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2022 ASEE Annual Conference & Exposition

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Lisa Bosman, Purdue University at West Lafayette (PPI); Karoline Jarr; Bhavana Kotla, Purdue Polytechnic Graduate Programs; Jason Ostanek, Purdue University at West Lafayette (PPI); Jose Garcia; Walter Leon-Salas, Purdue University at West Lafayette (COE); Sunghwan Lee, Purdue University at West Lafayette (PPI)

experience that combines the best aspects of academic applied research (includingtheoretical basis and rigorous scholarship) with essential business practices (including real-worldcustomer discovery and the generation of sound business models). The guiding research questionis as follows: What benefits does a virtual REU program have on student career goals, academicresearch skill development, and entrepreneurial competencies?2. REU InterventionThe one-year virtual REU intervention offered during Spring and Fall semesters was a 400-hourlong program (includes both intensive on-site and virtual learning experience) as shown inFigure 1. The program began with a forty-hour intensive week of orientation and onboardingactivities in August, followed by a

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2022 ASEE Annual Conference & Exposition

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Jared Ashcroft, Pasadena City College; Billie Copley, Micro Nano Technology Education Center; Peter Kazarinoff, Portland Community College; Neda Habibi, University of North Texas; Mel Cossette, Edmonds College

Paper ID #38225Micro Nano Technology Education CenterJared Ashcroft (Professor)Billie CopleyPeter D Kazarinoff (Managing Director)Neda HabibiMel Cossette © American Society for Engineering Education, 2022 Powered by www.slayte.com Micro Nano Technology Education CenterMicro Nano Technology (MNT) has been a cornerstone for the National Science Foundation(NSF) Advanced Technological Education (ATE) program. Current and past MNT Centers havecontributed distinct programs and resources to the education of micro nano students. Partnerswhom have led these Centers include: 1) Nanotechnology Applications

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2022 ASEE Annual Conference & Exposition

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Cheryl Bodnar, Rowan University; Jeffrey Stransky, Rowan University; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University

them to maintain competing criteria.Yet, within the context of chemical process safety, little is known about how engineers approachmaking these judgements. Currently, chemical engineering education primarily focuses onhazard identification and layers of protection analysis [1]. As a result, engineers entering thechemical process industry may possess inadequate awareness on how they make process safetyjudgements that have competing criteria. We see potential evidence of this inadequate awarenessthrough the process safety incidents that have taken place [2] – [5].Engineers’ judgements need to determine priorities among competing criteria. The prioritizationthey believe they will uphold may differ from the actions they actually take, as actions

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2022 ASEE Annual Conference & Exposition

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Tuncay Aktosun, The University of Texas at Arlington; Yolanda Parker; Jianzhong Su, The University of Texas at Arlington

IMPACTS1. INTRODUCTIONIn this paper we describe three scholarship and mentoring programs we have been running in theDepartment of Mathematics at the University of Texas at Arlington (UTA). The first program [1]is the S-STEM program involving our undergraduate mathematics majors, it has been runningsince the fall semester of 2008, and it has been supported by the Division of UndergraduateEducation (DUE) at the National Science Foundation (NSF). The second program [2] is theGraduate Assistance in Areas of National Need (GAANN) program involving our doctoralmathematics students, it has run during 2016-2021, and it has been supported by the UnitedStates Education Department (US ED). The third [3] is the Bridge-to-Math-Doctorate programinvolving

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2022 ASEE Annual Conference & Exposition

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Pamela Brown; Melanie Villatoro, New York City College of Technology; Elizabeth Milonas, New York City College of Technology; Benito Mendoza, New York City College of Technology; Hon Jie Teo, New York City College of Technology; Mohammad Razani, New York City College of Technology; Diana Samaroo

nanomaterials. © American Society for Engineering Education, 2022 Powered by www.slayte.com Building Capacity: Enhancing Undergraduate STEM Education by Improving Transfer SuccessAbstractSeveral evidence-based practices were combined to reduce barriers to transfer from associate tobaccalaureate programs, and baccalaureate degree completion. The first strategy was creation ofthe STEM Transfer Collaborative (STC), an adaption of the CUNY Pathways general educationarticulation initiative (1). The STC focuses on collaboration by both the sending and receivingcollege faculty to begin transfer preparation and support before transfer occurs, througharticulation

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2022 ASEE Annual Conference & Exposition

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Lois Joy; Nia Yisrael, Jobs for the Future

degrees. Between 2010 and 2019,6,277 students participated in technology education including 1,126 engineering technology (ET)students and 5,151 information technology (IT) students.1 77% of the students were male and64% were white, 13% were Black, 12% were Hispanic, and 4% were Asian. MECC is a large and diverse urban college with a total enrollment of 62,508 students, 66percent of which are underrepresented minorities. Internships are mandatory for the MarineEngineering Technology and Biomedical Technology program but not an option for studentsenrolled in the Engineering Electronic and CNC Engineering technology programs. Internshipswere not required for the Information Technology students but available as an elective. Between2010 and

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2022 ASEE Annual Conference & Exposition

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Katie Shakour, Clemson University; Kapil Chalil Madathil, Clemson University; Eliza Gallagher, Clemson University; Karen Johnson, Southern Illinois University Carbondale; Jonathan Beck; Rebecca Short, Clemson University; Tim Ransom, Clemson University; Gayatri Anoop, Clemson University

University of Montevallo in Alabama. Her research interest focuses on public opinion related to federal and state public policy and how outside political interests affect policy agendas and policy implementation.Karen Jo JohnsonGayatri Anoop Gayatri Anoop received the B.Sc. degree in Physics from Mahatma Gandhi University, India in 2008 and a B.Ed. degree in Physical Science Education from Mahatma Gandhi University, India in 2011. She is currently pursuing an M.S. degree in industrial engineering from Clemson University Clemson, SC, USA. with a focus on human factors engineering. She has more than 4 years’ experience in a leading IT company in India. She also has 1 year of teaching experience in a school in India

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2022 ASEE Annual Conference & Exposition

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Gordon Hoople, University of San Diego; Diana Chen, University of San Diego; Susan Lord, University of San Diego; Joel Mejia, The University of Texas at San Antonio

forhistorically marginalized students, but have yet to be fully explored in undergraduateengineering. CSPs in this project encourage students to connect their lived experiences to coursetopics, broaden conceptualizations of energy, and help students acknowledge the differing valuesand perspectives of others.This research seeks to (1) identify energy examples outside of those traditionally used in theengineering canon; (2) develop and teach a course that integrates these non-traditional examplesusing CSPs; and (3) deepen educators’ understanding of how CSPs impact student learning,mindsets, and attitudes. These materials are being disseminated so that other faculty may use aCSPs based approach to engage their students. An overarching goal of this work is

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2022 ASEE Annual Conference & Exposition

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Eduardo Santillan-Jimenez, University of Kentucky; Carissa Schutzman, University of Cincinnati; Keren Mabisi

, inclusive, and supportive academy.The main features of this NRT – the main goal of which is to generate an innovative model forSTEM graduate student training by identifying and implementing the most effective tools for thetraining of STEM professionals – have been described in a previous publication [1]. A morerecent manuscript has described the first three interventions within this NRT, namely, anonboarding and orientation event, a career exploration symposium, and a multidisciplinaryintroductory course, along with the assessment and outcomes of each of these interventions [2].In this and future contributions, we intend to continue showcasing data from the NRT, focusingon the evaluation of its constituent parts. Against this backdrop, this

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2022 ASEE Annual Conference & Exposition

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Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

, majors, andability levels to participate in the makerspace as they build connections with their peers. Toencourage connection with peers, the engagement activities were supported and directed bymajor-level students who were hired as Student Engagement Liaisons (SELs).”This paper summarizes the development of the social engagement activities and reports onparticipation, student engagement, and student perspectives of the activities. Working closelywith the project PI, the SELs worked together to design, develop, and conduct five socialengagement activities: (1) Halloween DIY Night, (2) Inclusion Discussion, (3) Holiday Crafts,(4) Game Night & Innovative Workspaces, and (5) Spring Craft Night. For each activity, studentparticipation counts

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2022 ASEE Annual Conference & Exposition

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Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend College; Mahgol Nowparvar, Pennsylvania State University, Great Valley; Daniel Knight, University of Colorado Boulder; Sabahattin Ozden; Parhum Delgoshaei, Pennsylvania State University

environments and problem-based learning (PBL). ISBL is student-centered and aims to motivate students to formulateengineering problems and situations based on real-life context. This paper focuses on animplementation and assessment of ISBL for teaching and learning engineering economy. Theinterested reader is referred to [1] for another application of ISBL in a database design course.Engineering economy is one of the fundamental courses in an engineering curriculum and one ofthe core engineering competencies covered in the Fundamentals in Engineering (FE) exam. Theconcepts learned in an engineering economy course aim to help engineers make informed andeconomical decisions in engineering settings [2]–[5]. The topics covered are useful to thestudents in

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2022 ASEE Annual Conference & Exposition

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Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Rebecca Thomas, Bucknell University; Stewart Thomas, Bucknell University; Robert Nickel; Stu Thompson, Bucknell University

also cover anethnographic study of faculty practices which serves as an early-stage baseline to calibratelonger-term changes.IntroductionThe National Science Foundation’s Revolutionizing Engineering Departments (RED) program[1] asks engineering departments to build on prior investments in understanding engineeringlearning that significantly changed practices in the first and final years of undergraduate degreeprograms. Such “bookend” curricula [2] have been shown to lead to less than ideal outcomessince transferrable skills learned in the first year are not reinforced. To catalyze significantchange in engineering education one track of the RED program was designed to supportrevolutionary change strategies resulting in the transformation of

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2022 ASEE Annual Conference & Exposition

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Todd Freeborn, The University of Alabama; Memorie Gosa; Debra McCallum; Erika Steele, The University of Alabama

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Student Satisfaction and Perceptions of Summer REU Experience in an Engineering/Communicative Disorders Focused Site at Program MidpointIntroductionParticipating in a research experience for undergraduates (REU) site provides opportunities forstudents to develop their research and technical skills, raise their awareness of graduate studies[1], and understand the social context of research [2]. In support of this mission, our REU site atThe University of Alabama (Sensors, Systems and Signal Processing Supporting SpeechPathology) is exploring research at the intersection of engineering and

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2022 ASEE Annual Conference & Exposition

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Ursula Nguyen, University of Texas at Austin; Catherine Riegle-Crumb

Powered by www.slayte.com Examining the Association between Peer Support and Young Women’s Engineering Identity and Major IntentionIntroductionIn recent years, approximately 60% of college students are women, and they comprise an evenlarger percentage of degree earners [1]. However, women are still drastically under-representedin engineering majors, earning about 20% of undergraduate degrees in this relatively elite andlucrative field [2]. As gender persistence rates of those who enter engineering majors arecomparable [3], it appears that the primary hurdle to achieving parity among engineering degreeholders is the fact that so few young women choose engineering in the first place. Yet there arefew studies that examine

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2022 ASEE Annual Conference & Exposition

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Sarah Wilson, University of Kentucky; Joseph Hammer; Melanie Miller; Courtney Wright, University of Kentucky; Lucy Hargis; Ellen Usher

-seeking in the undergraduate engineeringstudent population.Project overviewNational data show that engineering students with mental health problems are significantly lesslikely to seek professional help than their peers [1]. This identifies a treatment gap forengineering students, meaning that only a portion of those in mental health distress are seekingprofessional treatment. While treatment gaps exist for cisgender men, persons of color, and first-generation students in general, the proportions of distressed students seeking help are furtherreduced in engineering [2,3]. Interventions targeted at reshaping engineering identity to besupportive of mental health related help-seeking could increase success and retention of at-riskstudents

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2022 ASEE Annual Conference & Exposition

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Petra Bonfert-Taylor, Dartmouth College; Laura Ray, Dartmouth College; Scott Pauls, Dartmouth College; Lorie Loeb, Dartmouth College; Logan Sankey, Dartmouth College; James Busch, Dartmouth College; Taylor Hickey, Dartmouth College

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2022 ASEE Annual Conference & Exposition

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Jessica Perez, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Brooke Jones; Deanna Miranda Barrios; Lily Gossage, California State Polytechnic University, Pomona; Harmony Nguyen, California State Polytechnic University, Pomona

help studentsfeel more motivated to persist and obtain better grades. This assistance can reduce the complexchallenges students face with their courses.I. OVERVIEWThe University of Missouri Kansas City model is foundational in Supplemental Instruction (SI).This peer support is a non-remedial way to use near-peers to increase success in traditionallydifficult academic, gate-keeper, courses.Typically, these courses are chosen because about 30% of students earn a D, F, or W. This freeand voluntary support for students is based on the following tenets: [1] 1. integrate how-to-learn with what-to-learn; 2. incorporate study skills; 3. provide peer-support; 4. reinforce classroom instruction; and 5. are free and

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2022 ASEE Annual Conference & Exposition

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Laura Murphy, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Shannon Clancy, University of Michigan

generation methods such asBrainstorming and Design Heuristics. But in practice, there are many other opportunitiesthroughout an engineering project where engineers may find it useful to explore multiplealternatives. When does divergent thinking take place during engineering problem solving as it iscurrently practiced? We conducted 90-minute semi-structured interviews with mechanicalengineering practitioners working in varied setting to elicit their experiences with divergentthinking taking place in their engineering projects. The initial results document divergentthinking in six different areas of engineering design processes: 1) problem understanding, 2)problem-solving methods and strategies, 3) research and information gathering, 4

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2022 ASEE Annual Conference & Exposition

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Shannon Clancy, University of Michigan; Shanna Daly, University of Michigan; Laura Murphy, University of Michigan; Colleen Seifert, University of Michigan

, including using accessible terms to describedivergent thinking, asking students to describe one example project they remembered well, andfocusing questions within one step of the project selected by the student as most relevant to theirexploration of alternatives. This iterative development of the protocol was successful in elicitingdivergent thinking experiences across their work.Introduction and BackgroundEngineers are expected to solve problems in innovative and novel ways as articulated by variousengineering education organizations [1], [2], which can be achieved by creatively approachingproblems. Creative thought includes both convergent and divergent thinking [3]. Engineeringstudents traditionally are taught problem-solving skills and

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2022 ASEE Annual Conference & Exposition

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Tom Carter, College of Dupage; Cory Dicarlo; Susan Fenwick; Marcia Frank, College of Dupage; Richard Jarman, College of Dupage

money on classes, but leaving their school without adegree or worthwhile certificate [1][2]. Students are presented with a large "buffet" of coursesbut receive inadequate guidance on which courses to take to meet their desired goal. In this"cafeteria" style of education, students may end up making wrong decisions about which coursesto take or even about which program to enter[3][4]. They may not know when to seek help orwhere to go for that help. As a result, many may leave college without completing a marketabledegree or transferring to a four-year school. In addition to leaving school without achieving acorrect end-goal, they may leave school in debt. A proposed solution to this problem is the “Guided Pathways” model of student support[5

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2022 ASEE Annual Conference & Exposition

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Karin Jensen, University of Illinois at Urbana - Champaign; Julie Martin, The Ohio State University; Chiebuka Egwuonwu, The Ohio State University; Isabel Miller, University of Illinois at Urbana - Champaign

DevelopmentIntroductionIn this paper, we describe the benefits of a virtual community of practice (VCoP) for engineeringeducation research (EER) faculty development. While we know that sustained engagement ofengineering faculty in EER creates synergies between EER and engineering education inpractice, which can support improved teaching in engineering [1], engineering faculty rarelyreceive formal training in EER. In an effort to assist research in the professional formation ofengineers (PFE), the National Science Foundation (NSF) has invested in the PFE: ResearchInitiation in Engineering Formation (RIEF) program since 2016 (previous awards were madethrough the Research Initiation Grants in Engineering Education program, abbreviated RIGEE).The RIEF program funds

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2022 ASEE Annual Conference & Exposition

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Karin Jensen, University of Illinois at Urbana - Champaign; Eileen Johnson, University of Illinois at Urbana - Champaign; Joseph Mirabelli, University of Illinois at Urbana - Champaign; Sara Vohra

are increasing in prevalence andseverity in recent years, and early research shows that the COVID-19 pandemic has exacerbatedthis crisis [1]. Additionally, some research has indicated that engineering students whoexperience mental health challenges are less likely to seek help for mental health concerns [2].Our previous research has described a culture of stress in engineering, where high stress levelsand poor mental health are expected or deemed as necessary for success by undergraduatestudents [3]. The goal of this project is to further understand undergraduate engineering students’experiences with mental health during their undergraduate degree programs in order to developand improve proactive trainings, policies, and interventions that

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2022 ASEE Annual Conference & Exposition

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Mohsen Azizi, New Jersey Institute of Technology; Venancio Fuentes, County College of Morris

and develop the new laboratory and course “SolarPV Installation and Troubleshooting”. The new course is designed, developed, improved, andenhanced in close collaboration with industrial partners in order to prepare the students for theNorth American Board of Certified Energy Practitioners (NABCEP). In this paper, theequipment used in this new course as well as the course outline and laboratory experiments willbe presented and explained.IntroductionThe renewable energy share in the U.S. energy production market is growing rapidly, while thefossil energy share is declining [1], [2]. The energy generation growth of the individualrenewable energy technologies is depicted in Figure 1 for the time span of 1998-2017. Asindicated in this figure, the

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2022 ASEE Annual Conference & Exposition

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Sara Atwood, Elizabethtown College; Shannon Gilmartin, Stanford University; Sheri Sheppard, Stanford University

, persistence, and achievement [1-3]. As a result of this research, engineeringprograms have been working to create curricula and develop cultures that encourage students tosee themselves as engineers. Additionally, building and maintaining a strong engineeringprofessional identity has been shown to help recruit and retain individuals from historicallyexcluded identities into engineering higher education and the engineering, science, andtechnology workforce [4-8]. The current analysis is situated in the final years of an NSF-fundedstudy grounded in the frameworks of PCIR identity [9] and social capital [10]. The larger studyfocuses on the professional identity of upper-year engineering students as they enter theworkforce, and the impacts of internship

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2022 ASEE Annual Conference & Exposition

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Nikunja Swain, South Carolina State University

findings presented in this paper may be used byinterested parties involved in STEM curriculum.IntroductionExperts agree that there is a growing need for cybersecurity professionals and universities across thecountry haven't caught up to the needs of the corporations. Against ever evolving cyber-threats the needto graduate students skilled in the concepts and technologies of Cybersecurity is becoming a criticalresponsibility of academic institutions in order to help preserve the sovereignty of the US and her allies.Universities are only beginning to catch up [1, 2].Security programs, security tracks and certificates in information security exist, but often these coursesare available only for computer science majors or majors in computer related

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2022 ASEE Annual Conference & Exposition

Authors

Rebekah Hammack, Montana State University - Bozeman; Nick Lux; Brock Lameres, Montana State University - Bozeman; Blake Wiehe, Montana State University - Bozeman; Paul Gannon, Montana State University - Bozeman; Miracle Moonga, Montana State University - Bozeman

rural and reservation communities toconnect local funds of knowledge with classroom curriculum. The first summer professionaldevelopment focused on two items: (1) training elementary teachers and pre-service teachers inethnographic methods and photo journal elicitation, and (2) introducing teachers to differentways to integrate engineering instruction into their teaching. The current paper focuses on thesecond summer professional development phase. During this second professional developmentphase, which was designed to build upon the foundation built during the first summer, theemphasis was on supporting participating teachers’ development and implementation ofcommunity-focused engineering curricula. The second summer teacher

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2022 ASEE Annual Conference & Exposition

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Jill Davishahl, Western Washington University; Joseph Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Andrew Klein, Western Washington University; Sura Alqudah, Western Washington University

scores and student descriptionsof their math-related thoughts and experiences.Results & DiscussionTable 1 summarizes the demographic information and math progression and identity data of thescholars featured in this paper. Math identity change scores reflect scholars’ pre survey scoresubtracted from their post-survey score. The identity item used a 7- point scale, where 7 indicatesstrong agreement with the statement “I see myself as a math person.” Note that each scholar isgiven a number and will be referred to by that number in the remainder of the paper. For thosestudents who completed the MPA, the number of attempts to pass is indicated. All scholarsincluded in this paper were from the first two BEES cohorts, and each individual completed

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2022 ASEE Annual Conference & Exposition

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Todd Freeborn, The University of Alabama

course concepts prior to encountering them in subsequent "gateway"courses [1]. The term gateway is applied to those courses identified as critical to success in thatspecific engineering discipline. At UA the gateway courses in electrical/computer engineering,mechanical/aerospace engineering, and computer science are electric circuits (ECE 225), statics(AEM 201), and data structures/algorithms (CS 201), respectively. On a review of institutionaldata from 2010 to 2015, the rate of students earning grades of D, F, or withdrawing from thecourse (referred to as the DFW rate) for these gateway courses was: 15-20% for electricalcircuits, 25-35% for statics, and 45-50% for data structures/algorithms. To reduce the DFW ratein these courses, the LIA

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2022 ASEE Annual Conference & Exposition

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Peter Knox, State University of New York at Binghamton; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Jing Yang; Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington; Sawsan Werfelli, State University of New York at Binghamton

Professor of Mathematics Education in the Teaching, Learning and Educational Leadership Department at Binghamton University. Her research interests include (1) examining individual’s identity(ies) in one or more STEM disciplines, (2) understanding the role of making and tinkering in formal and informal learning environments, and (3) investigating family engagement in and interactions around STEM-related activities. Before joining BU, she completed a post-doctoral fellow ship at Indiana University-Bloomington. She earned a Ph.D. in mathematics education from Clemson UniversityAdam Maltese (Martha Lea and Bill Armstrong Chair for TeacherEducation) Professor in Science Education at Indiana University

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2022 ASEE Annual Conference & Exposition

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Elodie Billionniere, Miami Dade Community College; Farzana Rahman, Syracuse University

Women of Color STEM’s College-Level Promotion of Education Award.Farzana Rahman Dr Farzana Rahman is an Associate Teaching Professor at the EECS department of Syracuse University. Her research spans the domains of mobile healthcare, healthcare data analytics, and pervasive health technologies. Broadly, my research focuses on integrating mobile and pervasive technologies in health and wellness environments to improve users’ quality of life, mental and physical wellbeing. My research also expands in the direction of mobile security, information and communication technology for development (ICT4D), broadening participation in CS/ IT discipline through the exploration of 1) discipline-based education research to inform