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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

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NSF Grantees Poster Session

researchquestions for this stage of the study are: 1. What are the different types of feedback coaches provide and what characteristics distinguish the different types of feedback? 2. What is the relationship between coach feedback and the development of the experimental models and strategies students apply as they work to complete the assigned task?FeedbackFeedback is an essential tool used by instructors to close the gap between current performanceand desired performance. In education, it takes many forms, including interactions both insideand outside the classroom. Feedback inside the classroom has been found to have a strongconnection to student performance and learning.4 Additionally, the importance of office hourshas been identified and

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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NSF Grantees Poster Session

- Page 23.532.4ended problem solving technique. The students have the opportunity to use 3comments from others to critically evaluate and modify and improve theirapproaches. These steps can be recursive focusing on the entire or part of theprocess. The final step of the process involves students writing a short report ontheir modified problem solving process and then applying the process to a newopen-ended problem in a similar topic. An overall flow of activities in TeatoL isshown in Figure 1.Figure 1 - Steps and activities in TeatoL environment along with target mode for learning Page

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

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NSF Grantees Poster Session

Enhancement (FIRE), is supportedby the National Science Foundation under Grant No. 0969382. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.1.0 Project Activities1.1 Overall Goal Page 23.551.2The most specific and immediate goal of this project is to increase the School of Engineering andEngineering Technology (SEET) graduation rate from its 2009 five-year average of 42% to animproved five-year average of 65%.1 To achieve this target, 1-year retention of new studentsmust be increased to 85% from its 2009 level of 68

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Cynthia J. Finelli, University of Michigan; Kenyon M Richardson; Shanna R. Daly, University of Michigan

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NSF Grantees Poster Session

teaching practices by engineering faculty islimited (e.g., [4]). Our own research confirms these findings at the University of Michigan (U-M,a large, public research university) where we recently observed a random sample ofundergraduate, lecture-based engineering classes and discovered that the use of active learningand effective student questioning was surprisingly low [2]. To achieve wider adoption ofeffective teaching practices at our college of engineering, we are working to develop aninstitutional change plan. This paper describes one part of that change plan: a series of facultyfocus groups we conducted to explore factors that influence faculty motivation to adopt effectiveteaching practices.We use the Expectancy-Value Theory (EVT, [1, 6

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

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NSF Grantees Poster Session

models, and on the rapidly developing web-based social networking and contentmanagement tools. It utilizes virtual communities of practice (VCP) to help faculty membersunderstand and implement research-based instructional approaches.The two goals of the project are: (1) to develop a sustainable VCP model for facultydevelopment that will enable relatively inexperienced faculty members to gain an understandingof research-based instructional approaches and to implement these approaches in theirclassrooms and (2) to identify VCP best practices by developing approaches for characterizingthe operation of VCP implementations and relating these to VCP effectiveness. This paper firstsummarizes the literature that underlies the VCP approach; then it

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

David L. Soldan, Kansas State University; Don Gruenbacher, Kansas State University; Noel N. Schulz, Kansas State University; Blythe A Vogt PE, Kansas State University; William Bowes Hageman, Kansas State University

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NSF Grantees Poster Session

. Page 23.620.5Project SuccessStudent success (C or better) in Calculus 1 (or higher) and follow-on entry level engineeringcourses will be the primary evaluation metric. Students and evaluation metrics will be tracked asindividuals enter the program and reported when a significant number of metrics areaccumulated.It is important to evaluate the experiences of interested veterans to determine their preparationfor academic study, including the evaluation of military education and experience for academiccredit and/or advanced placement. The comprehensive evaluation of this phase of the programcannot take place until the accelerated programs are in place. However, initial feedback will begathered from veterans concerning their perceived abilities

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University

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NSF Grantees Poster Session

-Transistor Logic and CMOS:Complementary Metal Oxide Semiconductors) have been replaced by Programmable LogicDevices (CPLD: Complex Programmable Logic Devices and FPGA) [1, 2, 3]. Today, a morestandard development process is widely used in industry. The process uses Hardware DescriptionLanguages as a design entry to describe the digital systems. The two most widely used HardwareDescription Languages in industry are VHDL (Very High Speed Integrated Circuit HardwareDescription Language) and Verilog (Verifying Logic). Although most traditional electrical andcomputer engineering programs have updated their curriculum to include topics in hardwaredescription language and programmable logic design (FPGA/CPLD), two-year and four-yearelectrical engineering

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Kauser Jahan, Rowan University; John P Henry, Sustainable Learning Systems; S. Keith Hargrove, Tennessee State University; Talbot Bielefeldt, International Society for Technology in Education

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NSF Grantees Poster Session

experiences into the pre-engineering classrooms and to promotescience and engineering design. The design and implementation of the game are described indetail with the focus on the CI features, metacognitive strategies, context-oriented approaches aswell as their seamless integration into core game play.INTRODUCTIONK-12 education is facing the challenge of educating all children to meet higher standards in areasof science, technology, engineering, and mathematics (STEM). For instance, schooling remainshighly departmentalized, stratified and continues to teach subjects in isolation, with little or noattempts to draw connections among the STEM disciplines [1]. Schools have not kept pace withthe transformative technological revolution to bring much

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Jane Hunter, University of Arizona; James C. Baygents, University of Arizona

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NSF Grantees Poster Session

water systems; and industrial water treatment for recycle and re-use. Page 23.649.1 c American Society for Engineering Education, 2013 GRAND CHALLENGESDELI (DISCOVER, EXPLORE, LEARN & IMAGINE) PROJECT UPDATE Page 23.649.2IntroductionHere we report on data collected for a project in which five new web-based lines of study,referred to as Elective Units, were developed by engineering faculty members with expertise intopics related to the NAE Grand Challenges.1 In a previous communication,2 we described therationale, development

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Jennifer E LeBeau, Washington State University; Michael S. Trevisan, Washington State University; Howard P Davis, Washington State University; Shane A. Brown P.E., Washington State University; Brian F French, Washington State University

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) Type 2 project (DUE 1065486) founded on a precursor NSF Page 23.651.2Course, Curriculum and Laboratory Improvement (CCLI) Type 1 project, Inventory ofEvaluation Tools for Engineering Education Projects. The Inventory project (a) established theneed for a readily available repository of high quality evaluation tools to support evaluation ofengineering education projects, (b) identified some of the tools and characteristics that may bevaluable for an evaluation tools database, and (c) identified potential user groups who couldbenefit from an engineering education evaluation tools database. As part of the precursor project,a panel of national

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Michael G Mauk P.E., Drexel University; Richard Chiou, Drexel University (Eng.); Vladimir Genis, Drexel University (Tech.); M. Eric Carr, Drexel University

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NSF Grantees Poster Session

flow modes with image capture, processing, and analysis.Introduction and BackgroundMicrofluidics is the science and technology of miniaturizing fluidic systems for implementingchemical and biological processes on a microscale, i.e., fluid flow in channels or conduits withcross-sectional dimensions of 1 micron to 1 millimeter. Application areas include analysis andsynthesis of materials, biomedical diagnostics, biotechnology, and as platforms fornanotechnology. Microfluidics also serves an effective vehicle for studying and teachingvarious physical and chemical phenomena important in engineering science, and for developingand integrating skills in diverse engineering subjects such as CAD, prototyping, materials, fluidmechanics, heat and mass

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca L. Damron, Oklahoma State University; Sohum A Sohoni, Arizona State University, Polytechnic campus; YoonJung Cho, Oklahoma State University; Kerri S Kearney, Oklahoma State University

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NSF Grantees Poster Session

evaluationthan later when students showed more stance, i.e. expression of attitude toward the knowledge, andintegration of their learning.1. IntroductionThis paper provides initial results on the impact of using the Progressive Learning Platform(PLP) 1-3 in a microprocessors course. The PLP is a platform that facilitates experiential learningfor students taking courses in digital design, microprocessors, and computer architecture. Thelong-term vision for the PLP is to provide an alternative and experiential way of teachingcomputer engineering by establishing the computer engineering curriculum around a carefullydesigned learning platform. PLP provides a common development platform using a FieldProgrammable Gate Array (FPGA) board and is comprised of a

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, National Science Foundation ATE Centers; Richard Gilbert, University of South Florida; Marie A. Boyette, FLATE

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NSF Grantees Poster Session

regularly engage middle and high school students in tours to high tech industries using several operational models: (1) FLATE’s traditional “Made in Florida” Industry Tours, the “1-to-1” model, for middle and/or high school students where a student class together with a teacher and chaperones are transported by bus to participating partner industries; (2 and 3) the multisite “Industry Day” models or the “1-to-many” and “many-to-many” models in which multiple high school student groups tour two or three manufacturing sites in one day including lunch at one of the facilities; and (4) tours for private and home schools where parents provide the transportation and also

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dhananjay Kumar, North Carolina A&T State University; Devdas M. Pai, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Narayan Bhattarai, North Carolina A&T State University

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INTERDISCIPLINARYNANOTECHNOLOGY THEORY-CUM-LABORATORY COURSE: This course wasdeveloped to provide more practical exposure to undergraduate students in the areas of synthesis,processing and manufacturing of nano-components and nano-systems, characterization andmeasurements of nanostructured systems and devices. The course is named ‘Fundamentals ofNanoscience and Engineering.’ The NUE project refers to this course as Nanotechnology-I.The Nanotechnology-I, offered as a special topics course in the first year of project, has nowbecome a regular course in the department of Mechanical Engineering with theaforementioned course title. This course is now planned to be offered every fall semester inthe Department of Mechanical Engineering.A.1. Description Nanotechnology-I Course

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Christopher D. Schmitz, University of Illinois; Michael C. Loui, University of Illinois, Urbana-Champaign; Renata A Revelo, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

, the teaching assistants, and even the instructor to discern.In this study, we investigated whether we could maintain student interest by using students'previous experiences to personalize the course material throughout the semester. When studentsfind the course material relevant to their own interests, they are likely to become engaged and toachieve deep learning.1 By continually applying the course topics towards personal interests, thestudents are primed to tackle a final project where they are encouraged and guided whileapplying their skills to a project of personal interest.To personalize the course material, we pose a general question to the students, evaluate theiranswers, and then hopefully convert one or more answers into an example

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane Cotter, Union College; Anastasia Pease, Union College

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NSF Grantees Poster Session

Society1 and to the impact of September 11thon civil liberties in the last ten years through a study by the American Civil Liberties Union2. Inclass, students discussed the role of biometrics and how they feel the world has changed since9/11. Interestingly, we found that students have relatively little knowledge of the world prior to9/11 upon which to base a comparison, as they would only have been around 8 years old at thetime of the attack.We introduced students to the technology behind a number of biometrics, and in each case thebasic structure of the technology was emphasized so that students learned the fundamentals ofthese pattern recognition systems. As shown in figure 1, the systems all rely on the gathering ofclean training samples to

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Lisa Arnold, Alma High School, Alma, MI; Ze Zhang; Tolga Kaya, Central Michigan University; Bingbing Li, Department of Chemistry, Science of Advanced Materials Doctoral Program, Central Michigan University ; Qin Hu, Central Michigan University

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NSF Grantees Poster Session

converge on the powerful idea that by integrating technology and engineering into the science curriculum, teachers can enable their students to use what they learn in their everyday lives.1 Science teachers have traditionally followed the textbook definition of the scientificmethod which consists of the following steps: define problem, make hypothesis, set up and doexperiment and draw conclusion, but today’s science teachers are now facing the reality ofhaving to implement the engineering process in their instruction. The engineering processconsists of these following steps: define problem; research problem; develop possible solutions;select best possible solution; construct prototype; test and evaluate; and redesign

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mo Ahmadian, Eastern New Mexico University

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NSF Grantees Poster Session

years(Fall-2009 through Spring–2013). Principal investigators (PIs) activities included proactiverecruitment and advertising; offering a one-credit course every fall semester that providedstudents with skills in job interviewing; teamwork; learning about the future job market andsome business skills, plus active mentoring and tutoring. As shown in Table 1, a total of 115scholarships were given to for the duration of the award. Some students received scholarshipsfor multiple years. The main goal of the S-STEM project was to enable academically talentedstudents, with financial need as defined by the federal government, to either enter a STEMdiscipline (in order to complete their bachelor degree and then enter the workforce) or to pursuea graduate

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation; Christine Andrews Paulsen, Concord Evaluation Group; Tamecia R. Jones, Purdue University, West Lafayette

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NSF Grantees Poster Session

families. Roughly 13% ofindividuals in the U.S. were classified as below “poverty-level” in 200814. Page 23.747.5Thirdly, evaluation has shown that Design Squad has a significant impact on children’sunderstanding of engineering and attitudes towards engineering. A summative evaluationconducted by Goodman Research Group, Inc. (GRG) found that, after watching just four DesignSquad episodes, children’s attitudes towards engineering changed significantly. Children weresignificantly more likely to agree with three statements about the work engineers do: (1)engineers help make people’s lives better, (2) engineers solve problems that affect real people,and

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

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NSF Grantees Poster Session

the community. A list of the 33 courses containing an S-L componentis presented in Figure 1. In this figure, each column represents an academic year in a givendepartment. Dots with deeper shading indicate that the S-L project was mandatory for eachstudent in the course, while lighter shading indicates that the S-L project was elective. The sizeof each dot is proportional to the number of classes with an S-L component in each departmenteach semester.Figure 1: Number of S-L courses by year and place in the curriculum in the five departmentsFigure 2 is another representation, where the size of the dots is proportional to the number ofstudents involved rather than the number of courses offering S-L component. A list of the

Conference Session

NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Yongpeng Zhang, Prairie View A&M University; Lin Li, Prairie View A&M University

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NSF Grantees Poster Session

in Figure 1. Page 23.769.3 Web Server Client Browser Internet Experiment Server Figure 1. The remote engineering laboratory framework In the remote labs, the LabVIEW programs are hosted by the experiment server whichconnects the physical

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

James L. Hanson, California Polytechnic State University

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NSF Grantees Poster Session

research activities. Many of the previous experiences with undergraduatesconducting research relate to highly structures programs, such as Research Experience forUndergraduates (REU) Programs sponsored by the National Science Foundation (e.g., Refs. 1, 2)Other similar devoted research efforts for groups of undergraduate students have been reportedwith funding from other sources, including an industry-sponsored program (e.g., Ref. 3) and astate-agency sponsored program (e.g., Ref. 4). These activities with devoted research programsare generally large in scope.Bringing research to the classroom also has been reported for K-12 classrooms (e.g., Refs. 5, 6).In addition, Research Experience for Teachers (RET) Programs (also sponsored by the

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NSF Grantees' Poster Session

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2013 ASEE Annual Conference & Exposition

Authors

Shiwen Mao, Auburn University; Yingsong Huang, Department of Electrical and Computer Engineering, Auburn University; Yihan Li, Auburn University; Prathima Agrawal, Auburn University; Jitendra K Tugnait, Auburn University

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NSF Grantees Poster Session

programmablewireless platforms that allow researchers to create software radios, such as Ettus Research LLC’sUniversal Software Radio Peripheral (USRP) (acquired by National Instruments Corporation inFeb. 2010), Rice University’s Wireless Open-Access Research Platform (WARP), and othercommercial platforms. 1 Department of Electrical and Computer Engineering, Auburn University, 200 Broun Hall, AuburnUniversity, Auburn AL 36849-5201, smao@ieee.org 2 Department of Electrical and Computer Engineering, Auburn University, 200 Broun Hall, AuburnUniversity, Auburn AL 36849-5201, yzh0002@tigermail.auburn.edu 3 Department of Electrical and Computer Engineering, Auburn University, 200 Broun Hall, AuburnUniversity, Auburn AL 36849-5201, yli

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

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NSF Grantees Poster Session

taught six different biology and engineering courses. Dr. Ankeny aspires to employ student engagement strategies in the context of biomedical engineering education in the future. Page 23.837.2 c American Society for Engineering Education, 2013 Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials CoursesAbstractIn this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering inSTEM) project, we are using engagement, assessment, and reflection tools developed in asuccessful CCLI Phase 1 project and are

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen Meehan, Virginia Tech; Justin Adam Cartwright, Virginia Tech

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NSF Grantees Poster Session

ofPSpice that would be used in the prelabdesign, analysis, and simulations; tutorial on ameasurement technique, and a tutorial on afacet of MATLAB that is used in the post-labanalysis of results. The overview of theexperiment module is always posted while the Fig. 1: List of learning online modulesother modules are included as needed. In created for students in the second circuits lab Page 23.842.3addition, links to the report template and course and posted on the course Scholar site.instructions on how students will validate their experiments are also included. A list of themodules that were made for two experiments used in the Fall 2012 semester is

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University; Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Qin Hu, Central Michigan University; Shaopeng Cheng, Central Michigan University ; Steve Kettler, Alma High School; Daniel Chen, Central Michigan University

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NSF Grantees Poster Session

will target rural Michigan teachers located northern LowerPeninsula.”We aimed to: 1. establish a unique collaborative partnership between Central Michigan University (CMU) entities such as engineering faculty; Science/Mathematics/Technology Center (SMTC); Page 23.850.4 and Center for Excellence in Education (CEIE); together with Science and Mathematics Program Improvement (SAMPI) of Western Michigan University, and high school STEM in-service and pre-service teachers in the northern lower peninsula of Michigan; 2. provide a STEM-based platform on which high school STEM teachers gain exposure to basic engineering

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Yanna Lambrinidou, Virginia Tech; Marc Edwards, Virginia Tech

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NSF Grantees Poster Session

Bhopal in 1984) that drew public attention to the ethical duties of engineersand scientists, propelled vigorous writing of professional codes of conduct, andestablished the academic discipline of engineering ethics.1-2 As a growing number ofdocumented real-world cases suggests, engineers and scientists who become alienatedfrom their public clients, are also much more vulnerable to self-interest, self-delusion,and institutional pressures that can contribute to unethical conduct and suboptimalprofessional decisions.3-8The growing multi-cultural and international dimensions of engineering and science;9-10an increasing reliance on interdisciplinary, inter-organizational, and team-basedcollaborations;11-12 rising competition in the technological

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NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Don R Gilman PE, PMP, Texas A&M University; Mehmet Ayar, TUBITAK; Timothy Allen Robinson, Penn State University; Anthony R Kovscek, Stanford University; Reza Toossi, California State University, Long Beach; Sarma V. Pisupati, Pennsylvania State University, University Park; Sukesh K Aghara, University of Massachusetts Lowell

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NSF Grantees Poster Session

intensity and environmental impact.At CSULB, 100 to 300 students enroll in the energy and environment course in every semester.Roughly 20% of students are from engineering, another 20% from environmental science policyprogram, and rest from all majors across the campus. Students participate in a variety ofactivities including online group discussion and debate, projects and site visits.The characteristics of the five faculty participants and their instructional contexts aresummarized in Table 1.Table 1. Faculty participants’ characteristics and the context of their instructional media.Faculty Campus Gender Years of Number of ApproximateMember Location teaching in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

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NSF Grantees Poster Session

relies on developing target models of experts’ understandings of phenomena.Both naïve and expert cognitive models can engage both individual and socially sharedcognitive processes 5, and knowledge of both processes is necessary to characterizeknowledge in a field. Situated cognition experts contend that knowledge only exists in context and hasvery limited meaning and usefulness when taught out of context 1, 6, 7. An educationalneed exists to better integrate engineering students within the context of engineeringpractice and to develop and implement curricular materials that represent this integration.The lack of a target cognitive model and associated situated and research-based curricularmaterials impedes students’ abilities to be

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Adam Kirn, Clemson University; Beshoy Morkos, Florida Institute of Technology

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NSF Grantees Poster Session

performance and behavior 1–3, but therelationship between motivation and cognition, particularly in engineering, has not beenexamined in a way that is useful to practitioners. Motivation is a major factor in students’progress towards critical thinking and solving problems 1,2, skills that are commonly identified asimportant in preparing students for the ever-changing global challenges they will face aspracticing engineers. Understanding relationships between motivation and problem solving couldhelp engineering educators address challenges including increasing interest in engineering, andpreparing students to become effective problem solvers.The purpose of this study is to answer the following research questions: • RQ1: What factors contribute to