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Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton; Marisa K. Orr, Clemson University; Russell Andrew Long, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Joseph Roy, American Society for Engineering Education (ASEE)

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and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Pro- gram Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.Dr. Richard A. Layton, Richard A. Layton is Professor Emeritus of Mechanical Engineering at Rose-Hulman Institute of Tech- nology. He received a B.S. from California State University, Northridge, and an M.S. and Ph.D. from the University of Washington. With Matthew Ohland, Layton is a co-founding developer of the CATME Smarter Teamwork system and the midfieldr R package for

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Robin A.M. Hensel, West Virginia University; David A. Wyrick PE, CPEM, West Virginia University

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Conference & Exposition, Salt Lake City, UT, USA, June 2018.[2] Morris, Melissa L., Joseph DygertG, Robin A. M. Hensel (2020, June). “How Do Student Perceptions ofEngineers and Engineering as a Career Relate to their Self-Efficacy, Career Expectations, and Grittiness?” Paperpresented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. https://peer.asee.org/34729[3] J. Kruger and D. Dunning, “Unskilled and Unaware of It: How Difficulties in Recognizing One’s OwnIncompetence Lead to Inflated Self-Assessments,” Journal of Personality and Social Psychology, vol 77. Pp.1121-1134. 2002.[4] Morris, Melissa L., Joseph DygertG, Robin A. M. Hensel (2019, June). “Retention-Focused, S-STEM SupportedProgram.” (Poster). Paper presented at

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Houshang Darabi, The University of Illinois, Chicago; Rezvan Nazempour, The University of Illinois, Chicago; Peter C. Nelson, The University of Illinois, Chicago; Renata A. Revelo, The University of Illinois, Chicago; Shanon Marie Reckinger, The University of Illinois, Chicago; Didem Ozevin, The University of Illinois, Chicago; Betul Bilgin, The University of Illinois, Chicago; Anthony E. Felder, The University of Illinois, Chicago

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.[2] G. S. May and D. E. Chubin, "A Retrospective on Undergraduate Engineering Success for Underrepresented Minority Students," J. Eng. Educ., vol. 92, no. 1, pp. 27–39, Jan. 2003, doi: 10.1002/j.2168-9830.2003.tb00735.x.[3] H. Darabi, P. Nelson, R. Nazempour, R. Revelo, L. Nitsche, and J. Abiade, "Board 35: An Integrated Program for Recruitment, Retention, and Graduation of Academically Talented Low-income Engineering Students," in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida, Jun. 2019, p. 32330. doi: 10.18260/1-2--32330.[4] R. Nazempour et al., "Implementation of an Introductory Engineering Course and its Impact on Students' Academic Success and Retention," in 2020 ASEE Virtual Annual

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Bret N Lingwall, P.E., South Dakota School of Mines and Technology; Andrea E Surovek, P.E., South Dakota School of Mines and Technology; Roni Reiter-Palmon

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. Lerdal, K., & Surovek, A. E., & Cetin, K. S., & Cetin, B., & Ahn, B. (2019), Tools for Assessing the Creative Person, Process, and Product in Engineering Education Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2—33445 16. Sola, E., Hoekstra, R., Fiore, S., & McCauley, P. (2017). An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates. Creative Education, 8(09), 1495. doi:10.4236/ce.2017.89105 17. Elliot, A.J., & Church, M.A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232 18. Working Group for the

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Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University

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identity and agency are present in engineering educational culture? ● How does hearing these narratives impact faculty perspectives of diversity and inclusion in engineering classrooms?Intersections of Inclusion in Undergraduate EngineeringSeveral scholars of broadening participation in engineering have identified undergraduateeducation as a critical juncture in the pathways of underrepresented groups. Across this body ofresearch, the marginalizing experiences of White women and people of color have been namedas a root cause for their attrition and underrepresentation in the engineering profession(Geisinger & Raman, 2013; Ong et al., 2020; Seymour & Hunter, 2019). While work on genderand racial marginalization has

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Marialice Mastronardi, University of Texas, Austin; David R. Brown, Foundation for California Community Colleges; John Krupczak Jr., Hope College; Maura Borrego, University of Texas, Austin

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Paper ID #36799Board 333A: Lessons Learned from a Capacity-Building Workshop forTwo-Year Colleges Seeking U.S. National Science Foundation FundingMrs. Marialice Mastronardi, University of Texas, Austin Science, Technology, Engineering, and Mathematics Education PhD at University of Texas, Austin (2023) M.S. in Electronic Engineering, Polytechnic of Milan (Italy), 2006Dr. David R. Brown, Foundation for California Community CollegesDr. John Krupczak Jr., Hope College Professor of Engineering, Hope College, Holland, Michigan. Former Chair of the ASEE Technologi- cal Literacy Division; Former Chair of the ASEE Liberal Education

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Hannah D Budinoff, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette; Jannatul Bushra; Ann Shivers-McNair

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ScienceFoundation.References[1] A. Godwin, “The Development of a Measure of Engineering Identity,” presented at the 2016 ASEE Annual Conference & Exposition, Jun. 2016. Accessed: Sep. 24, 2021. [Online]. Available: https://peer.asee.org/the-development-of-a-measure-of-engineering-identity[2] B. E. Hughes, W. J. Schell, B. Tallman, R. Beigel, E. Annand, and M. Kwapisz, “Do I Think I’m an Engineer? Understanding the Impact of Engineering Identity on Retention,” presented at the 2019 ASEE Annual Conference & Exposition, Jun. 2019. Accessed: Feb. 10, 2023. [Online]. Available: https://peer.asee.org/do-i-think-i-m-an-engineer-understanding-the-impact-of-engineering-i dentity-on-retention[3] M. M. Camacho and S. M. Lord, The Borderlands of

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Ellen Zerbe, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Donald R. Webster, Georgia Institute of Technology

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established.So far, there has been support from organizational structures and changes in individual coursessupport existing learning outcomes.References[1] K. Haas, “Sankey Diagram Analysis: Undergraduate Program Updates 2017-2019,” 2020.[2] N. Desai and G. Stefanek, “A Literature Review of the Different Approaches That Have Been Implemented to Increase Retention in Engineering Programs Across the United States,” in ASEE Zone II Conference, 2017.[3] Georgia Institute of Technology, “Deliberate Innovation, Lifetime Education: Final Report of the Commission on Creating the Next in Education,” 2018.[4] K. D. Hall, D. G. Linzell, B. S. Minsker, J. F. Hajjar, and C. M. Saviz, “Civil Engineering Education Summit: Mapping

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Royce A. Francis, The George Washington University; Marie C. Paretti, Virginia Tech; Rachel Claire Riedner, George Washington University

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undergraduate student writing. 2021 IEEE Frontiers in Education Conference (FIE), Lincoln, NE, USA.Hamilton, E., Lesh, R., Lester, F., & Brilleslyper, M. (2008). Model-eliciting activities (MEAs) as a bridge between engineering education research and mathematics education research. Advances in Engineering Education, 1(January), 1-25.Johnson, A. W., & Swenson, J. E. S. (2019). Open-ended modeling problems in a sophomore- level aerospace mechanics of materials courses. ASEE Annual Conference and Exposition, Conference Proceedings. https://doi.org/10.18260/1-2--33146Klein, G. (2008). Naturalistic Decision Making. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50(3), 456-460. https

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Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Kacey Beddoes, San Jose State University

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Paper ID #36930Board 338: Mental Health in Engineering Education Before, During, andAfter COVID-19 Related DisruptionsDr. Andrew Danowitz, California Polytechnic State University, San Luis Obispo Andrew Danowitz received his PhD in Electrical Engineering from Stanford University in 2014, and is currently an Associate Professor of Computer Engineering at California Polytechnic State University in San Luis Obispo. His research interests involve student mental health and accessibility in engineering education. He is currently the Treasurer of the ASEE Pacific Southwest Division.Dr. Kacey Beddoes, San Jose State University

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Mohsen Azizi, New Jersey Institute of Technology

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1551 2018 1 63 36 1500 2019 9 137 71 1858 2020 3 113 65 1902 2021 7 133 75 1900 Career Placement Rates 8% 7% 6% Students Employed in Renewable Energies Percentage of 5% 4

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Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

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Engineering Education, “Engineering and engineering technology by the numbers 2019,” 2019.[6] J. A. Henderson, E. M. Hines, J. L. Davis, L. S. S. Benjamin, J. D. Alarcón, and T. Slack, “It’s a Vibe: understanding the graduate school experiences of Black male engineering faculty,” Journal for Multicultural Education, vol. ahead-of-print, 2022, doi: 10.1108/JME-01-2022-0013/FULL/PDF.[7] A. S. Subburaj, P. R. Lockwood-Cooke, E. M. Hunt, and V. H. Subburaj, “Initiatives to financially, academically, and socially support underrepresented minorities in STEM disciplines,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2020, vol. 2020-June. doi: 10.18260/1-2--34830.[8] W. Aspray and A. Bernat

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Katie Evans, Houston Christian University; Marisa K. Orr, Clemson University; Mitzi Desselles, Louisiana Tech University

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: Year 1 in Review, Paper presented at 2018 ASEE Annual Conference & Exposition, Salt Lake City, Utah. 10.18260/1-2—30020, June 2018.[2] K.A. Evans, M. Desselles, & M.K. Orr, Board 47: Year 2 of an S-STEM Summer Scholarship for a Sophomore Bridge Program, Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2—32357, June 2019. K.A. Evans, M. Desselles, & M.K. Orr, Year 3 of an S-STEM Summer Scholarship for a[3] Sophomore Bridge Program, Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. 10.18260/1-2—35713, June 2020. K.A. Evans, M. Desselles, & M.K. Orr, Successes and Lessons in Year 4 of an S-STEM[4] Summer

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Carol S. Gattis, University of Arkansas; Paul D. Adams, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Wenjuo Lo, University of Arkansas; Jennie S Popp Ph.D.; Divya Muralidhara, University of Arkansas

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racial and ethnic groups: Indicator 24: STEM degrees. https://nces.ed.gov/programs/raceindicators/indicator_reg.asp[3] Adams, P., Delgado Solorzano, X., Lo, W., Gattis, C., & Popp, J. (2020, June). Closing the STEM Labor Gap through a Path to Graduation for Low Income, Rural Students. Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual Online. 10.18260/1-2—34291[4] Gattis, C., Delgado Solorzano, X., Nix, D., Popp, J., Cleary, M., Lo, W., Hill, B., & Adams, P. (2019, June). Work in Progress: A Path to Graduation: Helping First-Year Low Income, Rural STEM Students Succeed. Paper presented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260

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Daniel D. Burkey, University of Connecticut; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology; Jennifer Pascal, University of Connecticut

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educators to use upon request.AcknowledgementsThis research is being funded by the National Science Foundation, “Collaborative Research:Learning Engineering Ethics Through High-Impact Collaborative and Competitive Scenarios”(IUSE – 2211320 and 1934707).References[1] S. Streiner, D. Burkey, M. Young, R. Cimino, & J. Pascal, “Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)." ASEE Annual Conference andExposition, Long Beach, CA, July 2021[2] P. Patel, “Engineers, Ethics, and the VW Scandal,” IEEE Spectrum, 25 Sept. 2015. [Online].Available: http://spectrum.ieee.org/cars-that-think/at-work/education/vw-scandal-shocking-but-not-surprising-ethicists-say. [Accessed Apr. 11, 2019].[3] M. Hart, “The Ethical Lessons

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Qin Zhu, Virginia Tech; Scott Streiner, University of Pittsburgh; Rockwell Franklin Clancy III, Colorado School of Mines; Ryan Thorpe

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educators to use upon request.AcknowledgementsThis research is being funded by the National Science Foundation, “Collaborative Research:Learning Engineering Ethics Through High-Impact Collaborative and Competitive Scenarios”(IUSE – 2211320 and 1934707).References[1] S. Streiner, D. Burkey, M. Young, R. Cimino, & J. Pascal, “Engineering Ethics Through High-Impact Collaborative/Competitive Scenarios (E-ETHICCS)." ASEE Annual Conference andExposition, Long Beach, CA, July 2021[2] P. Patel, “Engineers, Ethics, and the VW Scandal,” IEEE Spectrum, 25 Sept. 2015. [Online].Available: http://spectrum.ieee.org/cars-that-think/at-work/education/vw-scandal-shocking-but-not-surprising-ethicists-say. [Accessed Apr. 11, 2019].[3] M. Hart, “The Ethical Lessons

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Tariq Khraishi, University of New Mexico; Kristine Denman, University of New Mexico

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, June), Engagement in Practice: Infusing the STEMPipeline Through Community Engaged Learning Paper presented at 2018 ASEE AnnualConference & Exposition , Salt Lake City, Utah. 10.18260/1-2—30385[6] Che, D. C. (2018, June), Engagement in Practice: CAE Education via Service-Learning Paperpresented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30380[7] Krishnan, S., & Nilsson, T. L. (2015, June), Civic Engagement as a Component ofEngineering Education Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle,Washington. 10.18260/p.23688[8] Nagel, R. L., & Nagel, J. K., & Miller, C. J., & Forsyth, J., & Joshi, S., & Gipson, K. G.(2019, June), Engagement in Practice

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Homero Murzi, Virginia Tech; Andres Nieto Leal; Anthony Olukayode Yusuf, Virginia Tech; Abiola Akanmu, Virginia Tech; Sheryl Ball; Andrea Nana Ofori-Boadu, North Carolina A&T State University

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-focused Learning Experiences for Civil Engineering Students. in 2019 ASEE Annual Conference & Exposition. 2019.[2] Cappelli, P.H., Skill gaps, skill shortages, and skill mismatches: Evidence and arguments for the United States. ILR Review, 2015. 68(2): p. 251-290.[3] Bakhshi, H., et al., The future of skills: Employment in 2030. 2017: Pearson.[4] National Academies of Sciences, E., and Medicine, Building America's skilled technical workforce. 2017: National Academies Press.[5] Beckley, M., Unrivaled: Why America will remain the world's sole superpower. 2018: Cornell University Press.[6] Makarius, E.E. and M. Srinivasan, Addressing skills mismatch: Utilizing talent supply chain management to enhance collaboration between

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Jeremi S. London, Virginia Tech; Brianna Benedict McIntyre, Virginia Tech; Nicole Adia Jefferson, Virginia Tech

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Education’s Commission on Diversity, Equity, and Inclusion. Her team has offered 13 interactive virtual workshops that impacted nearly 475 engineering education professionals over two years. Her most notable accomplishment was her recognition as one of seven recipients of the 2019 American Association of Colleges and Universities (AAC&U) K. Patricia Cross Future Leaders Award based on her commitment to teaching and learning and civic engagement; Purdue’s College of Engineering Outstanding Service and Leadership Award in 2019; and Purdue’s Graduate School Mentoring Award in 2021.Ms. Nicole Adia Jefferson, Virginia Tech My name is Nicole Jefferson (she/her/ma’am). I am a second-year Ph.D. student studying Engineering

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Catherine Mcgough Spence, Minnesota State University, Mankato; Emilie A. Siverling, Minnesota State University, Mankato; Michelle Soledad, Virginia Tech

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: Rethinking Measures of Integration,” J. Eng. Educ., vol. 107, no. 1, pp. 30–55, Jan. 2018, doi: 10.1002/jee.20184.[6] L. Benson, C. Bolding, J. Ogle, C. McGough, J. Murphy, and R. Lanning, “Engineering Students’ Perceptions of Belongingness in Civil Engineering,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida: ASEE Conferences, Jun. 2019, p. 32737. doi: 10.18260/1-2--32737.[7] “Engineering and Engineering Technology by the Numbers 2021.pdf.”[8] J. M. Smith and J. C. Lucena, “Invisible innovators: how low-income, first-generation students use their funds of knowledge to belong in engineering,” Eng. Stud., vol. 8, no. 1, pp. 1–26, Jan. 2016, doi: 10.1080/19378629.2016.1155593.

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

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high school biology teacher, he is now an educational research and program evaluation specialist with experience on a broad range of projects funded by NSF, US Department of Education, ONR, and NIH and with participants ranging from elementary school to higher education. Much of his work focuses on broadening participation in STEM.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Re- search for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on

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Dave Kim, Washington State University, Vancouver; Franny Howes, Oregon Institute of Technology

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Composition and Communication, Boston, MA, 1991.[3] Genau, A. (2020, June), Teaching Report Writing in Undergraduate Labs Paper presented at2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2—35279[4] Alba-Flores, R. (2018, April), Enhancing Engineering Lab Report Writing Using PeerReview Assessment Paper presented at 2018 ASEE Mid-Atlantic Section Spring Conference,Washington, District of Columbia. https://peer.asee.org/29461[5] Gravé, I. (2019, June), Improving Technical Writing Skills Through Lab Reports Paperpresented at 2019 ASEE Annual Conference & Exposition, Tampa, Florida. 10.18260/1-2—32951[6] Olson, W., Kim, D. (2020, June) “Using a Writing-transfer Focused Pedagogy to ImproveUndergraduates’ Lab Report

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Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Sherry Hsi, BSCS Science Learning

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, 1992, doi: 10.1086/229967.[7] M. Emirbayer and A. Mische, "What is agency?," AJS, vol. 103, no. 4, pp. 962-1023, 1998. [Online]. Available: https://www.jstor.org/stable/10.1086/231294.[8] L. M. Martin, "Work in Progress-The Development of Agency in a High School Maker Class: Evidence from Interviews," in 2019 ASEE Annual Conference & Exposition, 2019, doi: 10.18260/1-2--33569.[9] V. Svihla, M. Tucker, and T. Hynson, "What gaze data reveal about material agency: Resilient makers, materials and ideas," Proceedings of FabLearn 2020, 2020, doi: 10.1145/3386201.3386220.[10] L. Forlano, "Posthumanism and design," She Ji: The Journal of Design, Economics, and Innovation, vol. 3, no. 1, pp. 16-29

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

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revisions were identified to support undergraduate educators inlaunching or revising their own REU sites.Summary of REU Site ActivitiesThree cohorts of undergraduate students participated in our REU at the University of Alabama(UA), with one cohort in each summer of 2019, 2021, and 2022. The program was paused in2020 due to the impacts of the COVID-19 pandemic. For each summer of the program studentsattended campus in Tuscaloosa, Alabama for 10-weeks of research, professional development,social, and cultural activities. Participants were expected to spend 40 hours per week in programactivities, with approximately 32-35 directly on their research and 5-8 on professionaldevelopment, social, and cultural activities each week.The program activities for

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Diana G. de la Rosa-Pohl, University of Houston

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collected for the first three cohortsof the Endeavour S-STEM Program. Due to a pause in the program during the COVID-19pandemic, the three cohorts did not start in consecutive years. No freshman cohort was recruitedfor the fall of 2020. Table 1 shows a timeline of the first three cohorts. Engagement data (notpresented in this paper) has been collected each semester and institutional records (includingGPA and retention) have collected for each completed school year.Table 1Time Spent in Program for Each Cohort 2018 2019 2019 2020 2020 2021 2021 2022 2022 2023 Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Cohort 1 Year 1 Year 2 Cohort 2 Year 1 Year 2 Cohort 3

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Mayra S Artiles, Arizona State University; Abimelec Mercado Rivera, Arizona State University

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.2016.7757508.[11] J. Cruz, M. Artiles, H. Matusovich, G. Lee-Thomas, and S. Adams, “Revising the Dissertation Institute: Contextual Factors Relevant to Transferability,” in 2019 ASEE Annual Conference & Exposition Proceedings, Tampa, Florida, Jun. 2019, p. 33247. doi: 10.18260/1-2--33247.[12] A. Mercado Rivera, M. S. Artiles, J. Cruz, H. M. Matusovich, and S. G. Adams, “Choosing Where to Pursue a PhD: Ideals Sought and Compromises Made by Traditionally Minoritized Students,” in 2022 IEEE Frontiers in Education Conference (FIE), Uppsala, Sweden, Oct. 2022, pp. 1–7. doi: 10.1109/FIE56618.2022.9962571.

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Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

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Fall2019 - Fall 2021 are limited to 22 campers (average Pre-Soph GPA of 3.67, standard deviation of0.29) and 30 non-campers (average Pre-Soph GPA of 3.56, standard deviation of 0.40). These52 responses are analyzed and presented below.The self-efficacy results from Fall 2019 to Spring 2022 are shown in Figure 1. The data reflectan improvement of the campers’ self-efficacy from Pre-Camp to Pre-Sophomore. The effect ispronounced, and statistically significant, for both chemical engineering self-efficacy (0.36 pointincrease, p=0.0005) and coping self-efficacy (0.47 point increase, p=0.0015). Campers showvery slight increases in both chemical engineering and coping self-efficacy ratings from Pre-Soph to Post-Soph (0.06 point increase, p=0.74, and 0.07

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Samuel Enrique Blair, Texas A&M University; Claire Crose; Julie Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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Publications, 2016, p. 248. SAGE Publications.[14] C. O. Flores, T. Poisot, S. Valverde, and J. S. Weitz, "BiMat: a MATLAB(R) package to facilitate the analysis of bipartite networks," Methods Ecol Evol, vol. 7, doi: 10.1111/2041-210X.12458.[15] C. Brehm, J. Linsey, and A. Layton, "Designing MakerSpaces in a Nested Structure to Maximize Student Impact," presented at the ASEE 2020 Conference & Exposition, Montreal, Canada, abstract accepted.[16] C. Brehm and A. Layton, "Designing eco-industrial parks in a nested structure to mimic mutualistic ecological networks," Procedia CIRP, vol. 80, pp. 590-595, 2019, doi: https://doi.org/10.1016/j.procir.2018.12.011.[17] M. Almeida-Neto, P. Guimarães, Paulo R

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Yiyi Wang; Stephanie Claussen, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal

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the statusquo (Valverde & Dariotis 2019). Other groups (e.g., transfer students) possibly also faceimpediments to teamwork, although the extent of this is less studied. When confronted with thesechallenges, some students resist and disagree with their peers, while many choose to ignore oraccept the negative behaviors or disengage from the collaboration. Because disagreement canserve as an antidote to unfair treatment, not to mention as a catalyst for innovation (Song et al.2006), we explore in this study whether it is connected to a student’s engineering identity, andwhether it can be used to strengthen that identity.In this research initiation grant, we focused on the central question of how engineering identityshapes or is shaped by

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Authors

Kristin Kelly Frady, Clemson University; Randi Sims

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Diversity, NSF Grantees Poster Session

. Starobin, D. J. Smith and F. S. Laanan, "Deconstructing the transfer student capital:Intersect between cultural and social capital among female transfer students in STEM fields,"Community College Journal of Research and Practice, vol. 40, no. 12, pp. 1040-1057, 2016.[5] C. Mobley and C. E. Brawner, ""Life prepared me well for succeeding": The enactment ofcommunity cultural wealth, experiential capital, and transfer student capital by first-generationengineering transfer students," Community College Journal of Research and Practice, vol. 43, no.5, pp. 353-369, 2019.[6] H. D. Budinoff and V. Subbian, “Asset-based Approaches to Engineering Design Education:A Scoping Review of Theory and Practice,” in 2021 ASEE Virtual Annual Conference, July2021.[7