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Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

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that examine the impact of developing systems of care and transforming practices on health care access and utilization, delivery and quality of care, and health outcomes. Third, she assesses the effect of social determinants of health on access to care and pa- tient outcomes. She evaluates the effectiveness of interventions designed to attenuate the effect of social determinants on patient outcomes. She has 15 years of experience leading research teams; designing and implementing research and evaluation; developing protocols for surveys, interviews, and focus groups; collecting and analyzing qualitative data, and programming advanced statistical analyses of quantitative data using Stata. She has served as principal

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Erika A. Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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equitable engineering environments.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Associate Professor in Mechanical Engineering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in Engineering Education from Purdue University. Her research characterizes front-end design practices across the student to practitioner continuum and studies the impact of developed front-end design tools on design success.Dr. Lisa R. Lattuca, University of Michigan Lisa Lattuca, Professor of Higher Education and member of the Core Faculty in the Engineering Education Research Program at the University of Michigan. She studies curriculum, teaching, and learning in college

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Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

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teachers to apply the concepts and techniques learned in Week 1 by practicing hands-on mini-project applications to solve problems that were assigned by their lab mentors and specifically related to their research projects. Teachers were urged to discuss ideas with their mentors and with the PI and graduate students. Teachers were encouraged to make choices, i.e. to complete a mini-project that was not completely “canned,” but rather refined in collaboration with the mentors and with each other as a team. The mini project was designed to transition teachers to practice what they learned in training in Weeks 1-2 and was not the same problem as their research project. Each team of teachers (from the

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Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc.

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promote greater retention of Black engineering students?Project GoalsOur project aims to highlight the policies and practices that contribute to increased persistenceand graduation as well as attrition for Black students in EE, CpE and ME. In the end, we hope tomake actionable recommendations for a variety of stakeholders regarding best practices forensuring retention of Black students in these majors. We employ a mixed-method approach toexplore our research questions.The quantitative dimension of our project employs the power of large population sizes availablein the Multiple-Institution Database for Investigating Engineering Longitudinal Development(MIDFIELD), which includes 10,929 Black students (8072 men and 2857 women) who haveever

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Amanda Gonczi, Michigan Technological University; Whitney Nicole McCoy, University of Virginia; Robert M. Handler; Jennifer L. Maeng, University of Virginia

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perceived appropriateness? 4. What are teachers’ rationales for (a) integrating or (b) not integrating specific digital technologies? Literature ReviewEngineering, Technology, and Science: Natural Integration Opportunities for PositiveOutcomesFor decades, educational researchers have espoused integrated science instruction as a means toincrease student engagement, interest in science, and achievement (e.g., Roth, 2001). As a result,many different commercial curricula (e.g., Engineering is Elementary, Project Lead the Way,Lego Robotics) and open-source software (e.g., WISEngineering) exist to facilitate integratedinstruction. Further, design-based, project-based, and problem-based learning can

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2021 ASEE Virtual Annual Conference Content Access

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Zhen Zhao, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Kristi L. Eustice, Arizona State University; Allison Godwin, Purdue University at West Lafayette; Gillian Roehrig, University of Minnesota - Twin Cities; Christopher Barr, Rice University; Kimberly Farnsworth, Arizona State University

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and similarly structured large-scale STEM research centers. This projectseeks to take up this challenge with a direct, conscientious effort to address this need and combatcurrent limitations facing ERC evaluation.The project aims to broadly impact practice within the engineer-formation system by providing anew approach to measuring the effectiveness of education and diversity programs within andacross ERCs. The goal of the project is to enhance evaluation for not only individual ERCs, butmake it possible to expand and compare across all ERCs. The suite of evaluation tools includes amodularized quantitative instrument, online instrument disseminate platform, set of qualitativeprotocols, updated NSF ERC Best Practices Manual document, and a

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Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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Australasian Association for Engineering Education and 9th Australasian Women in Engineering Forum (p. 358). Australasian Association for Engineering Education, 2003.[15] D. Chachra & D. Kilgore, “Exploring gender and self-confidence in engineering students: A multi-method approach,” Research Brief. Center for the Advancement of Engineering Education (NJ1), 2009.[16] C. L. Colbeck, A. F. Cabrera, & P. T. Terenzini, “ Learning professional confidence: Linking teaching practices, students' self-perceptions, and gender,” The Review of Higher Education, 24(2), 173-191, 2001.[17] K. Szelényi & K. K. Inkelas, “The role of living–learning programs in women’s plans to attend graduate school in STEM

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Adrian Villalta-Cerdas, Sam Houston State University; David E. Thompson Ph.D., Sam Houston State University; Steven L. Hegwood, Sam Houston State University

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, and a MEd degree in Instructional Systems Design Technology from Sam Houston State University. He is currently the General Chemistry Laboratory Coordinator at Sam Houston State University and has an interest in online and hybrid instruction. American c Society for Engineering Education, 2021 Integration of research-based strategies and instructional design: creating significant learning experiences in a chemistry bridge courseIntroductionBridge courses are often designed to provide undergraduate students with learning experiences toremediate pitfalls in understanding or facilitating the practice of essential skills related to specificcontent

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Jay Phillip Jefferson, Florida International University; Alexandra Coso Strong, Florida International University; Trina L. Fletcher, Florida International University; Jade R. Moten, Florida International University

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ABET accredited engineering program within theirinstitution and are on NSF’s list of top 50 baccalaureate origin institutions who graduate the mostundergraduates who go on to receive a PhD in science or engineering.Research responses from our Phase I survey as well as from the interviews developed for PhaseII will be used to produce evidence-based insights and recommendations towards (1) increasingunderrepresented minority students’ interest in graduate STEM degrees, (2) retaining andgraduating Black students in those programs, and (3) documenting best practices for others touse in supporting student success. Furthermore, our study along with dissemination workshopswill advance current scholarship in two main ways. First, our research will add

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Joni M. Lakin, University of Alabama; Daniela Marghitu, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

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Paper ID #33459Framing Engineering as Community Activism for Values-Driven Engineer-ing(RFE Design and Development - Year 2)Dr. Joni M. Lakin, University of Alabama Joni M. Lakin (Ph.D. , The University of Iowa) is Associate Professor of Educational Research at the University of Alabama. Her research interests include educational assessment, educational evaluation methods, and increasing diversity in STEM fields.Dr. Daniela Marghitu, Auburn University Dr. Daniela Marghitu is a faculty member in the Computer Science and Software Engineering Department at Auburn University, where she has worked since 1996. She has published

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Cynthia Kay Pickering, Arizona State University; Caroline Vaningen-Dunn, Arizona State University; Maria A. Reyes, Phoenix College

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Paper ID #33005Work-focused Experiential Learning to Increase STEM Student Retentionand Graduation at Two-year Hispanic-serving InstitutionsCynthia Kay Pickering, Arizona State University Cynthia Pickering is a retired electrical engineer with 35 years industry experience and technical lead- ership in software development, artificial intelligence, information technology architecture/engineering, and collaboration systems research. In September 2015, she joined Science Foundation Arizona (SFAz) to lead the Girls in STEM initiative and translate her passion for STEM into opportunities that will attract, inspire and retain

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2021 ASEE Virtual Annual Conference Content Access

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Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Kenneth A. Connor, Rensselaer Polytechnic Institute; Aldo A. Ferri, Georgia Institute of Technology; Kathy Ann Gullie, Gullie Consultant Services LLC; Dean T. Spaulding , Gullie Consultant Services LLC; James William Brown Ph.D., School of Professional Studies, City University of New York; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University

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Paper ID #34049Global Impact of Experiment-centric Pedagogy and Home-based, Hands-onLearning Workshop at a Historically Black UniversityDr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University fac- ulty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State University and the director of the Civil Engineering Undergraduate Laboratory. He has over eighteen years of experience in practicing, teaching and research in civil engineering. His

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Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie, Gullie Consultant Services LLC; Barry J. Sullivan, Inclusive Engineering Consortium; Megan Bekolay ; Dean T. Spaulding ; Mandoye Ndoye, Tuskegee University; Otsebele E. Nare, Hampton University; Abdelnasser A. Eldek, Jackson State University

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collaborations, impacting the quality of the studentlearning experience and research activities done virtually and/or in hybrid and multiple platforms.As faculty respond to changes in their educational philosophy based on best practices for studentslearning, questions need to be raised as to what, if any, methodologies will be continued afteruniversities return to on campus learning [1,2,3]. The educational research that was pursued previously focused on documenting andunderstanding the impact of a personal instrumentation-based pedagogy and its enablingtechnology as a treatment to improve student learning and retention [4,5,6,7]. In the present effort,a similar approach is followed. The treatment is now distance delivery and learning and

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2021 ASEE Virtual Annual Conference Content Access

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Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Hannah Wehlmann

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hypotheses and drove my ability to refine my customer discovery approach.” “Conducting customer interviews before reaching out to any potential investors because: interviews establish whom your potential customers are, where the fields are that your product will perform the best, and what your selling points should be for the product.”Below is the remark from a graduate male student on the program impact on selecting his PhDthesis topic. “Deciding on a topic for thesis for a Ph.D. student is a major task. I will use my experience to reshape my objectives of research and choose the topic and courses accordingly.; The interviews helped me in taking decisions on my Ph.D. topic selection. I will choose my

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Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University

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Paper ID #34072FOUNDATIONS – Integrating Evidence-based Teaching and Learning Prac-ticesinto the Core Engineering Curriculum: Retrospective on the Progress ofTeaching-Track Faculty ParticipantsDr. Gail P. Baxter, Stevens Institute of Technology Gail P. Baxter is the Co-Director, Center for Innovation in Engineering and Science Education (CIESE) at Stevens Institute of Technology. Baxter leads CIESE research and evaluation efforts and manages a program to support faculty adoption of evidence-based teaching practices in the core courses in the School of Engineering at Stevens. Before joining CIESE, Baxter was a Senior Survey

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Zahraa Krayem Stuart, Stony Brook University; Monica Bugallo, Stony Brook University; Kathleen Dinota, Stony Brook University; Hechuan Wang, Stony Brook University; Amanda Esposito, Stony Brook University

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research and edu- cation awards including the State University of New York (SUNY) Chancellor’s Award for Excellence in Teaching (2017), the 2019 Ada Byron Award of the Galician Society of Computer Engineers (Spain) for a successful professional career path that inspires women to engineering study and careers, the Best Paper Award in the IEEE Signal Processing Magazine 2007 as coauthor of a paper entitled Particle Filtering, the IEEE Outstanding Young Engineer Award (2009), for development and application of computational methods for sequential signal processing, the IEEE Athanasios Papoulis Award (2011), for innovative educational outreach that has inspired high school students and college level women to study

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2021 ASEE Virtual Annual Conference Content Access

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Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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teaching practices, and the use of technology and innovative pedagogies on student learn- ing and success. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Dr. Matthew Charles GrahamMadison E. Andrews, University of Texas at Austin Madison Andrews is a STEM Education doctoral student, Mechanical Engineering master’s student, and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from Clemson University in 2017.Dr. Jenefer Husman, University of Oregon Jenefer Husman received a doctoral degree

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2021 ASEE Virtual Annual Conference Content Access

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Danielle Harlow, University of California, Santa Barbara; Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Alexandria Muller, University of California, Santa Barbara

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implemented before the field trip and one is implemented after the field tripprogram. The lesson plans for school teachers to complete before and after the field trip include“educative” materials [4] to help teachers develop their capacity to introduce engineering in theirclassrooms. All activities are aligned with the Next Generation Science Standards (NGSS).The primary Research Practice Partnership (RPP) [5] is between MOXI, The Wolf Museum ofExploration + Innovation (MOXI), and researchers at University of California, Santa Barbara(UCSB). See [6] for an overview of the multiple interacting programs and related research thispartnership has produced. Our work follows a design-based implementation research model [7-9], which is “a systematic but

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Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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EngineersIntroductionThis paper describes progress to date on a five-year National Science Foundation S-STEMproject entitled "Creating Retention and Engagement for Academically Talented Engineers(CREATE)" being conducted at the University of Nevada, Reno, a large western land-grantuniversity. The objectives of CREATE are: (1) To implement a scholarship program built onevidence-based curricular and co-curricular best practices that supports low-income,academically talented students with demonstrated financial need through successful programcompletion; (2) To conduct a mixed-methods research study of the effect of the implementedevidence-based practices on the self-efficacy and engineering identity of the cohorts to contributeto the existing knowledge base on

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Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University; Varun K. Kasaraneni, Gannon University

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, where she is currently a Professor. Her research interests include electrical machinery design, modeling and analysis of electric drives, and control of electric drives.Dr. Varun K. Kasaraneni, Gannon University American c Society for Engineering Education, 2021 Effect of evolving design requirements on students’ motivationAbstractIn 2008, Gannon University was awarded a National Science Foundation S-STEM grant (AwardNo. 0806735), known as Scholars of Excellence in Engineering and Computer Science (SEECS)which provided scholarship funding for academically talented students having financial need.Since then, the grant has been funded twice more in 2011 (Award No

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Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

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Professor in 2013 and Full Professor in 2019 . Dr. Chrysochoou’s general research area is environmental geochemistry, with a focus on site remediation, characterization and reuse of industrial waste and construction materials. Dr. Chrysochoou’s serves as the Principal Investigator of the project ”Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Sponsored by the National Science Foundation Revolutionizing Engineering Department program, this 5-year project aims at transforming educational practices and cultivate the potential of neurodivergent individuals to contribute to engineering breakthroughsDr. Arash E. Zaghi, University of Connecticut Arash E. Zaghi is an Associate Professor in the

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Lauren J. Donovan, Stony Brook University; Monica Bugallo, Stony Brook University; Thomas Woodson, Stony Brook University; Candice June Foley, Suffolk County Community College; Shanise N. Kent, University at Albany, State University of New York; Bonita London, Stony Brook University; Stacie Swingle Nunes, SUNY New Paltz; Maurie McInnis, Stony Brook University

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and practice in undergraduate and graduate students; and d) scholarship and researchabout STEM Education.Since its inception, SUNY LSAMP has collaborated with many institutions, with Stony BrookUniversity as the university center. SUNY LSAMP has been very successful in its mission.Together the Alliance has researched and attempted to alleviate and mitigate ongoing problemsfor underrepresented students in STEM. The Alliance has offered innovative programs anddeveloped powerful ideas to assist in the progress of its students. Faculty and staff have becomeadvocates for best practices at local and state levels.The SUNY LSAMP Research Grant reported that the Alliance was effective through many facetsof the project including continuity and the

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Kerul Suthar, Auburn University; Thomas Mitchell ; Anna Claire Hartwig, Auburn University; Jin Wang, Auburn University; Shiwen Mao, Auburn University; Laura Parson, North Dakota State University; Peng Zeng, Auburn University; Bo Liu ; Peter He, Auburn University

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network modeling and analysis, as well as related experi- mentations. The system identification based framework for metabolic network analysis has been proving to be a highly effective tool to extract biological knowledge from complex, genome-scale metabolic net- work models, and has been successfully applied to understanding several industrial relevant microbes. She was the 2008 recipient of the Ralph E. Powe Junior Faculty Enhancement Awards from Oak Ridge Associated Universities (ORAU). Her graduate student also won the inaugural AIChE CAST Director’s Presentation Award in 2011. Her research is funded by various US federal and state funding agencies including NSF, USDA, Department of Education and DOT as well as

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Kenneth A. Connor, Rensselaer Polytechnic Institute; Craig J. Scott, Morgan State University; Russell Korte, George Washington University; Barry J. Sullivan, Electrical & Computer Engineering Department Heads Association; Miguel Velez-Reyes P.E., University of Texas at El Paso

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of research andeducational collaborations not just within IEC but also between its MSI members and PWIresearch-intensive institutions. This is especially true since its member institutions serve a uniquepopulation of minority students. The IEC is developing the infrastructure and programs tofacilitate collaborations between faculty, students and staff in its member departments, based onlessons learned from the previous educational program and, more generally, on the Science ofTeam Science. It is also addressing how best to build a different type of team structure withPWIs, industry, and other external constituencies. For each type of partner, a process is beingdefined and tools are being addressed. The Inclusive Engineering Consortium (IEC

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Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Anna M. Mostoller, Elizabethtown College; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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and reflec- tive practice in higher education; and redesigning how learning is recorded and recognized in traditional transcripts and academic credentials.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research on engineering education and work-practices, and applied finite element analysis. From 1999-2008 she served as a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, leading the Foundation’s engineering study (as reported in Educating Engineers: Designing for the Future of

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

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underserved by the education and social sectors. American c Society for Engineering Education, 2021 The Endeavour S-STEM Program: A Multi-College Collaboration to Increase Engagement & Retention in STEMIntroductionThe United States has long held its position as the global leader in technological innovation andeducation. But that standing has been in jeopardy due to the shortage of domestic studentsgraduating in STEM. This concern has led researchers to investigate why graduation numbers areso low and also to propose ways in which STEM retention and hence graduation can beincreased. The data show that there are

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Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Claire L. A. Dancz, Clemson University; Yushin Ahn, California State University at Fresno; Karen Willis, Fresno City College

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and academia, later receiving her Ph.D. in Civil Engineering and Sustainable Water Resources. Her work highlights a commitment to undergraduate engineering education and its improvement through best teaching practices. Her research efforts target ways to support and encourage diversity among students and how to create an inclusive learning environment.Dr. Carol Haden, Magnolia Consulting, LLC Dr. Carol Haden is Vice President of Magnolia Consulting, LLC, a woman-owned, small business special- izing in independent research and evaluation. She has served as evaluator for STEM education projects sponsored by the National Science Foundation, the National Aeronautics and Space Administration, the William and Flora

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Blaine Austin Pedersen, Texas A&M University; Robin A.M. Hensel, West Virginia University; Sumaia Ali Raisa, West Virginia University; Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Ronald R. DeLyser, University of Denver; Christopher D. Griffin, West Virginia University; Scott T. Leutenegger, University of Denver; Melissa Lynn Morris, University of Nevada - Las Vegas; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Seoyeon Park, Texas A&M University; Karen E. Rambo-Hernandez, Texas A&M University; Breigh Nonte Roszelle, University of Denver

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Paper ID #32819Leveraging Changes in Engineering and Computer Science Curricula toEngender Inclusive Professional Identities in StudentsMr. Blaine Austin Pedersen, Texas A&M University Blaine is currently a graduate student earning his Ph.D. in Educational Psychology with an emphasis in Research, Measurement, and Statistics at Texas A&M. His research is primarily focused on issues of equity in STEM education.Dr. Robin A.M. Hensel, West Virginia University Robin A. M. Hensel, Ed.D., is the Assistant Dean for Freshman Experience in the Benjamin M. Statler College of Engineering and Mineral Resources at West

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Kimberly A. Luthi, Embry-Riddle Aeronautical University - Worldwide; Lisa Macon, Valencia College; Mohua Kar, Valencia College

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time to graduation and arerequired to begin in remedial mathematics. The target population struggles to integrate appliedmathematical concepts within their introductory engineering classes. As a result, the attritionrates are higher after students take statics and dynamics courses. These students with poormathematical preparation were identified as at-risk for leaving engineering and STEM pathwaysentirely once they faced difficulties in their early coursework due to applied mathematics. Thispaper highlights the best practices in implementing peer-led team learning strategies as part ofengineering recitation courses to achieve student persistence and retention.As part of the activities for the NSF Improving Undergraduate STEM Education grant

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Elise Barrella P.E., DfX Consulting LLC; Mary Katherine Watson, The Citadel; Robin Dawn Anderson, James Madison University

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she conducted research in transportation and sustainability as part of the Infrastructure Research Group (IRG). In addition to the Ph.D. in Civil Engineering, Dr. Barrella holds a Master of City and Regional Planning (Transportation) from Georgia Institute of Technology and a B.S. in Civil Engineering from Bucknell University. Dr. Barrella has investigated best practices in engineering education since 2003 (at Bucknell University) and began collaborating on sustainable engineering design research while at Georgia Tech. Prior to joining the WFU faculty, she led the junior capstone design sequence at James Madison University, was the inaugural director of the NAE Grand Challenges Program at JMU, and developed first