in engineering (i.e., women, students ofcolor, students with visible and non-visible disabilities, and students in the LGBTQ+community). However, our work begins to address a gap in the literature about students’underlying attitudes, mindsets, and beliefs (what we call latent diversity in this work) that

Conference Session

Chemical Engineering Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert Gammon-Pitman, Ohio State University; Paul E. Post, Ohio State University; Lin Ding, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

LearnersBackgroundWhile the percentage of Science, Technology, Engineering, and Mathematics (STEM) majorscontinues to decline in the United States, the ongoing shortages of under-represented groups andminorities remain for these majors and in the workforce [1-2]. Addressing diversity barriers orchallenges are paramount in engineering education as racial, gender, and ethnic biasesmarginalize under-represented students like African Americans, students of low socio-economicstatus, women, and Hispanics. These negative perceptions and stereotypes of under-representedstudents have reportedly affected student learning and performance [3]. The lack of inclusion orhaving a sense of belonging can occur in the classroom from the remarks of students orinstructors via

Conference Session

FOCUS ON EXHIBITS: Welcome Reception & NEW THIS YEAR! 2018 Best Division Paper Nominee Poster Session Sponsored by Engineering Unleashed

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alexis Papak

Tagged Topics

ASEE Headquarters

becameobjects around which we fine-tuned the selection of segments and generated analytical memos.In our analysis, we worked through the selected transcript portions line by line to code for howwomen and Target were being constructed. Proximity of constructions and logical dependency inthe reasoning were used as evidence to argue for how the constructions of different stakeholdersare entangled. Interpretations in the analytical memos were iteratively revised several timesthrough group discussions (Engle, Conant, and Greeno, 2007). Roughly, in this process, we hadthe following orientations: (1) we assumed context-dependence, in that we expected thatconstructions of stakeholders could change swiftly, (2) we attended to how multiple

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Euisuk Sung, Indiana University

Tagged Divisions

Pre-College Engineering Education

the underrepresentation of women and minorities in engineering fields, significantattention has been focused on understanding how and why individuals develop an engineeringidentity. Interest in science, technology, engineering, and mathematics (STEM) begins as earlyas elementary and middle school [1-4]. As youth enter adolescence, they begin to shape theirpersonal identities and start making decisions about who they are and could be in the future.Children as young as elementary school have already formed career aspirations and interestsrelated to STEM [5-6], with such decisions appearing long before having to choose courseworkin high school or college. However, engineering identity formation is an emerging field, andmuch of the research to

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Tara C. Langus, University of Nevada, Reno; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

both positive and negativeexperiences for students, especially those from underrepresented groups in engineering (e.g.,women, racial minorities, LGBTQ+ students, and students with disabilities) [1]–[5]. Forexample, a group of diverse problem-solvers will routinely outperform a homogeneous group[6]; however, diversity may lead to increased conflicts in teaming scenarios, resulting in lesseffective teams and problem solutions [7]. To better understand how the experience of workingin a diverse engineering team shapes students’ perception of diversity, our guiding researchquestions are: 1) What changes occur in students’ diversity sensitivity, multiculturaleffectiveness, and engineering practices as a result of working in diverse teams? and 2) How

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kelli Paul, Indiana University; Euisuk Sung, Indiana University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

primary goals of K-12 engineering education is to increase the number of studentsinterested in or pursuing engineering-related studies [1-2]. Many engineering educationresearchers have identified that young students’ conceptions of engineering play a significantrole in their career choice and persistence in engineering studies [3-4]. In 2018,underrepresentation within engineering careers persists such that 15.9% of engineers werewomen, 6.5% were African American, and 8.9% were Hispanic, all are less than theirrepresentation in the U.S. population [5]. Yet, little is known about how elementary students,particularly students from groups underrepresented in engineering, choose STEM careers [6-7].Engineering interest declines as youth enter middle

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, SAS Institute

Tagged Topics

Diversity, NSF Grantees Poster Session

theundergraduate population [1]-[6]. However, there are growing concerns about attrition ingraduate school, graduate students’ mental health, and the need to examine the engineeringdiscipline apart from the wider STEM context [7]-[10]. We planned to explore identity,motivation, and experiences of EGSs through three central research questions: 1. What are the identity and motivation profiles of engineering doctoral students, which are based on previous academic and research experiences in STEM? 2. How does the STEM community influence identity formation and motivational goal setting processes of engineering doctoral students? 3. How do these processes related to identity formation and motivation influence engineering graduate student