Collection

2020 First-Year Engineering Experience

Authors

Debjani Sarkar, College of Engineering, Michigan State University

Tagged Topics

Diversity

researchers. By playing the greetings’ gamewith the first person they meet in the classroom, by improvising around their well-craftedintroduction, and by tailoring their pitches, they can make these interesting, succinct, andmemorable. These assessment-based activities can be incorporated in the first-year engineeringdesign, communication, writing, professional skills development, or career related curriculum.Thus, the concept of connecting and engaging our first-year engineering students throughelevator pitches could be an innovative yet fundamental pathway for us to build our futureengineers into better team players and global communicators.

Collection

2020 Gulf Southwest Section Conference

Authors

Abhaya Datye; Marina Miletic; Jamie Gomez; Eva Chi; Sang M. Han; Catherine Hubka; Yan Chen; Vanessa Svihla; Sung Kang; Heather Canavan

, graduate student, or industry professional to learn more about their career. They produce promotional brochures that the UNM CBE Department can use to recruit new students to chemical engineering. Design challenges in second year courses (CBE 251: Chemical Process Calculations and CBE 302: Chemical Engineering Thermodynamics) build on the teamwork and technical skills students Proceedings of the 2020 ASEE Gulf-Southwest Annual Conference University of New Mexico, Albuquerque Copyright © 2020, American Society for Engineering Education 2 established in the first year and introduce greater theory

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather Shipley, University of Texas at San Antonio; Krystel K. Castillo-Villar, University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

Department of Education rules for federal financial aid • fill out an application that includes, but is not limited to, the following: name, contact information, classification, major, unofficial transcript (with GPA information), one faculty recommendation letter, and three essays written by the applicant addressing: how the SPURS scholarship will benefit his/her academic career, why the applicant should be considered for this program, and what is his/her 5 year plan including academic studies and professional career.Applications are reviewed using a review matrix by a committee in the College of Engineering.Students who accept the SPURS scholarship must graduate from their respective degree programwithin 3

Conference Session

Research in Faculty Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tareq Daher, University of Nebraska, Lincoln; Markeya S. Peteranetz, University of Nebraska-Lincoln

Tagged Divisions

Faculty Development Division

Lessons Learned summary, we discuss development of theprogram and the results of our formative assessment of the program’s second year. Ourpreference is to present in a lightning talk.Need for the ProgramAround 30% of graduate students in the College of Engineering at the University of Nebraska-Lincoln pursue a career in academia. This particular group of graduate students are futureengineering faculty and many are currently serving as Teaching Assistants (TAs). In the TA role,some students are primary instructors of courses and others support the primary instructor. Thesestudents have little to no training on evidence-based instructional strategies. The Engineering andComputing Education Core recognized the need to better prepare this group of

Conference Session

Integration of Current Issues into Manufacturing

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Manufacturing

technology and mobility,networked devices and embedded systems, the ecosystem of the IoT, andinformation securityand mobile devices. [6] Associate Degrees: Miami Dade College (MDC) started offering a 60 credit AS degree in IoT Applications in 2018 [8]. The college seeks to fill in the positions requiring IoT skills to develop, deploy and support connected devices. The program prepare graduates for career opportunities like: o IoT programmer, IoT developer, IoT consultant o Product application assistant, tapid prototyping assistant o Connected devices support specialist o Embedded software developer, embedded application programmer o The curriculum for the program is given below in Figure 5 and 6. 8

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Astri Briliyanti, Michigan State University; Julie W. Rojewski, Michigan State University; Dirk Joel Luchini Colbry, Michigan State University; Katy Luchini-Colbry, Michigan State University

Tagged Divisions

Graduate Studies

Paper ID #30953STEMAmbassadors: Developing Communications, Teamwork and Leader-shipSkills for Graduate StudentsMrs. Astri Briliyanti Astri is a graduate student in the Department of Community Sustainability, Michigan State University. She previously worked as a researcher and urban planner consultant in Indonesia, helping the government with the creation of spatial and development plan, as well as policy analysis and program evaluation. She is interested in program evaluation, sustainable tourism planning, and urban design.Julie W Rojewski, Michigan State University Julie Rojewski manages various career and professional

Collection

2020 PPC

Authors

Dawn Tilbury

Rehabilitation ◦ Communications, Circuits and Engineering (DARE) Sensing Systems◦ Engineering of Biomedical ◦ Energy, Power, Control, and Systems NetworksCMMI EEC◦ Engineering for Civil ◦ Engineering Research Centers Infrastructure◦ Manufacturing Systems Design http://nsf.gov/careers 16Thank you 17

Collection

2020 ERC

Authors

Chris Brace; Bill Dunne

training: 1. Process-based: case studies and group problem solving 2. Awareness-raising and reflection 3. A confidential and brave forum to share the collective experience of mentors across a range of experiences 4. Distribute and adapt resources to improve mentoringStandard Competencies• Aligning expectations• Maintaining effective communication• Addressing equity and inclusion• Assessing understanding• Fostering independence• Cultivating ethical behavior• Promoting professional development• Promoting self-efficacy• Fostering wellbeing (beta)Adaptations for Career Stage

Conference Session

Educational Research and Methods Division (ERM) Best Paper Finalists

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

H. Ronald Clements III, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Jacqueline Ann Rohde, Purdue University, West Lafayette; Sherry Chen

Tagged Divisions

Educational Research and Methods

Paper ID #29189”Adversary or Ally”: Undergraduate Engineering Students’ Perceptions ofFacultyMr. H. Ronald Clements III, Purdue University H. Ronald Clements is a postbaccalaureate research assistant in the STRIDE lab at Purdue University and an incumbent graduate student for Purdue’s Engineering Education department for the 2020-2021 year. He works with Dr. Allison Godwin on her NSF CAREER grant titled ”Actualizing Latent Diver- sity: Building Innovation through Engineering Students’ Identity Development,” assisting with narrative analysis and interviews and helping to understand the identity trajectories of latently

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Orr, Clemson University Marisa K. Orr is an Assistant 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.”Dr. Rachel McCord, The University of Tennessee at Knoxville Rachel McCord is a a Lecturer and Research Assistant Professor in the Engineering Fundamentals Divi- sion at the University of Tennessee in Knoxville. She received her Ph.D. in Engineering Education from Virginia

Conference Session

Women in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Jacob Randall Vanderpool, North Carolina Agricultural and Technical State University; Dongyang Deng, North Carolina Agricultural and Technical State University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

and construction (AEC) students. In February 2019, Andrea received the prestigious National Science Foundation NSF - CAREER award to research professional identity development processes in undergraduate AEC women. She has also received grants from East Coast Construction Services, Engineering Information Foundation, and the Na- tional Association of Home Builders. Dr. Ofori-Boadu was selected to participate in the 2019 QEM-NSF INCLUDES summit. In 2018, she was selected as a 2018 National Science Foundation - NC A & T ADVANCE IT Faculty Scholar. She also received the 2018 CoST Teaching Excellence Merit Award. Dr. Ofori-Boadu received both the 2017 NC A & T - CoST Rookie Research Excellence Award and the

Conference Session

Mechanical Engineering Technical Session: The Art of Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Mechanical Engineering

, which heldundergraduate research positions, expressed greater confidence in research and professionalabilities, 88% reported significant growth in structuring and conducting a research project, and73% attested awareness of a graduate school environment [2], [3], [7]. According to Hurtado et al.[1], these undergraduate research opportunities have further facilitated the decision of pursuingSTEM careers and Ph.D. studies post-graduation [5].However, experiencing success, such as procuring an internship position, joining an undergraduateresearch laboratory, or being able to attend graduate school, highly depends on maintaining acompetitive grade-point average (GPA). Grades in higher education are of great value since theyinfluence multiple

Conference Session

First-year Programs: Retention and Bridge Programs #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marina Miletic, University of New Mexico; Abhaya K. Datye, University of New Mexico; Vanessa Svihla, University of New Mexico; Eva Chi, University of New Mexico; Jamie Gomez, University of New Mexico; Pil Kang, University of New Mexico; Sang M. Han, University of New Mexico; Yan Chen, University of New Mexico; Catherine Anne Hubka, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer Post- doctoral Fellow and a 2018 NSF CAREER awardee in engineering education research. Dr. Svihla studies learning in authentic, real world conditions; this includes a two-strand research program focused on (1) authentic assessment, often aided by

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail M. Richards, Montana State University; Ryan Anderson, Montana State University; Carrie B. Myers, Montana State University

Tagged Divisions

First-Year Programs

both withinclass cohorts and between upper and lower division students. Students who identify with anotherperson who is succeeding in school may believe such a goal is attainable (Fox et al., 2015). Foxet al. (2015) linked first year and senior year engineering design teams and showed that earlyacademic career engineering students were able to effectively decide on whether engineering wasan appropriate career path. An important aspect relative to this linkage was the need for seniordesign teams to assume a mentoring role (Fox et al., 2015). An additional study showed that rolemodel exposure had positive effects on both STEM and non-STEM students’ interest in STEMas well as their perceived identity compatibility between the self and STEM (Shin

Collection

2020 Gulf Southwest Section Conference

Authors

Alex Nunez-Thompson; Matthew Wettergreen

fundingdisparities yet bolstered by exposure to pre-college engineering programs [1]. Unfortunately, thesefactors are difficult to reconcile as high-quality pre-college engineering programs such asengineering career and technical education (E-CTE) exist in schools with low populations ofminorities, English-language learners (ELLs), and students that qualify for free-and-reduced lunches[2]. Or, if a program does exist, such as Project Lead the Way, it draws from students that arealready in the top percentage of their class [3] or requires an investment in specialized equipment,teacher training, and/ or curriculum cost [4]. Programs that are not cost-prohibitive may attempt tosolve real-world challenges packaged as a project-for-a-grade.In an attempt to solve

Conference Session

Study Abroad Experiences Intl Div Tech Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Heather N. Yates, Oklahoma State University; Blake Wentz, Milwaukee School of Engineering ; Sreemala Das Majumder, Oklahoma State University

Tagged Divisions

International

Associate Professor. She completed her Doctorate in Higher Educa- tion from OSU in 2012 where she focused her research on women in Science, Technology, Engineering and Math. She accepted the position as Program Coordinator of Construction Engineering Technology at OSU in 2013. Dr. Yates began her teaching career at Pittsburg State University in 2002, and has taught numerous construction courses throughout her academic career including: Construction Drawings, Concrete Tech- nology, Estimating I, Strength of Materials in Construction, Structures I, Construction Contracts, and Capstone courses. She received the Halliburton Excellent Young Teacher Award in 2008, and the CEAT Advisor of the Year in 2010. Dr. Yates served

Conference Session

Pre-college Engineering Education Division Technical Session 15

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

J. Jill Rogers, University of Arizona; Amy Annette Rogers; James C. Baygents, University of Arizona

Tagged Divisions

Pre-College Engineering Education

Psychology. Her current appointment is as Associate Professor and former Chairperson of the Department of Psychology at Delaware State University. She specializes in areas surrounding social justice. Her current application of social justice principals is in the area of the access/success of women/girls to science, technology, engineering, and math education and careers for which she recently served two years at the National Science Foundation as a grant adminis- trator. Dr. Rogers provides statistical and methodological consulting on a variety of research, evaluation, and assessment projects.Prof. James C. Baygents, University of Arizona James C. Baygents is the associate dean for academic affairs in the College of

Conference Session

2-Year College Division: Workforce Pathways and ATE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Morin, University of North Carolina - Chapel Hill; Alireza Dayerizadeh, North Carolina State University

Tagged Divisions

Two-Year College

Paper ID #30441Filling the Technical Gap: The integration of technical modules in a REUProgram for 2+2 Engineering StudentsMrs. Megan Morin, University of North Carolina - Chapel Hill Megan Patberg Morin is a Ph.D. student at North Carolina State University studying Technology and En- gineering Education. Megan studied Middle Childhood Education at the University of Dayton and then began her career as a Middle School Teacher at Wake County Public Schools in North Carolina. As her interest in STEM Education grew, she completed her Master’s of Education in Technology Education at North Carolina State University before

Conference Session

Professional Development for Graduate Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Gavin, University of Wisconsin, Platteville; Randy Mentz, University of Wisconsin, Platteville; Lori M. Wedig, University of Wisconsin, Platteville; Christine H. Storlie, University of Wisconsin, Platteville; Eric Herbst, University of Wisconsin, Platteville

Tagged Divisions

Graduate Studies

variety of topicsrelating from leadership to career planning to soft skills. Feedback from the students showed thestudents valued the Scholar Spots related to soft skills. Knowing the Soft skills are a growingneed within STEM disciplines, the team initiated research to determine the effect these spots hadon a STEM student’s soft skill ability.The team worked with four subject matter experts (SMEs) in four soft skills defined areas—oralcommunication, written communication, active listening, and team or group work. The SMEsare recognized leaders—professionally or academically—in the topic areas. The SMEs eachhosted a one-hour live webinar about one of the four topics. The webinar lasted approximatelyforty-five minutes with fifteen minutes for

Conference Session

Designing and Implementing Leadership Development Experiences for Engineering Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Donald, University of Guelph; Paul C. Hungler, Queen's University; Kaitlyn Brant, Queen's University ; Stephanie Diane Shaw, University of Guelph

Tagged Divisions

Engineering Leadership Development

graduate level Engineering Leadership courses at two Canadian Universities. The specificobjectives are to explore the impact of structured reflection on engineering leadershipdevelopment by: 1) examining the effectiveness of structured reflection for developingengineering leadership skills, and 2) identifying how the insights gained through reflectivepractice will be applied in students’ careers.2.0 Reflection Model – Describe-Analyze-Evaluate (DAE)Engineering leadership is increasingly offered as an explicit and intentional area of study in theengineering curriculum. As a result, a number of studies have worked to catalogue and classifythe number and nature of engineering programs [7] [8] [9]. Engineering leadership developmentis often approached

Conference Session

Community Engagement Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ben Ralph Bernard, North Dakota State University; Jeremy Straub, North Dakota State University; Pranay Kumar Marella, Mississippi State University

Tagged Divisions

Community Engagement Division

critical shortage of cybersecurity professionals.As cybersecurity is a relatively new career field, many are not aware of the cybersecurity careeropportunities and many universities do not have cybersecurity education opportunities. Amajority of cybersecurity practitioners were recruited from other fields [3]. In a survey ofincoming students, only 1% were aware of cybersecurity as a career field [4].To meet the critical national need and demand for cybersecurity, cybersecurity educationopportunities need to be widely available across secondary and post-secondary education.K-12 education in the United States is behind in preparing students for computer science orcybersecurity careers. Only 22 states have K-12 computer science standards and only 15

Conference Session

Computers in Education Division Technical Session 10: STEM Outreach

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology; Chase Broyles, West Virginia University Institute of Technology; Isabel Barrio Sanchez, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

West Virginiaare college ready for STEM. Apparently, female students in West Virginia need assistance tobecome competent and confident in STEM disciplines. Competition Of VEX EducationalRobotics to Advance Girls Education (COVERAGE) is a project aiming to inspire and supportfemale middle school and high school students to pursue STEM careers in West Virginia, fundedby the Greater Kanawha Valley Foundation. Specifically, in the fall semester of 2019 and springsemester of 2020, West Virginia University Institute of Technology assisted teachers to organizeGirls Robotics Clubs in Kanawha County, Fayette County, and Lincoln County. Throughattending the robotics clubs, female middle school and high school students are expected tobecome more

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Lezotte, Rowan University; Harriet Hartman, Rowan University; Stephanie Farrell, Rowan University; Tiago R. Forin, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

the student to inform theirprofessors about their condition and approved accommodations [2].Despite recent postsecondary enrollment gains for students with disabilities, barriers to successpersist, particularly for students in STEM [3]. These barriers stem from both institutional factorssuch as lack of faculty awareness of disabilities and disability services, inaccessible facilities,and inadequate disabilities services and personal factors such as lack of student disclosure,stigma, feelings of “otherness,” and feelings of inadequacy [4] [5] [6] [7]. Such barriers inhibitstudents with disabilities from entering into STEM career fields, negatively affecting the laborforce. The National Science Foundation [8] reported that scientists and

Conference Session

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Retherford P.E., The University of Tennessee at Knoxville; Sarah J Mobley P.E., The University of Tennessee at Knoxville; Kristen N. Wyckoff, The University of Tennessee at Knoxville

Tagged Divisions

Women in Engineering

teaching responsibilities,thereby not effectively influencing the undergraduate population as a junior female faculty with amore recurring undergraduate teaching assignment. The opportunity for a university to report atruer representation of the engagement with female faculty is valuable to recruitment of femalestudents and may possibly be attractive to other minority factions. A series of 10 undergraduateengineering programs were reviewed at a single institute to compare the percentage of femalefaculty to an “engagement” percentage.Literature ReviewSTEM Diversity initiatives and recruitment plans all over the world have increased the numberof women choosing to pursue a career, and therefore education, in STEM topics. Universities arereporting

Conference Session

Pre-College Engineering Education Division Technical Session 20

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra B. Nite, Texas A&M University; Devyn Chae Rice; Rayan Tejani, Allen Academy

Tagged Divisions

Pre-College Engineering Education

. Socialcognitive career theory developed by Xeuli Wang (2013) is the basis of the study. According tothis model, an individual’s decision to choose a STEM major is affected by a variety of highschool experiences, determined largely by prior mathematics success. Those experiences areimportant in determining the individual’s goals and interests. In other words, an individual’sbackground and participation in certain activities affect their learning experiences, andsubsequently their self-efficacy, and eventually their career choices. A survey about influenceson their decisions to major in engineering was completed by 251 students at a major researchuniversity. Possible influences were categorized by type (e.g., informal activities/camps, formalschooling

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; Craig O. Stewart, University of Memphis; Shani O'Brien, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, NSF Grantees Poster Session

University Indianapolis (IUPUI). However, awardingtalented students is only one element that this collaboration is using to promote the growth of aSTEM identity in their students. The Collaboratory is expected to generate new knowledge inSTEM education by investigating a variety of mechanisms for supporting a diverse set ofstudents in an urban context in their development of a STEM identity--the lack of which is afundamental reason students often select out of STEM majors and careers [1].The funding for this project was awarded on October 1, 2018. Because this was after theacademic year had already begun, the team decided to delay funding of the first cohort ofscholars until 2019-20 so that the program could be implemented with fidelity to the

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ronald B. Bucinell, Union College; Rebecca Cortez, Union College; Holli M. Frey, Union College; Joanne D. Kehlbeck, Union College; Michael E. Hagerman; David A. Cotter, Union College

Tagged Topics

Diversity, NSF Grantees Poster Session

studying the intersections between gender, race, class, and place in STEM access and success using both national panel data and data on cohorts of Union College students. c American Society for Engineering Education, 2020 Leading Educational and Academic Directions to Enhance Retention in STEM R.B. Bucinell, H.M. Frey, R. Cortez, S. Amanuel, J.D. Kehlbeck, D.A. Cotter, M.E. Hagerman Union College, Schenectady, NY This project aims to develop, refine and implement practices that will advanceunderstanding of the factors affecting retention and career pathways of low-income, at-riskpopulations. The production of academically

Conference Session

ET Curriculum and Programs I

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christine Michelle Delahanty, Bucks County Community College ; Vladimir Genis, Drexel University; Susan Herring, Bucks County Community College; Tracy A. Timby, Bucks County Community College

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

skills occupational training, adult basic literacy, and other pre-collegiate pro- gramming including college and career readiness programs for high school and out-of-school students. Susan has been instrumental in managing workforce development programs in collaboration with indus- try and government agencies, including the employer-driven Metalwork Training Program. This highly successful and replicable model provides entry-level, well-trained workers for local manufacturers. In addition to her experience in higher education, Ms. Herring’s experience includes over thirteen years in corporate human resources management working for Fortune 500 companies, and 10 years working with school-based workforce development

Conference Session

Course Design, Course Projects, and Student Perceptions in Chemical Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margot A Vigeant, Bucknell University; Amy F. Golightly, Bucknell University

Tagged Divisions

Chemical Engineering

” and reflective of what students expect to see intheir career or find personally meaningful. This study focuses on the students’ perceptions ofcourse elements and the extent to which students’ perception of the presence or absence of theseelements impacts their motivational state in their coursework.IntroductionIntrinsic motivation, defined as the “inclination toward assimilation, mastery, spontaneousinterest, and exploration”(2), is positively correlated with task-persistence and overallsatisfaction with a given task (3). Because intrinsic motivation is a self-generated state, onemight think that if faculty desire this as an outcome, they might have little impact on its presenceor absence in a given student - that’s what intrinsic means

Collection

2019 ASEE Midwest Section Conference

Authors

Tammy Lutz-Rechtin

, safetyeducation is still mostly reliant on individual faculty members to initiate rather than a formalprogram for graduate students. In an effort to address continuing issues in safety and enhanceprofessional attributes needed for these graduate student’s future careers, a course was createdentitled “Research Safety and Compliance for STEM Professionals.” The target audience for thesafety course was graduate students with at least one year of research experience.This new course was designed to provide an overview of governmental safety regulationcombined with direct application of safety requirements through real-life examples. Due to thesmaller class size of five graduate students, a uniquely tailored and interactive approach wastaken. The fundamentals