Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sherri Youssef, The Ohio State University; J. Hylton, Ohio Northern University; Todd France, Ohio Northern University; Patrick Herak, The Ohio State University; Bruce Wellman, Olathe Northwest High School

betweenengineering self-efficacy and value-expectancy for students on a pre-engineering track versusthose who are not. Building off this recognition, educators can also dynamically develop acurriculum that ensures all students understand how to apply engineering design and why it isapplicable in a range of situations, even if they don’t find much value in it or intend to pursueengineering.To begin achieving this end, the Engineering Design Value Expectancy Scale (EDVES) wascreated and resulted from the analysis of several tools already in existence: the Value-ExpectancySTEM Assessment Scale (VESAS), the Value-Expectancy Model of Motivation, Carberry’sDesign Self-Efficacy Instrument, and the STEM Career Interest Survey (STEM-CIS) [3-6]. Thiswork builds upon

Conference Session

LEAD Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Kyle Gipson, James Madison University; Matthew Caulfield, James Madison University

desired mentorship programoutcomes. This mapping process is demonstrated with two case studies: one a mentoringprogram for incoming first-year students and a second for faculty at career transitions.1 IntroductionMentorship is grounded in the connection and relationship between individuals. Mentorship canprovide an individual with the basic understanding and learning outside of their own perspective.Through mentoring, individuals working with others may be able to increase their success andsatisfaction in themselves, their work, and their career. Beyond themselves, an individual mayalso develop an understanding of others by gaining insight into other’s different perspectives.Through the growth potential in mentoring, an individual may identify

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marisa Orr, Clemson University; Baker Martin, Clemson University; Haleh Brotherton, Clemson University; Jessica Manning, Clemson University; Katherine Ehlert, Clemson University

Paper ID #38369Empowering Students to be Adaptive Decision-Makers:Bringing it All TogetherMarisa K. Orr Marisa K. Orr is an Associate Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Haleh Brotherton Haleh Barmaki Brotherton is a PhD student in the Department of Engineering

Conference Session

Joint Session: Entrepreneurially-Minded Learning in the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Howard, North Carolina State University at Raleigh

our students. Thispaper will present the process we took to initiate this program, the next steps we plan for it, and adescription of the changes made to the courses. More information about the projects will bepublished on Engineering Unleashed in the coming year.Introduction:Some mid-career faculty become “burned out” with low levels of motivation and resources toexplore new areas as they are simultaneously overwhelmed with their academic responsibilitiesin teaching, research, and service in their institution. This two-year subcontract of theMentorship 360 program at Arizona State University sought to instill a new level ofentrepreneurial mindset (EM) into their career journey. Previous schools who have adopted EMinto their curriculum have

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chi-ning Chang, The University of Kansas; Guan Saw; Laura Malagon-Palacios

students. The study underscores theimportance of mentoring support during the crisis of a pandemic.IntroductionThe pandemic of coronavirus disease 2019 (COVID-19) has severely affected the highereducation system since Spring 2020. In engineering fields, the outbreak disrupted faculty andstudents’ daily school routine, which typically includes in-person classes, laboratory research,and mentoring activities. Funded by the National Science Foundation (DGE-2031069; DGE-2051263), this research project investigated the life and educational challenges faculty andstudents in engineering fields encountered during the pandemic, and examined how mentoringactivities supported students’ academic, career, and mental health outcomes.We appreciate the invitation

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammad Uddin, East Tennessee State University; BEVERLY SMITH, East Tennessee State University

the period of mandatory serviceto repay scholarships. This paper is mainly focused on the summer teaching internship and itsefficacy to motive students to pursue teaching career.Summer Teaching Internships To recruit high-performing STEM undergraduates into the MAT program, we havestarted a summer internship program in which students are employed as Teaching Interns atlocaland regional science museums, science institutes, and local STEM camps. The internsreceive training to lead group exercises, run classroom activities, and lead group tours. Theseexperiences help the students gain confidence in their abilities to teach, which we believe willencourage them to consider teaching as a career. Research shows that early

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dennis Rogalsky, Minnesota State University, Mankato; Bart Johnson, Itasca Community College; Ronald Ulseth

includes literature review, dataacquisition, analysis, evaluation, and findings in this study. Out of the findings comerecommendations for continuous improvement in the program design.In this paper, the new model and the research method are described, and results are presented forthe first three improvement cycles of the program. The data analysis shows improvement trendsand identifies findings for the program regarding student attainment of the co-op. It identifiesthat successful position acquisition is closely aligned with career-fair contacts and connectionsthrough students’ personal, professional, or Bell program networking. More findings arepresented, and future steps for the program design and the research study are recommended. Theresults

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Jennifer Tygret; Jasmine White; Valerie Conley, University of Colorado at Colorado Springs; Comas Haynes, Georgia Tech Research Institute; Rosario Gerhardt, Georgia Institute of Technology; Kinnis Gosha

Paper ID #37113Developing Deeper Student Mentoring Relationships: BlackEngineering Faculty Translating their Mentee Experiences toStudents (Research)Sylvia L. Mendez (Professor/Chair) Dr. Sylvia Mendez is a Professor and Chair of the Department of Leadership, Research, and Foundations at the University of Colorado Colorado Springs. She is engaged in several National Science Foundation-sponsored collaborative research projects focused on broadening participation in STEM academia. Dr. Mendez’s research centers on the creation of optimal higher education policies and practices that advance faculty careers and student

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sophia Santillan, Duke University; Lupita TeMiquel-McMillian, Duke University; Jennifer Ganley; Stacy Tantum, Duke University

Paper ID #37680WIP - 360 Coaching to Support Whole-Student Advising inthe First-YearStacy Tantum (Associate Professor of the Practice)Sophia T Santillan (Associate Professor of the Practice) (Duke University)Lupita Temiquel-McMillian (Assistant Dean) (Duke University)Jennifer Ganley © American Society for Engineering Education, 2022 Powered by www.slayte.com Work in Progress: 360 Coaching to Support Whole-Student Advising in the First-YearThis Work in Progress paper will describe efforts to integrate wellness and career advising intothe academic advising model for first-year

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kali Morgan, Georgia Institute of Technology; Kelly Griendling, Georgia Institute of Technology; Stephen Ruffin, Georgia Institute of Technology; Jakob Kinney, Georgia Institute of Technology

, some engineering instructors have used such assignments to help students understandreal-world applications of course concepts [8] and engage in hands-on learning [9].The unique component of our scavenger hunt assignment is its story-driven learning basis (i.e., thereflection and projection components): by having students tell the story of their path into AE andprojecting what a future story of their college and professional career may look like, students mustconsider who they are as engineers and what they want out of their college experience, particularly theparts related to AE. Authors of a prior story-driven learning study found that such reflecting andstorytelling, along with instructor and peer feedback, helped students develop clarity in

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Rashmi Deodeshmukh, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

andmentors, seeing women that look like them is a significant factor in both recruitment and retention [2, 3].Data showed that in the U.S. only 6% of 15-year old young women are interested in engineering careers[1]. Researchers believe that the low level of interest in young women is due to lack of exposure and thebelief that it is too hard and by engaging young women with university faculty and women engineers inthe industry as early as middle school could result in a higher interest to pursue engineering education inthe future [2]. A program at Worcester Polytechnic Institute showed that early intervention was associatedwith better engineering and university recruitment outcomes [4]. Another study showed that a sustainedintervention led to

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Janet Yowell, University of Colorado Boulder; Gabe Hanzel-Sello; Gary Barnak, Saddleback College; Michael Venn, Community College of Baltimore County

Indians entering STEM programs and careers [1], [2], [3].Many of these positions require at least an associate degree as well as a combination of higher-level academic coursework and industry work experience, among other skills. However, this typeof academic and skill preparation oftentimes excludes students who are typically underrepresentedin STEM.As institutions of higher education, community colleges play a crucial role in STEM pathways: in2012, community colleges enrolled nearly half of all U.S. undergraduates [4], and nearly half ofall students in the U.S. who receive STEM bachelor’s degrees complete some undergraduatetraining in community colleges [5]. Given their relative accessibility and affordability, communitycolleges are an important

Conference Session

First-Year Programs Division Technical Session 11: Program Descriptions and Learning Analytics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Cruz Castro, Purdue University at West Lafayette (PPI); Tiantian Li, Purdue University at West Lafayette (COE); Leyla Ciner; Kerrie Douglas, Purdue University at West Lafayette (COE); Christopher Brinton, Purdue University at West Lafayette (COE)

. She also recently won the prestigious CAREER award from the U.S. National Science Foundation to study increasing the fairness of engineering assessments. In total, she has been on the leadership of more than $24 million dollars in research awards. Her research on evaluation of online learning (supported by two NSF awards #1544259,1935683, ) has resulted in more than 20 peer-reviewed conference and journal publications related to engineering learners in online courses. She was a FutureLearn Research Fellow from 2017-2019; a 2018 recipient of the FIE New Faculty Fellow Award and was the 2021 Program Chair for the Educational Research Methods Division of ASEE.Christopher Greg Brinton © American

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beata Johnson, Purdue University at West Lafayette (COE); Joyce Main, Purdue University at West Lafayette (COE)

-curricular participation. The most common choices of activities arecombinations of recreational, design/research, and professional. Career-related reasons informparticipation in design/research and professional activities, while social reasons most influencechoice of participation in recreational and community activities.This study contributes to understanding how students pursue multiple complementary extra-/co-curricular activities to support their goals and interests. By better understanding the influence ofdifferent activities of extra-/co-curricular participation, students can make more informed choicesin how they allocate their time to pursuing different goals and interests. Additionally, this study’sexamination of factors that influence

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Urmi Ghosh-Dastidar; Sandie Han; Nadia Kennedy, New York City College of Technology; Diana Samaroo; Armando Solis

-one mentoring, tutoring, leadershipopportunities, research opportunities, periodic curriculum-related and social activities that fostereda sense of community, career counseling, and, in some cases, guidance towards baccalaureate orgraduate and professional studies. The program also examined the outcomes of the describedinterventions, which were used in the context of our urban, public institutional setting.This paper concludes the work-in-progress presented in a paper published in the ASEEproceedings in 2018 [1] and the epiSTEMe8 conference proceedings [2]. This project contributesto the national effort in recruiting, supporting, and educating future STEM professionals for thenational workforce by providing scholarships and curricular support

Conference Session

Equity and Ethics in Engineering-I

Collection

2022 ASEE Zone IV Conference

Authors

Agnes Germaine d'Entremont P.Eng., University of British Columbia, Vancouver; Jennifer Pelletier, University of British Columbia

Tagged Topics

Conference Submission, Diversity

their professional abilities and, ultimately, the engineering sector of the economy.Undergraduate research experience in particular is important because it develops keycomplementary skills needed for further research, alongside technical competencies.Experiencing research at the undergraduate level is correlated with positive post-graduationoutcomes, including effective speaking, understanding scientific findings, analyzing literature,and having clear career goals [2]. It also promotes three key graduate attributes required of allCanadian engineering students: communication, teamwork, and leadership [3]. Undergraduateresearchers are also more likely to intend to pursue a graduate or professional program inscience, technology, engineering or

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Colbry, Michigan State University; Dirk Colbry, Michigan State University; Marta Dark, Spelman College; Vincent Melfi, Michigan State University; Tiffany Oliver, Spelman College

funding has been obtained for a five-yearcollaboration that will (1) create opportunities for natural science majors from Spelman Collegeto study data science; (2) equip faculty from both institutions to integrate data science into theirteaching and research, with a particular focus on using data to address social justice issues; (3)support mentoring, professional skills training, career development, and community-buildingactivities to foster student success. The project encourages both students and faculty to engage inexperiential learning; to build skills for leveraging big data in teaching, research, and industryactivities; and to experience the cultures, communities, and opportunities of each campus.A key component of this effort is a new

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wodin-Schwartz, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute; Adam Powell, Worcester Polytechnic Institute; Yihao Zheng, Worcester Polytechnic Institute; Sneha Prabha Narra, Carnegie Mellon University

learning is widely promoted, new faculty face particular challenges to adopting theapproach. Many have previously learned in traditional engineering classes, and have not beenexposed to best practices in flipped learning. And finding or developing materials whicheffectively convey key concepts for diverse learning styles can be particularly challenging. Forthese reasons, developing curricular materials and managing the logistics required to flip acourse is time-consuming [2, 3], especially for faculty establishing research portfolios.Redesigning a course to use a flipped instructional design requires early career faculty toconsider tenure criteria and productivity [4].This paper describes efforts in one university’s mechanical engineering

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eun-young Kang, California State University, Los Angeles; Matthew Jackson, California State University, Los Angeles

Powered by www.slayte.com Impact of Three Years of Intervention in Culturally Adaptive Pathway to Success on S-STEM Scholars1. IntroductionWith a mission to increase the number of academically talented low-income students entering theSTEM workforce, the NSF S-STEM program has granted awards to various type of institutionsin order to advance our understanding of how “evidence-based curricular and co-curricularactivities affect the success, retention, transfer, academic and career pathways, and graduation inSTEM of low-income students [1].” To date there are a number of publications that documenteffective practices and strategies to help talented low-income students succeed in differentinstitutional and disciplinary

Conference Session

Civil Engineering Division ASCE Liaison Committee - Accreditation and Curriculums - What Changes Are Occurring?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bradley Aldrich, American Society of Civil Engineers; Norma Mattei, University of New Orleans; Kleio Avrithi, Mercer University; Jennifer Hofmann, American Society of Civil Engineers; Anthony Kulesa

, CEBOK3 defines the knowledge, skills, and attitudes necessary for entry into the practice of civil engineering at the professional level. As described in this report, the preparation of the future civil engineer and the fulfillment of the CEBOK must include both formal education and mentored experience. Early career experience, specifically experience that progresses with increasing complexity, quality, and responsibility, and that is mentored by those who are practicing civil engineering at the professional level, is a necessary part of a civil engineer’s attainment of the CEBOK. All civil engineers, including students studying civil engineering, those who teach civil engineering, early

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vanessa Santana, Purdue University at West Lafayette (PPI); Greg Strimel, Purdue University at West Lafayette (PPI)

research has been done to investigate the impact or influence that themodel, specifically the industry-driven, project-based learning, university-school collaborativemodel, has on student college and career readiness. Therefore, in an attempt to study theinfluence of the model, this “work in progress paper” describes an effort to investigate theperceptions of current high school seniors and the first graduating class (alumni) related to theirdevelopment of 21st century skills (including creativity, communication, and collaborationskills), sense of belonging, as well as the challenges/successes faced when entering highereducation at the collaborating university. The researchers discuss the resulting data from onehigh school’s seniors survey, and a

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Henschen, University of Illinois at Urbana - Champaign; Arthur Schmidt, University of Illinois at Urbana - Champaign; Jeffery Roesler, University of Illinois at Urbana - Champaign; Jordan Ouellet, University of Illinois at Urbana - Champaign

objectives to serve as the foundation for the course (Table 1). The objectives served toconnect the course with the department’s communities of practice to guide development usingestablished best practices. The presented objectives have refined throughout the coursedevelopment process.Table 1. Introductory course objectives and corresponding department community of practice By the completion of the course, students Department community of practice should be able to: 1 Describe the areas of study in the CEE Professional skills department 2 Describe potential career paths for CEE Professional skills and Entrepreneurial graduates thinking 3 Manage assignments and meet

Collection

ASEE-NE 2022

Authors

Joshua Luckens, Wentworth; Afsaneh Ghanavati, Wentworth Institute of Technology

development asdesign thinkers visible to themselves, empowering them to enunciate their evolving skills ascreative problem solvers. In the process, they develop both essential professional writing skillsand the ability to recognize and eloquently communicate their thought processes. Both steps–theawareness of one's cognitive processes and the ability to eloquently explain one's thinking toothers–are skills that will serve our students well as they start their professional career paths.Another fundamental skill that the engineering notebook reinforces is systems thinking. Throughreflective writing, first-year students draw explicit connections between their lived experiencesand the fundamentals of engineering, reinforcing the training in systems

Conference Session

Technical Session S1B

Collection

2022 First-Year Engineering Experience

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Workshops

- neering career in industry. During his career, Dr. Hamrick served in a broad range of positions including design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience-based learning to the classroom, where hands-on projects that reflect real-world applications are valued by students. American c Society for Engineering Education, 2022 FYEE 2022 Workshop summary Todd Hamrick, PhD, West Virginia University Student Success Beyond Covid, Teaching The Workforce Of 2026The workshop will consist of a presentation, breakout

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lin Chase, Minnesota State University, Mankato; Catherine Sleezer; Rob Sleezer, Minnesota State University, Mankato; Michelle Soledad, Minnesota State University, Mankato

measures of mental health (stress,anxiety, depression), professional identity, and perceptions of inclusion among students pursuingengineering and computer science degrees in entirely project-based learning environments.Students in the project-based programs reported less stress and depression and a stronger visionof an engineering career than students in the Jensen and Cross study. The anxiety andprofessional identity results were comparable with the original Jensen and Cross results.Conclusions: Although the sample size for this study is smaller than that of the original Jensenand Cross study, the results show the strong potential impact of project-based engineeringprograms. Future work will examine performance changes as a function of time and

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Becky Huang, The University of Texas at San Antonio; Mingxia Zhi; Joel Mejia, The University of Texas at San Antonio

education. He received the NSF CAREER Award for his work on conocimiento in engineering spaces. © American Society for Engineering Education, 2022 Powered by www.slayte.com Gender Awareness in STEM Education: Perspectives from Adolescents, Teachers and Mentors in a Summer Pre-college Engineering Program (Work in Progress)AbstractThis multi-methods study explored gender awareness in a summer pre-college engineeringprogram (PREP) in Southwestern U.S. Survey data were collected from 238 middle and highschool-age adolescents, 11 teachers, and 17 mentors. Statistical analyses of the selected responsedata revealed a significant difference

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Prabhakar Pagilla, Texas A&M University; Satish Bukkapatnam, Texas A&M University; Manan Shah, Texas A&M University

Students Bimal Nepal, Satish Bukkapatnam, Prabhakar Pagilla, and Manan K. Shah Texas A&M UniversityAbstractResearch Experience for Undergraduates (REU) programs have been credited for attracting andretaining students in science and engineering who otherwise may not have considered disciplinesin science and engineering as their career choices. In addition to core research activities, REUprograms generally provide multiple enrichment and professional development activities forparticipants. While the nature and the number of professional development activities vary fromone REU program to another, the most common activities include ethics and safety training,research and industry seminars, GRE workshops

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Esther Tian; Daniel Showalter; Tara Kishbaugh; Scott Barge

Problems (SSELP) program. The goal of this place-based, interdisciplinaryscholarship program is to increase the number of academically talented, low-income studentswho graduate in STEM fields and either pursue immediate employment in STEM careers orSTEM-related service or continue their STEM education in graduate school. In 2018 and 2019, two cohorts of seven students were recruited to major in biology,chemistry, engineering, computer science, mathematics, or environmental science. A key part ofrecruitment involved on-campus interviews, during a February Scholarship Day, between STEMfaculty and potential scholars. As the yield rate for the event is high (54-66%), the university hascontinued this practice, funding additional STEM

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Samantha Brunhaver, Arizona State University, Polytechnic Campus; Susan Sajadi, Arizona State University; Talia Makarov, Clemson University

Paper ID #38421More Than Just Nice to Have: Engineering Managers’Perceptions about the Role of Adaptability in Hiring andPromotion DecisionsSamantha Ruth Brunhaver (Assistant Professor) Samantha Brunhaver is an Assistant Professor of Engineering in The Polytechnic School within the Ira A. Fulton Schools of Engineering. Dr. Brunhaver joined Arizona State after completing her M.S. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver's research examines engineering student career decision-making, early-career engineering work

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang, San Francisco State University; Juan Caicedo, University of South Carolina; Robert Petrulis

OverviewMost engineering students see industry or research career paths as binary. In their minds, aperson can either focus on research (academic career) or design and management (industrial orprofessional career). This perception has a negative impact on the profession as it leads to missedopportunities to solve practical problems by applying new fundamental research, as well asbasing fundamental research on current engineering problems.Smart Structures Technologies (SST) is receiving considerable attention as the demands for highperformance in structural systems increase. Although both the academic and professionalengineering worlds are seeking ways to utilize SST, there is a significant gap betweenengineering science and engineering practice. To