Conference Session

Engineering Libraries Division Technical Session 7: Library Collaboration

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Wiley, University of Illinois at Urbana - Champaign

, students, andfaculty. Institution blinded supports its university’s commitment to teaching and research byproviding access to subscription based print and electronic information resources. This studyused several data science techniques to create visualizations from survey data and a citationanalysis to (a) assess faculty perspectives on finding information and using library resourcesaffiliated with Montana State University (MSU); (b) examine the citation data from articleswritten by faculty to determine the degree to which their current collection is supporting theirfaculty. This article shares the results of faculty responses to this survey and how well thelibrary supports the needs of faculty. This type of analysis informs collection

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abdulmalek Al-Gahmi, Weber State University; Kyle Feuz; Yong Zhang, Weber State University

. Dawson, T. Rogers and D. Gasevic, "Learning analytics should not promote one size fits all: The effects of instructional conditions in predicting academic success," The Internet and Higher Education, vol. 28, pp. 68-84, 2016.[6] M. Riestra-Gonza ́lez, M. d. P. Paule-Ruíz and F. Ortin, "Massive LMS log data analysis for the early prediction of course-agnostic student performance," Comput. Educ., vol. 163, pp. 104-108, 2021.[7] S. B. Dias, S. J. Hadjileontiadou, J. Diniz and L. J. Hadjileontiadis, "DeepLMS: a deep learning predictive model for supporting online learning in the Covid-19 era," Scientific Reports, vol. 10, no. 1, p. 19888, 2020.[8] F. Pedregosa, G. Varoquaux, A. Gramfort, V. Michel, B. Thirion, O. Grisel, M. Blondel

Conference Session

Construction Engineering Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sanjeev Adhikari, Kennesaw State University; Sandeep Langar, The University of Texas at San Antonio; Rachel Mosier, Oklahoma State University

. Figure 1: 3D Model of Building provided to students Figure 2: Construction tasks of BuildingThe survey investigated five significant aspects of students’ perceptions of the 4D model, (A)Duration; (B) Ease of Learning; (C) Level of Satisfaction Accomplishment; and (D) Level ofChallenge; and (E) Confidence Level. The online survey hosted via Qualtrics consisted ofmultiple-choice questions designed so that the respondents could complete the study within 3minutes. The questions provided in the online survey included: 1. How long do you take to finish each activities activity of the BIM course? 2. On a scale of 1 (lowest) – 5 (highest), please rate Ease of Learning commands to complete Construction Scheduling

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Wilson, University of Kentucky; Katie Wilder, University of Kentucky; Whitney Blackburn-Lynch, University of Kentucky; Joseph Hammer; Daniel Dailey, University of Kentucky

significant relationship between genderand depression severity (Figure 2a) and gender and anxiety severity (Figure 2b). a bFigure 2. Percentage of respondents who self-reported symptoms of depression (a) and anxiety (b).* indicates a statistically significant different between men and women as determined by post hocanalysis (p < 0.05) using the Bonferroni correction.Post hoc analysis indicated that men were statistically more likely to report symptoms of none-minimal depression, whereas women were more likely to report symptoms of moderate depression.In total, 24% of women self-reported symptoms of moderate or higher depression compared to just8% of men. For anxiety, post host analysis indicated that men were

Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

initiate the bulk of their learning activitiesthemselves (e.g., viewing asynchronous lecture videos, participating in online discussions, andmanaging group work remotely) [3]. For most students, self-directed learning skills are not inherent but instead must befostered through (a) the development of agency (i.e., awareness of one’s own competence), and(b) effective coaching in productivity and teamwork. Developing such a skillset requires thatstudents master the ability to make emotional connections among theoretical concepts [4], whichmeans that engineering educators need to engage students at cognitive and emotional levels inauthentic, meaningful, and immersive learning experiences. This study, which uses mixedmethods to analyze data

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Cartwright, The Ohio State University; Meagan Ita, The Ohio State University; Krista Kecskemety, The Ohio State University

toemerge for doing so are traditional, categorical, and holistic [8], but these three scoring methodswere developed for scoring an unstructured map. While this study is concerned with fill-inconcept maps, the scoring methods used are adapted from the three prominent scoring methods,and thus the usage and motivation behind each of the scoring methods is contextually important.The following describes the three prominent scoring methods for unstructured concept maps. B. Traditional Method The traditional scoring method is the most straightforward of the prominent methods. Itsscoring is objective and combines three sub-scores to result in an overall score. These sub-scoresassess the knowledge breadth, depth, and connectedness of a concept map

Conference Session

Computers in Education 8 - Video Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yiyang Li, Old Dominion University; Yuzhong Shen, Old Dominion University; Charles Sukenik, Old Dominion University; Brian Sanders, Embry-Riddle Aeronautical University - Worldwide; Pauline Delacruz, Old Dominion University; Justin Mason, Old Dominion University

attached to an iPad, to scan the lab instruments. The StructureSensor generates 3D meshes, such as the one for an oscilloscope shown in Figure 3 (a). Suchmeshes don’t provide sufficient resolution and fidelity to be used in the virtual directly. Instead,they are used as a reference for the 3D modeling. Figure 3 (b) shows the final model that wasgenerated based on the scanned model. The proposed 2-step modeling process based on 3Dscanning significantly reduces the time needed and greatly enhances the quality and fidelity ofthe final 3D models. This approach should be utilized for modeling most real-world objects inthe virtual lab. (a) (b) Figure 3. 3D

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Reisel, University of Wisconsin - Milwaukee

Press.[8] C. Wylie & K. Neeley & T. Odumosu, (2017, June), The Whole as the Sum of More Than the Parts: Developing Qualitative Assessment Tools to Track the Contribution of the Humanities and Social Sciences to an Engineering Curriculum Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2—29024[9] N. Steneck & B. Olds & K. Neeley (2002, June), Recommendations For Liberal Education In Engineering: A White Paper From The Liberal Education Division Of The American Society For Engineering Education Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2—10633[10] K. Neeley (2017, June), From Technological Literacy to the Philosophy

Conference Session

Computers in Education 1 - Programming I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Fagan, University of Tennessee at Knoxville; Amy Biegalski, University of Tennessee at Knoxville

Engineering Education (Washington, D.C.), vol. 84, no. 2, pp. 193–204, 1995. [3] A. Behrens, L. Atorf, R. Schwann, B. Neumann, R. Schnitzler, J. Balle, T. Herold, A. Telle, T. G. Noll, K. Hameyer, and T. Aach, “MATLAB meets LEGO mindstorms—a freshman introduction course into practical engineering,” IEEE Transactions on Education, vol. 53, no. 2, pp. 306–317, 2010. [4] J. Summet, D. Kumar, K. O’Hara, D. Walker, L. Ni, D. Blank, and T. Balch, “Personalizing CS1 with robots,” SIGCSE Bulletin, vol. 41, no. 1, pp. 433–437, 2009. [5] T. R. Hamrick and R. A. Hensel, “Putting the fun in programming fundamentals-robots make programs tangible,” in 2013 ASEE Annual Conference & Exposition, pp. 23–1012, 2013. [6] R. V. Aroca, F. Y. Watanabe

Conference Session

First-Year Programs Division Technical Session 6: Admissions, Transfer Pathways, and Major Selection

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Lovely, University of Kentucky; Matthew Sleep, University of Kentucky

% 30% 20% 10% 0% A B C D E W EGR 112 66% 16% 4% 1% 5% 8% EGR 215 76% 13% 5% 1% 2% 2%Figure 2 – Changes in grade distributions between EGR 112 and EGR 215Changes to grade distributions after switching to the EGR 215 format from EGR 112 can be seenin Figure 2. These changes can be discussed in terms of ‘thrive,’ ‘survive,’ and ‘did notcomplete’ corresponding to final absolute grades of A/B, C, and D/E/W respectively. ‘DEW’grades reflect students that either did not receive

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan

/xscientists and engineers are represented in media and beyond [50]. Her comments revealed apotential tension Adina, and those like her, might face in pursuing engineering programs andgoals: (a) negotiating “us” versus “them” in engineering spaces and (b) negotiating thecelebration of her Black and Latina identities in engineering without reifying difference [34],[51]. Nevertheless, Adina experienced and participated in engineering with this knowledge inmind, seemingly not a deterrent to her goals.Wonderings from Adina’s Discussion Like Mariabella’s example, Adina’s conversations animate how engineering can be anunsafe place for particular groups of people depending on their social identities. This seemedconsequential for both youths

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lynn Mayo, RePIcture; Katie Wheaton

Education, 1999. [Online]. Available: https://peer.asee.org/effective-strategies-to-motivate-engineering-students-to-develop-their- technical-writing-skills.pdf [Accessed Jan. 16, 2022].[3] J. A. Donnell, B. M. Aller, M. Alley, and A. A. Kedrowicz, “Why Industry Says That Engineering Graduates Have Poor Communication Skills: What the Literature Says,” American Society for Engineering Education, 2011. [Online]. Available: https://peer.asee.org/why-industry-says-that-engineering-graduates-have-poor- communication-skills-what-the-literature-says [Accessed Jan. 16, 2022].[4] C. D. Troy, R. R. Essig, B. K. Jesiek, J. Boyd, N. M. Trellinger, “Writing to Learn Engineering: Identifying Effective Techniques for the Integration of Written

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marvin Durango, Purdue University at West Lafayette (COE); Jose Garcia; Erick Borders, Purdue Polytechnic Graduate Programs; Brittany Newell; Farid Breidi, Purdue University at West Lafayette (PPI)

fluidpower training equipment for instruction in academic or industrial environments. These companies includeParker Hannifin, Eaton, Bosch-Rexroth, FTPI, Festo, Hytech, FTPI, and Amatrol [1]. a) b) Figure 1. Traditional fluid power trainer with mountable or fixed fluid power componentsMost of these trainers can be customized. However, once the trainer is configured, the modules taught arelimited to the specific components available on the trainer. Moreover, these trainers require that the studentsinteract with the systems in person, which creates logistical problems regarding class sizes, space, and thehigh cost of trainers. The restrictions caused by COVID-19 also imposed limitations to the use of

Conference Session

ERM: New Research Methods and Tools

Collection

2022 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Joanna Li, University of Toronto; Jenifer Hossain, University of Toronto

, 2003) so the context for discussing student development matters. Student development theories in the field of higher education have grown since the 1950s,in the context of increasing diversity among student populations and with contributions fromscholarly work in psychology, sociology and education (Patton, Renn, Guido, & Quaye, 2016).These theories were developed to address these questions:(a) What interpersonal and intrapersonal changes occur while the student is attendingpostsecondary education?(b) What factors lead to this development?(c) What aspects of the postsecondary environment encourage or retard growth?(d) What developmental outcomes are postsecondary students expected to achieve? (adjustedfrom Knefelkamp, Widick, &

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh; William Oakes, Purdue University at West Lafayette (COE); Justin Hess, Purdue University at West Lafayette (COE)

, pilot investigation of a service-Learning trip as a platform for growth of empathy. 2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 1-5.[12] Zoltowski, C. B., and Oakes, W.C., “Learning by Doing: Reflections of the EPICS Program”, Special Issue: University Engineering Programs That Impact Communities: Critical Analyses and Reflection, International Journal for Service-Learning in Engineering, 2014, pp. 1-32[13] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (Fourth Edition). Thousand Oaks, CA: SAGE.[14] Clark, M. A., Robertson, M. M., & Young, S. (2018). “I feel your pain”: A critical review of

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Layla Araiinejad, Auburn University; Thomas Heaps, Utah State University; Wade Goodridge, Utah State University; Brooke Cochran, University of Colorado Boulder

promote belonging and professional identityformation of all students in engineering.References[1] American Society for Engineering Education, "Profiles of Engineering and Engineering Technology," Washington, D.C., 2021.[2] R. Marra, K. Rodgers, D. Shen and B. Bogue, "Leaving Engineering: A Multi-Year Single Institution Study," Journal of Engineering Education, vol. 101, no. 1, pp. 6-27, 2012.[3] S. Yoon, P. Imbrie, T. Reed and K. J. Shryock, "Identification of the Engineering Gateway Subjects in the Second-Year Engineering Common Curriculum," International Journal of Engineering Education, vol. 35, no. 1, pp. 232-251, 2019.[4] S. S. C. M. Maimuna Begum Kali, "Including Alice: Uncovering the narrative of one student's experience at

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Manish Paliwal, The College of New Jersey; Bijan Sepahpour, The College of New Jersey

available: “We argue that capstone projects can enculturate students in both disciplinary and industry communities of practice. Educators must identify the differences in the shared repertoire of these communities and frame curricular content and activities accordingly.” Wherever possible, curriculum developers and instructors should employ an integrative approach where students can connect their use of professional skills directly to their technical work and the engineering objectives they pursue [5].At this stage, we may clearly observe that when it comes to: a) integration of the professionalcomponent into the design and innovation process as well as b) strong consideration andincorporation of

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Serendipity Gunawardena, The Ohio State University; Krista Kecskemety, The Ohio State University

and Under-Represented Ethnicities in Physics Education,” p. 16. [2] B. J. Drury, J. O. Siy, and S. Cheryan, “When Do Female Role Models Benefit Women? The Importance of Differentiating Recruitment From Retention in STEM,” Psychological Inquiry, vol. 22, no. 4, pp. 265–269, Oct. 2011, publisher: Routledge eprint: https://doi.org/10.1080/1047840X.2011.620935. [Online]. Available: https://doi.org/10.1080/1047840X.2011.620935 [3] G. M. Walton, C. Logel, J. M. Peach, S. J. Spencer, and M. P. Zanna, “Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering.” Journal of Educational Psychology, vol. 107, no. 2, pp. 468–485, 2015. [Online

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Reagan Curtis, West Virginia University; Jason Gross, West Virginia University; Evana Nusrat Dooty, West Virginia University; Sumaia Ali Raisa, West Virginia University; Yu Gu, West Virginia University

Paper ID #36489Human-Swarm Interaction Robotics as Context for TrainingDiverse Undergraduate ResearchersReagan Curtis (Professor) Chester E. & Helen B. Derrick Endowed Professor of Educational Psychology, WVUEvana Nusrat DootySumaia Ali RaisaJason N. Gross (Assistant Professor) Associate ProfessorYu Gu Dr. Yu Gu’s main research interest is in improving robots’ ability to function in increasingly complex environments and situations. Gu is a three-time NASA Centennial Challenge winner, a NASA NIAC Fellow, and an NSF REU site director. He has led the design of autonomous robots from one degree of freedom (DOF) to

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Delahanty, Bucks County Community College; Jason Silverman, Drexel University

the lived experiences of womenengineering students before they entered the engineering major in relation to the way theydescribed themselves as creative. A survey of CSE and beliefs about creativity was administeredto 121 undergraduate women engineering students who volunteered for this study. Interviews wereconducted of 15 participants selected from survey results with different levels of CSE who met theresearcher’s criteria for success in the engineering major. The findings of this study lead to severalconclusions: (1) students’ descriptions of themselves as creative corresponded more with the artsthan to innovation in engineering; (2) students who described themselves as less creative: (a) hada lower level of CSE; (b) had a greater

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Walker, University of Texas at Dallas; Laura Gelles, University of Texas at Dallas

distinctive culture that prioritized hard work pointedtowards the issue of a chilly climate within the school.To explore this further, a sequential exploratory mixed-methods study was designed utilizing asurvey collecting qualitative and quantitative responses which informs the second stage of theresearch (i.e., in-person interviews). While there are many contributors to a students’ perceivedclimate, this study will specifically examine climate and its influence on student persistencethrough (a) Sense of Belonging; (b) Pedagogical Experiences; and (c) Engineering and ComputerScience Culture. This work-in-progress (WIP) paper will describe the holistic approach used todevelop the Climate and Student Persistence Survey (CASPS) and report preliminary

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Steve Efe, Morgan State University; Medha Dalal, Arizona State University; Adam Carberry, Arizona State University; David Rogers; Petronella James-Okeke, Morgan State University; Iseunifeoluwa Akinkugbe, Morgan State University; Rachel Figard, North Carolina State University at Raleigh

leadership and social skills development cansometimes be challenging for teachers [8]. Teachers need professional development to train teachers foreffective understanding and facilitation of: a) subject matter, b) learners and learning, and c) teachingmethods in engineering and technology [8]. Four key components of engineering teacher professionaldevelopment are developing technology skills, learning about how to teach technology, incorporating toolsand motivation to continue their own learning, and continuing long-term professional development [13].Providing training through professional development to teachers at underserved schools is a necessary steptoward preparing a more diverse future workforce living in a 21st century society [14

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CET); Jeanne Christman, Rochester Institute of Technology (CET); Laura Shackelford; Stacy Nation-Knapper, Montana State University - Bozeman; Daniele Brown, Rochester Institute of Technology (CET)

. Paulson, and C. A. Meyer, "What makes a portfolio a portfolio?," EducationalLeadership, vol. 48, no. 5, pp. 60-63, 1991.[17] G. Lorenzo and J. Ittelson, "An overview of e-portfolios," Educause learning initiative, vol. 1, no. 1,pp. 1-27, 2005.[18] A. D. Christy and M. Lima, "The use of student portfolios in engineering instruction," Journal ofEngineering Education, vol. 87, no. 2, pp. 143-148, 1998.[19] J. D. Bransford, A. L. Brown, and R. R. Cocking, How people learn: Brain, mind, experience, andschool. Washington, DC: National Academy Press, 2000.[20] K. B. Yancey, "Digitized student portfolios," in Electronic portfolios: Emerging practices in student,faculty, and institutional learning, B. L. Cambridge Ed. Washington, DC: American Association

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Jing Yang; Jungsun Kim, Indiana University-Bloomington

science concepts with one another while engaged in engineeringdesign tasks? Two, what role does representations and representational fluency of mathematicsand science concepts play in supporting children’s engineering design process?In this study, we utilized the translation model of Lesh and colleagues [1] that emphasized fiveforms of representations: (a) concrete, (b) pictorial, (c) symbolic, (d) language, and (e) realistic.This model emphasized the understanding of concepts through student’s ability to represent theirthinking through the five representations, as well as their ability to move and translate betweenand among the five representations, which is defined as representational fluency [1], [7].Articulating one’s conceptual understanding

Conference Session

Engineering Libraries Technical Session 6: Diversity

Collection

2022 ASEE Annual Conference & Exposition

Authors

John Napp, The University of Toledo; Jennifer Obertacz, The University of Toledo

Paper ID #36515Making Space for Students on the Autism Spectrum in theAcademic LibraryJohn B. Napp (Engineering Librarian) Associate Professor & Engineering Librarian at the University of ToledoJennifer Helen Obertacz Library Media Technical Assistant, University of Toledo © American Society for Engineering Education, 2022 Powered by www.slayte.comAbstractResearch has shown that students on the autism spectrum are more likely than neurotypicalstudents to major in STEM fields. Other research, on school children as well as older students,has shown that students on the autism

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Justin Meyer; Laura Weiss; Meris Longmeier; Sathya Gopalakrishnan, The Ohio State University; Donnelley Hayde; Mingqi Cai, The Ohio State University

greaterthan 4) indicate positive learning attitudes, which would make people more open to morelearning experiences.Statistical analysis and modelingFirst, we examined descriptive statistics for the learning outcomes, grouped by presentationtreatment, to detect any general patterns (Appendix B). We then modeled respondent learningoutcomes using both linear (Ordinary Least Squares) and nonlinear (logit) functions. We usedlinear models that approximate the learning outcomes as continuous, numeric variables. Doing soallowed us to estimate the incremental effect of different presentation treatments on outcomes,compared to a single, individual engineering presentation treatment. Since the outcome scales aresubjective and not, strictly speaking, continuous

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Delaine; Linjue Wang, The Ohio State University; Joachim Walther, University of Georgia; Nia Johnson, The Ohio State University

members.References[1] L. A. Mooney and B. Edwards, “Experiential Learning in Sociology: Service Learning and Other Community-Based Learning Initiatives,” Teaching Sociology, vol. 29, no. 2, pp. 181– 194, Apr. 2001, doi: 10.2307/1318716.[2] C. Swan, K. Paterson, and A. R. Bielefeldt, “Community Engagement in Engineering Education as a Way to Increase Inclusiveness,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 357–372. doi: 10.1017/CBO9781139013451.023.[3] A. R. Bielefeldt, K. G. Paterson, and C. W. Swan, “Measuring the value added from service learning in project-based engineering education,” International Journal of Engineering Education

Conference Session

LEES 3: Assessing/Addressing Mental Health

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Disciplines,” Journal of College Student Psychotherapy, vol. 30, no. 1, pp. 23–41, 2016.[8] M. L. Sanchez-Pena, N. Ramirez, X. Xu, and D. B. Samuel, “Work in Progress: Measuring Stigma of Mental Health Conditions and Its Impact in Help-seeking Behaviors Among Engineering Students,” presented at the American Society for Engineering Education Annual Conference, Virtual Conference, 2021.[9] E. A. Cech, T. J. Waidzunas, and S. Farrell, “The Inequality of LGBTQ Students in U.S. Engineering Education: Report on a Study of Eight Engineering Programs,” presented at the American Society for Engineering Education Annual Conference, Columbus, OH, 2017.[10] E. A. Cech and W. R. Rothwell, “LGBTQ Inequality in Engineering Education

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Huff, Harding University; Amy Brooks, Oregon State University

Education, vol. 110, no. 2, pp. 414- 436, 2021, doi: 10.1002/jee.20381.[3] S. Secules, N. W. Sochacka, J. L. Huff, and J. Walther, “The social construction of professional shame for undergraduate engineering students,” Journal of Engineering Education, vol. 110, no. 4, pp. 861-884, 2021, doi: 10.1002/jee.20419.[4] A. L. Pawley, “Universalized Narratives: Patterns in How Faculty Members Define ‘Engineering’,” Journal of Engineering Education, vol. 98, no. 4, pp. 309-319, 2009, doi: 10.1002/j.2168-9830.2009.tb01029.x.[5] J. Smith, P. Flowers, and M. Larkin, Interpretative Phenomenological Analysis: Theory, Method, and Research, 2nd ed. SAGE Publishing, 2022.[6] J. L. Huff, J. A. Smith, B. K. Jesiek, C

Conference Session

Electrical and Computer Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chelsea Lyles, Virginia Polytechnic Institute and State University; Lisa McNair, Virginia Polytechnic Institute and State University; Thomas Koonce, Virginia Polytechnic Institute and State University; Emily Burns, Virginia Polytechnic Institute and State University; Annie Patrick, Virginia Polytechnic Institute and State University

Paper ID #36820Work-in-Progress: Sense of Belonging AmongUnderrepresented Voices in ECEChelsea Lyles Chelsea H. Lyles, Ph.D. (she, her, hers) is the Associate Director for Broader Impacts at the Center for Educational Networks and Impacts (CENI) within the Institute for Creativity, Arts, and Technology (ICAT) at Virginia Tech, where she previously served as a postdoctoral associate for outreach, engagement, and evaluation. Her research interests explore the intersections of a) P-12 and higher education policy and finance, b) academic labor, c) graduate education, and d) assessment of student learning. By