Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jerry Yang, Stanford University; Crystal Nattoo

graduate student, I could do both scientific researchand social justice work, but without my scientific research, I would not be able to access theopportunities to do social justice work. This precarious realization that I had stumbled uponmyself was constantly reinforced by none other than every graduate student I talked to as anincoming first-year. In their sage advice, only one person could make or break my experiences,goals, and career aspirations: an engineering advisor who supported me in both my engineeringand social justice endeavors. Without a funding source for my engineering work, I would haveno hope of being able to pursue my social justice research. Luckily, the engineering advisor that I had scoped out during my application

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

culture, and openminded. Other terms reflect typical career goals of faculty, including research, expertise, andambition. Terms like “not siloed” and non-technical suggest an emphasis on interdisciplinarycollaborations and the importance of human connections between colleagues beyond disciplinaryaffiliations.Terms used only for students indicate valuing the personal and professional growth of students,e.g., professional, motivation, achievement, challenge, and employment. Additional termshighlight the importance of respecting students and the student body for who they are, e.g.,flexible, grace, and multicultural. The differences between the terms that appear only for facultyor only for students emphasize the different nature of each group’s

Conference Session

Mechanical Engineering: Online Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas Rio Grande Valley; Samuel Garcia, NASA EPDC

beneficial towards nurturing academicdevelopment and clarifying career options post-graduation [7], [8]. In a survey conducted by theNational Science Foundation (NSF), 88% of its respondents, which held undergraduate researchpositions, reported significant growth in structuring and conducting a research project, 83%expressed greater confidence in research and professional abilities, and 73% attested awareness ofa graduate school environment [3], [4], [9]. These undergraduate research opportunities, accordingto Hurtado et al. [2], have further facilitated the decision of its participants to pursue STEM careersand Ph.D. studies post-graduation [14]. It is further reported that partaking in undergraduateresearch opportunities is considered an effective

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Chan; Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Dimpho Radebe, University of Toronto

Powered by www.slayte.com Who identifies as an engineering leader? Exploring influences of gender, race, and professional experienceAbstractThis study explored the ways engineering leadership identity among engineering graduatesdiffered by personal, social, and professional characteristics and experiences. We conductedanalysis of variances and multiple regression modelling with data collected through an onlinesurvey with 1,240 participants from Ontario, Canada. Our analysis found engineering leadershipidentity to be positively associated with both engineering identity and technicist identity,suggesting that identifying with engineering leadership does not require engineers to surrendertheir technicist engineering

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rashmi Solanki, Arizona State University, Polytechnic campus; Chad Kennedy, Arizona State University, Polytechnic Campus; Yash Shirke, Arizona State University, Polytechnic campus

Paper ID #36442The SO-What Analytical Analysis for Virtual Decision TeamsRashmi Mohansingh Solanki Master's student at Arizona State UniversityChad Kennedy (Graduate Chair of TEM Program) Chad Kennedy’s experience spans entrepreneurship, engineering research, project management and advanced technology application in industry. His expertise stems from spending the last 25+ years working in the field of engineering. His early career began working in various engineering design, testing, and astronaut training capacities at NASA Johnson Space Center. After, Kennedy joined the start-up, VI Technology Inc., an

Conference Session

ERM: Diversity, Equity, and Inclusion

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Loweth, University of Michigan; Sara Hoffman, University of Michigan; Shanna Daly, University of Michigan; Leah Paborsky; Steve Skerlos, University of Michigan

Paper ID #37192Professional merit in engineering career advancement:Student perspectives and critiquesRobert Loweth Robert P. Loweth is an (incoming) Visiting Assistant Professor in the School of Engineering Education at Purdue University. His research explores how engineering students and practitioners engage stakeholders in their engineering projects, reflect on their social identities, and consider the broader societal contexts of their engineering work. The goals of his research are 1) to develop tools and pedagogies that support engineers in achieving the positive societal changes that they envision and

Conference Session

Multidisciplinary Engineering Division Technical Session - NAE Grand Challenges, Graduate Students, Sustainability, and Makerspaces

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Trina Kershaw, University of Massachusetts Dartmouth; Susan Tripathy, University of Massachusetts Lowell; Max Denis, University of the District of Columbia; Jorge Allen, University of Massachusetts Lowell; Hong Liu, University of Massachusetts Dartmouth; Tzuyang Yu, University of Massachusetts Lowell; Charles Thompson, University of Massachusetts Lowell

voice,” in which students provide feedback on what they learned, and this feedbackshapes curricular decisions [17], [18]. In contrast, our work focuses on a partnership model ofco-creation. According to [10], co-creation via partnership is defined as all parties being activelyengaged in collaboration and standing to gain from the collaboration. In some partnershipmodels, students and faculty work together to address pedagogical concerns [19]. However, inour project, co-creation teams of undergraduates, graduate students, faculty and industry mentorswill work together to create a learning module for undergraduate students in an introductoryengineering class. Levels of technical expertise differ significantly in these groups, but this

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, University of Michigan; Robert Loweth, University of Michigan

right to education [35]. Today, higher education (includingstudents and faculty) would most likely be more diverse if not for systemic, structural, andinterpersonal sexism and racism that have acted and continue to act as barriers to graduateeducation and careers in the academe. These same systems and structures within highereducation that were intentionally designed to exclude women and people of color remainrelatively unchanged, thereby facilitating an inequitable culture that self-perpetuates, leading tothe disparities demonstrated by existing statistics and literature related to participation andpersistence.Furthermore, before marginalized students even apply to graduate school, they must have had topersist through an educational pathway

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehdi Lamssali, North Carolina Agricultural and Technical State University (CoE); Alesia Ferguson; Olivia Nicholas, RAPID; Andrea Ofori-Boadu, North Carolina Agricultural and Technical State University (CoE); Angela White

semesters includedthe provision of extra virtual and in-person office hours, grade curving, and recoding of zoomsessions to allow for an enhanced asynchronous learning experience. Faculty members alsoremained open to dropping the lowest grades for struggling students and encouraged students tokeep their cameras on to enhance class participation.Student Cheating Behavior, Contributing Factors and Prevention: Comparably to the Spring 2020 results, Fall 2020 interviews also revealed that studentcheating behavior remained present across universities. However, the degree and rate at whichcheating behaviors occurred was not as high as when the pandemic first started. This reducedrate of cheating can be attributed to the new efforts instituted by

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder

, about six of the 30 students personally connected in anemotional way with the panel. On the ethics assignment, one student in fall 2021 wrote: I think Lena Young-Green’s most compelling arguments centered around the grief experienced by the community after the division [due to the interstate]. The emotional tragedy of family members struggling to connect as they could no longer easily walk or take street cars several blocks over, or the tarnished air quality would make anyone question the decision to build a highway through an urban community.Another fall 2021 student wrote, “It was saddening to see someone’s quality of life diminishedbecause of poor engineering. She was not emotional, but the audience was able to sense herfrustration

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Perkins, Wichita State University; Adam Carberry, Arizona State University; Samantha Brunhaver, Arizona State University, Polytechnic Campus

. and Ph.D. in Mechanical Engineering at Stanford University. She also has a B.S. in Mechanical Engineering from Northeastern University. Dr. Brunhaver's research examines engineering student career decision-making, early-career engineering work experiences, engineering mindsets, and faculty development. She also conducts studies of new engineering pedagogy to improve student engagement and understanding. © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: Perceptions of Effective Engineering Faculty-to-Faculty MentorshipabstractThis work-in-progress paper describes the perceptions of senior (tenured) engineering faculty onwhat

Conference Session

CIT Division Technical Session #8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tasmeer Alam, Morgan State University; Hashmath Fathima, Morgan State University; Kofi Nyarko, Morgan State University; John Attia, Prairie View A&M University; Petru Andrei, Florida A&M University - Florida State University; Shujun Yang; Sacharia Albin, Norfolk State University; Corey Graves, North Carolina Agricultural and Technical State University (CoE)

the program to improve their sense of belongingness in the field of engineeringThis material is based upon work supported by the National Science Foundation under GrantNo. 1849454.Introduction:Exposing undergraduate students early to research experience is an essential component forenabling them to pursue graduate education in science, technology, engineering, or mathematics(STEM) discipline [1-3]. Early research experience also helps undergraduate students excel laterin their careers [4-8]. To support this strategy, the National Science Foundation (NSF) launchedthe Research Experience for Undergraduate (REU) program [9]. Since its inception in 1987, NSFhas continued to provide significant funding for the REU program, particularly

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Luis Rodriguez; Jill Heemstra, University of Illinois at Urbana - Champaign; John Classen, North Carolina State University at Raleigh; Erin Cortus, University of Minnesota - Twin Cities; Jacek Koziel, Iowa State University of Science and Technology; Deanne Meyer; Anand Padmanabhan, University of Illinois at Urbana - Champaign; Samuel Reed, University of Minnesota - Twin Cities; Benjamin Ruddell; Riveraine Walters

, offering multiple perspectives on thegeneral topic of the challenge. Over time, organizers came to realize that students also needed anearly introduction to team building, as cohort members are largely unknown to each other; forthe most part, their studies are in different disciplines and different universities. Thus, intentionalfocus on team-building in a virtual environment early in the process has been an importantfeature of all the Cohort Challenges. In their early stages, all participants – both advisors and students – must also prepare forthe different expectations associated with Cohort Challenges. In traditional graduate education,the faculty advisor is an expert in a discipline who shares knowledge and develops projects andexams

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

structures, and I have advised Masters’ and Doctoral students in pursuit of their graduate studies. EDUCATION 1985 Bachelor of Science Degree in Aerospace Engineering, University of Southern California 1987 Master of Science Degree in Aerospace Engineering, University of Dayton 1993 Doctor of Philosophy Degree in Aerospace Engineering, Air Force Institute of Technology 2020 Master of Science Degree in Modeling and Simulation 1980 Basic Military Training School, Lackland AFB, TX 1985 USAF Officers Training School, Lackland AFB, TX 1992 Squadron Officers School, Maxwell AFB, Ala 2006 Emerging Leaders Program, University of Dayton, OH 2008 Air War College CAREER CHRONOLOGY 1980-1982 Weapon Systems Technician, 479th AGS, Holloman

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Catherine Berdanier, Pennsylvania State University; Monique Ross, Florida International University

the transitionfrom doctoral mentee to a faculty mentor. Thomas needed the time, perspective, and guidance hegained from his postdoc training to become an effective faculty member. For me, it would have been extremely hard to jump from graduate student to faculty, because as a graduate student, I did not have nearly the kind of broad perspective that I later learned, and going through a postdoc helped me on that, at least realized that that was important and start along that path of broadening my outlook, and I think that was extremely valuable. – Thomas, Engineering EducationParticipants shared experiences they retained specifically as examples of mentorship experiencesthey wanted to reproduce for their postdocs

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

simple answer for what the required designwater level should be as there is much uncertainty in projected sea level and storm events. This group project also serves as the start of the students’ experience with teamdevelopment. One faculty member, an Academic Professional with leadership developmenteducation and experience, is the team development instructor in all of the spine courses as well asother courses within the school. His first session with the students occurs after their first of fourgroup projects. In this session, he introduces the basics of inclusive teaming. He encourages thestudents to reflect on what did and did not work in their first team project and gives them tools toimprove their experiences in subsequent group

Conference Session

PCEE Session 11: Engineering Outreach / Summer Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joseph Tang, Western Carolina University; Nelson Granda Marulanda, Western Carolina University; JennieV. Sorrells, Western Carolina University; Robert Pierce, Western Carolina University

early in life [7]. Amongunderrepresented groups like racial minorities, women and students with disabilities, additionalchallenges include financial and technological difficulties [2], [6], [9], [11], [12], [13], loweradmission test scores [11], racial or gender discrimination [14], [15], [16], [17], perception oflimited professional and personal growth opportunities in these fields [14], lack of suitablementors [13], [14], [16], [17] and self-reinforcement of low academic and professionalexpectations from peers [18].Students began making decisions about their abilities and career choices at least by adolescenceand even as early as elementary age [7]. STEM-focused summer middle and high school campshave increased in popularity in recent years

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Brianna McIntyre, Purdue University at West Lafayette (PPI); Nicole Jefferson, Virginia Polytechnic Institute and State University

engineering students’ identity development, belonging, and agency in interdisciplinary engineering education. She leads the ASEE CDEI virtual workshop team focused on building a community of educators passionate about expanding their knowledge concerning diversity, equity, and inclusion in engineering education.Nicole Adia Jefferson (Student) Nicole Adia Jefferson is an Engineering Education Ph.D. student at Virginia Tech in Blacksburg, Va. She holds a B.S. in Mechanical Engineering & Technology and M.S. in Computer Science HCI, from Virginia State University, Petersburg, Va. Nicole is current member of The Research’s Impact on Society and Education (RISE) Research Group where she is a GRA for CAREER: Disrupting the

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gabriella Sallai, Pennsylvania State University; Johnathan Vicente, Pennsylvania State University; Kanembe Shanachilubwa, Pennsylvania State University; Catherine Berdanier, Pennsylvania State University

done shows that engineeringgraduate students are the least likely to seek professional support to cope with high levels ofstress and negative mental health effects compared to students in other STEM and humanitiesdisciplines [38], [39]. There is a scarcity of research focused specifically on engineeringstudents’ coping mechanisms. To date, there is no work that maps the ways in which engineeringgraduate students cope with specific stressors like advisor relationship, systemic stressors, oreven their decision-making process when considering attrition and not just general stress. Weposit that such a study will help researchers, faculty, administrators and graduate students morefully understand the effects of stressors on student coping

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ashish Hingle, George Mason University; Aditya Johri, George Mason University; Cory Brozina, Youngstown State University - Rayen School of Engineering

variety of stakeholders who they must negotiate with to make an actionabledecision. This paper will explore first-year undergraduate engineering students’ identification ofethical issues in a context-specific RPS on facial recognition technology (referred to as FRT).2. Relevant Literature Engineering ethics instruction has been acknowledged as a fundamental learning goal forstudents to be trained before they graduate into the professional workforce [6]–[8]. Although thegeneral principles of ethics in engineering are standard and reflect ethics in other professions,engineering professionals have to deal with applying this way of thinking in a constantlychanging world. As Barakat & Carroll [9] describe ethics as “the side of engineering

Conference Session

Unassigned (6 available)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Heemstra, University of Illinois at Urbana - Champaign; Luis Rodriguez; Anna-Maria Marshall, University of Illinois at Urbana - Champaign; Erin Cortus, University of Minnesota - Twin Cities; John Classen, North Carolina State University at Raleigh; Jacek Koziel, Iowa State University of Science and Technology; Alison Deviney

Oram [40] explored transdisciplinary community service learning as a way to develop global consciousness. Steger [41] held up transdisciplinarity as a method to “globalize the research imagination” while recognizing the difficulties in challenging the disciplinary-based status quo of university structures.subdomain: systems thinkingSystems thinking is a critical part of transdisciplinarity [42] [43] [44]. A survey of INFEWS-ERteam members and participating students (unpublished, March 2019) revealed that “systemsthinking” was considered the most important skill for an individual on a transdisciplinary team topossess (n=19; tied with co-learning/ co-production) as well as the skill most often selected asnecessary to be present

Conference Session

Research Frameworks for Identity and Equity: Equity, Culture & Social Justice in Education Division Technical Session 9

Collection

2022 ASEE Annual Conference & Exposition

Authors

Umair Shakir, Virginia Polytechnic Institute and State University; Sarah Ovink, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

for inhibiting their college success. For example,student-faculty interactions typically have a positive impact on the academic performance ofstudents, but Black students who interact more frequently with faculty are more likely toexperience racial discrimination [9], [10]. This racial discrimination is negatively linked withstudents’ retention, particularly in STEM fields. The on-campus social experiences of studentsfrom lower-social class households are different relative to their peers from higher-social classhouseholds, which contributes to differences in educational and career pathways of upper- andlower-social class students [11]. The students from the upper-social class consider their collegeenrollment period as an opportunity to

Conference Session

LEAD Tech Session #2: Assessing and Evaluating Engineering Leadership Development.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Volpe; Madeline Polmear, University of Florida; Denise Simmons, University of Florida; Danielle Weisenfeld, University of Florida; Jackson Carcaba, University of Florida

drop an organization," like, Why do you do this?" like, "It's not important to do all this stuff," and it really actually gets me kind of angry just because ... or sometimes let's say I want to do a new leadership role and one of the cons that they'll do for me is kind of like too overly involved and I get why that can be a negative thing if your work ethic is not there and you can't manage it all, but I think judging a person for being really involved as a negative instead of a positive is something...it's like a button that people push on me. Here Alex expresses her exasperation with faculty members judging students based on their involvement in OCCAs or thinking that they cannot handle their

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sylvia Mendez, University of Colorado at Colorado Springs; Kathryn Watson, University of Colorado at Colorado Springs; Valerie Conley, University of Colorado at Colorado Springs

Mexican-descent youth in the mid-20th century.Kathryn Watson Kathryn is a doctoral student at the University of Colorado Colorado Springs. Her work as a graduate research assistant for the National Science Foundation Alliance for Graduate Education and the Professoriate focuses on diversifying STEM education.Valerie Martin Conley (Dean) © American Society for Engineering Education, 2022 Powered by www.slayte.com Sacrifice: Messages STEM Postdoctoral Scholar Women Receive about Career and FamilyAbstractAn instrumental case study (Stake, 1995) explored the messages STEM postdoctoral scholarwomen receive about balancing an academic

Conference Session

Aerospace Division Technical Session: Pedagogy and Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kali Morgan, Georgia Institute of Technology; Kelly Griendling, Georgia Institute of Technology; Stephen Ruffin, Georgia Institute of Technology; Jakob Kinney, Georgia Institute of Technology

clear vocational goals, making meaningful commitments to personal interestsand activities” [15, p. 299]. Alongside developing competencies, exploring AE resources andopportunities requires students to clarify and tentatively commit to pursuing certain experiences andcareer paths, the key to developing purpose. Chickering and Reisser [10] specify that “clear vocationalgoals” are part of developing purpose, referring to a person’s intended work, as is committing to personalinterests and goals [15, p. 299]. By reflecting on their story of their path into GT AE, students areconsidering the purpose that drove them to their current place and projecting forward how that purposewill continue to drive their career choices and decisions (e.g., “do I

Conference Session

Faculty Development Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Catherine Spence, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Ryan Walerius, Minnesota State University, Mankato; Rachael Johnson, Minnesota State University, Mankato

remained the same,especially on a large, university scale. The fact that this department is taking the opportunity tomake a change and put in the work is what ultimately drew me to become a faculty member here.The personal connection I have felt with my colleagues and students is unlike anything I’veheard of existing in traditional academia.It definitely takes getting used to, being so hands-on in every aspect of student growth. Where myprofessors or advisors during my undergraduate and graduate education may have beenprimarily involved just in my technical learning or just in my design learning, I need to focus onall legs of the three-legged stool for my students. Even though I am duty-bound as a professor tomake sure my students get their

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mohammed K. Faris, University of Mosul / Iraq; Charles Pierce, University of South Carolina; Muwafaq Awad; Inthuorn Sasanakul

Powered by www.slayte.com Evaluating the Transition to the Professoriate for International Sponsored Graduate Students: Case Examples from an Iraqi-U.S. Program1. IntroductionA number of graduate engineering programs in the U.S. have agreements with foreign countriesto educate a cohort of students who receive government support to complete a doctoral degree inthe U.S. A common arrangement is for participating students to commit to returning to theirhome institution as a faculty member. Such programs create a unique scenario for doctoraltraining because the students know where their academic path leads them after graduation.Yet, there is an absence of literature on the in-doctoral preparation and post-doctoral transition ofinternational

Conference Session

Faculty Development Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Gemma Henderson, University of Miami

in the Department of Engineering Education and Leadership at the University of Texas at El Paso. As an NSF Graduate Research Fellow, she received her M.S. and Ph.D. in Mechanical Engineering, with a concentration in Biomechanics, from The University of Texas at Austin. An engineering education researcher, her work focuses on enhancing engineering students' motivation, exploring engineering identity formation, engineering faculty development, developing integrated course sequences, and methods for involving students in curriculum development and teaching through Peer Designed Instruction. Dr. Kendall's scholarship emphasizes the professional formation of engineers, specifically through the development and application

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cortney Holles, Colorado School of Mines

onthe personal well-being of students and faculty.Figure 1. Instructional arc for research questions and data analysis.Data CollectionData were collected at Colorado School of Mines which has about 5500 undergraduates and1600 graduate students, with 33% women, 28.5% underrepresented students, and 15.4% firstgeneration students. This setting provided a group of high-achieving students and faculty in ahigh-pressure academic environment with whom I could explore the impact of faculty-studentinteraction on well-being in these conditions. I was a participant researcher as a faculty memberfrom the humanities and I recruited 4 additional faculty members from STEM disciplines(chemistry, physics, math, and chemical engineering) through convenience

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meagan Kendall, University of Texas at El Paso; Henry Salgado, University of Texas at El Paso; Alexandra Strong, Florida International University; Gemma Henderson, University of Miami; Yamile Urquidi, University of Texas at El Paso; Valerie Bracho Perez, Florida International University; Ines Basalo, University of Miami

academia and motivations for shifting careers. This analysis used a constant comparativeapproach to explore emerging themes about the EIF's decisions to pursue an instructional facultyposition at their current institutions [15]. A codebook was developed based on emergent themesrelated to the personal and professional motivational factors of each EIF as they pursued theircurrent position. For this research question, two researchers (who did not serve as interviewers)established the codebook and conducted the analysis. The researchers coded three interviewstogether to ensure consistent interpretation of the codebook, calculating inter-rater reliability inNVivo to ensure consistency above 90%. The remaining interview transcripts were