Conference Session

Technical Session M5C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE); Srinivas Mohan Dustker, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Full Papers

createcohorts of students in the form of learning communities. Students are placed into classes ingroups with other engineering students and take one or more classes together. In some cases thestudents may also live together and participate in outside of class activities with other studentsand instructors. These approaches have shown benefits for retention and learning [2].Pedagogical approaches can also help attract and retain diverse students. One such approach thatinvolves students in meaningful experiences include community engaged learning, which hasalso been called service-learning, community-based learning and civically engaged learning.Community-engaged learning integrates work that meet the needs of an underserved segment ofsociety and/or

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Polytechnic Institute and State University; Katey Shirey, eduKatey LLC; Malinda Zarske, University of Colorado Boulder; Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University

social science research covers many topics and has used critical race theories such as Community Cultural Wealth to describe the experiences of systemically marginalized students in engineering.Jeremi S London (Assistant Professor) Associate Professor of Engineering Education at Virginia Tech Chair of ASEE's CDEI during the Year of Impact on Racial Equity © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: ASEE Year of Impact on Racial Equity: P-12 Parents and Guardians EngagementIntroduction & ContextThis is the last of four WIP papers in a series on the ASEE Year of Impact on Racial Equity(YIRE) organized by the ASEE Commission

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Kristen Billiar, Worcester Polytechnic Institute; Jordan Jarrett, Colorado State University; David Knight, Virginia Polytechnic Institute and State University; Linda Vanasupa, Franklin W. Olin College of Engineering

the top 1-2 most effective programs or actions to improve conditionsfor BIPOC students, staff, and faculty in recent years and why?”The form has only three questions and the first two are about the school itself and the contactperson. We plan to share the responses with the broader community via documentation on theCDEI website, and we plan to highlight the schools that respond in the CDEI booth at the annualconference, and possibly at other conference events.ConclusionThe work of all of the Year of Impact on Racial Equity pillars has had the express purpose ofcontinuing to keep racial equity front of mind and front of hand. We want to ensure that themomentum that was created in the Spring of 2020 with the murder of George Floyd does notwane

Collection

2005 GSW

Authors

John D. Fernandez

Session F2A1 A Survey of the Impact of Community-Based Computer Science Education on Undergraduate Students John D. Fernandez Computing and Mathematical Sciences Department Texas A&M University – Corpus Christi ABSTRACTThe engagement of computer science students in community activities is a challenge in all institutions ofhigher learning. This paper describes a paradigm for civic engagement through community-basedlearning used successfully by the author. With the

Conference Session

Faculty Development Division Technical Session 7

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tina Zecher, Northern Arizona University; Fethiye Ozis, Carnegie Mellon University

that focus on improving STEM education. Her areas of interest include broadening participation and building equity in STEM, engaging undergraduate students in broader impacts, and understanding math identities among pre-service teachers.Fethiye Ozis (Assistant Teaching Professor) Dr. Fethiye Ozis is an Assistant Teaching Professor in the civil and environmental engineering department at Carnegie Mellon University. Dr. Ozis holds a B.S. in environmental engineering from the Middle East Technical University, Ankara, Turkey and M.S. and Ph.D. degrees from the University of Southern California. Dr. Ozis is a licensed Professional Engineer, Environmental, in Arizona. Before joining CMU, Dr. Ozis was a faculty member at

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)

development within alarge community-engaged learning course, EPICS, at Purdue University.This paper expands current scholarship by identifying empathic growth trends among EPICSstudents, and by exploring factors that contribute to differences in empathic growth among thesestudents. We address one primary research question and four associated sub-questions:• How and to what extent does a community-engaged design course impact empathic development? ▪ How do different types of interactions between community partners and students play a role in empathic development? ▪ How does the design phase play a role in community partner interactions and empathic development? ▪ How does the mentor support empathic development? ▪ How do

Conference Session

Case Studies

Collection

2022 ASEE Zone IV Conference

Authors

Jonathan Verrett P.Eng., University of British Columbia, Vancouver; Siba Saleh, University of British Columbia, Vancouver

Tagged Topics

Conference Submission

role in the projects as well as the roleof the community partner. Following this the survey inquired about several skills or experiencesthe CEL projects may build. This list of skills was developed in consulting a number of sourcesincluding the UBC Centre for Community Engaged Learning (CCEL) [11] and the EngineersCanada Graduate Attributes [12]. Students are asked about challenges to their work and supportresources they have utilized, with this list being informed by CCEL. Finally, the survey asks howCOVID-19 has impacted their CEL activitiesThe survey asked about strategies students used when developing CEL projects. If the membershad not engaged in CEL projects, the survey questions focused on whether students wereinterested in pursuing CEL

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

better engage students in creatively solving real-worldproblems. Based on their learning preference questionnaires, students were placed in diverseteams of three to four with the intention of generating a sense of community and promotingcreative thinking. Each mini-project was comprised of both open-ended and well-defined non-trivial analytical questions that addressed contemporary energy-related challenges. Teams werealso expected to reflect on energy options for the future and interpret the United NationsSustainable Development Goals. To promote accountability and critical evaluation, teams peer-reviewed one another’s mini-projects. This study uses data from participant questionnaires (n = 77) to analyze the efficacy ofusing mini

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Bates, Minnesota State University, Mankato; Susan Lord, University of San Diego; Emanuela Tilley; Jenna Carpenter, Campbell University

include the ability to • apply an interdisciplinary set of technical, leadership and other professional skills to address important challenges facing society • practice engineering with a holistic understanding of how engineers engage with stakeholders and impact society • have a critical awareness of their personal attitudes, behaviors and values and the ways in which these align with their professional aspirationsEarly thoughts on our vision for this program are described in [6]. Examples of our sociotechnicalcurricular approach have been published for courses including circuits, An Integrated Approach toEnergy, and Materials Science [7, 8, 9, 10, 11, 12, 13].Minnesota State University, Mankato (MSU)Students earn a

Conference Session

NEE Technical Session - the Best of NEE

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

. © American Society for Engineering Education, 2022 Powered by www.slayte.com Impact of Differently Worded Reflection Prompts on Engineering Students’ Metacognitive StrategiesAbstractNew engineering educators are often unaware that students struggle to reach a deep level ofmetacognitive processing when reflecting on their thinking/learning strategies. To designreflections that successfully engage students in valuable levels of metacognitive processing,instructors need to recognize their goals for their students and align reflection prompt wordchoice to these goals. This study used differently worded reflection prompts to engage studentsin thinking about their weekly performance

Conference Session

Technical Session S2C

Collection

2022 First-Year Engineering Experience

Authors

William C. Oakes, Purdue University at West Lafayette (COE)

Tagged Topics

Workshops

technical knowledgeas well as the broad set of professional skills needed to succeed in today’s global economy.Efficient, high impact approaches are needed to create efficiencies in the curriculum.Experiential learning is one approach that allows students to develop disciplinary andprofessional skills and can help students transition into professional practice more effectively.Community-engaged learning is a form of experiential education that brings the added benefitsof impact to the broader community. Community-engaged learning, also called service-learning,integrates work within an underserved area of society with academic content. Needs within thelocal or global community are addressed by learning and applying academic content within acourse or

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

andcolleagues [15] conducted a systematic review on nudging, finding 156 empirical studies. Ofthese studies, a mere 4% were related to education, and even less to STEM education. Basedon the limited STEM literature on nudging, studies have employed a few nudge strategies toimprove the students’ app engagement. Some examples include reminders (e.g., refocusingstudents’ attention; [16]), informational nudge (e.g.,[17]), and social comparison nudge (e.g.,providing peers’ behavior information; [18]).This study explores the impact of nudging interventions (reminder and social comparisonnudge) on students’ app engagement in an educational application. We will be using theCourseMIRROR (Mobile In-situ Reflections and Review with Optimized Rubrics)application

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

Powered by www.slayte.comBringing it down from the ivory tower: Translating Engineering- for-Community-Development (ECD) graduate student researchinto community engagement and undergraduate student learningAbstractThe goal of this paper is to show how graduate engineering students working on Engineering-for-Community-Development (ECD) projects and theses 1) acquire socio-technical educationthat prepares them to critically engage with community development (formation); 2) propose totranslate their academic scholarship into formats and language that lead to effective engagementand appropriation by the communities they want to serve (translation); and, from this translation,3) extend their scholarship into curricular opportunities for undergraduate

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Heather Orser; Tiffany Ling, University of St. Thomas

a Fortune 500 company, a non-profit, or a startup. Because each team has highlyvariable work they are engaged in, students typically have low awareness of the projects beingdone by other students.BackgroundDue to COVID, in person gatherings were severely restricted during the 2020-2021 school year.This had a significant impact on how design teams worked together and eliminated our ability tohold an in-person design show. The design show traditionally serves as a forum for students todemonstrate the work they have completed throughout the year to reviewers and the public;however, by its nature it involves significant in-person interaction. Because this was not possibleduring the 2020-2021 school year, we needed to rethink how students could

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Schwartz, The University of Texas at Arlington; Kathleen Smits, The University of Texas at Arlington; Jessica Smith, Colorado School of Mines; Thomas Phelan, United States Air Force Academy; Rosalie O'Brien

Conceptual Site ModelsAbstractIn environmental engineering site remediation projects, community perception of environmentaland health risks can influence a project’s scope and design. Therefore, community engagement iscritical to shaping an engineer’s definition of an environmental problem. However, lower-levelundergraduate engineering curricula rarely address the incorporation of community input intoenvironmental engineering problem definition, as environmental engineering coursework tendsto utilize pre-defined problems to develop and assess technical knowledge and skills. Upper-level courses that do include community participation in environmental engineering design tendto be reflective, having students evaluate the social impact of a pre-defined

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Julie Fogarty, California State University, Sacramento; Robin Altman, California State University, Sacramento; Jennifer Lundmark

Leadership Program supported by the grant united both pilot leadershipprograms into a single, experiential platform grounded in the Social Change Model forLeadership Development (SCM) theoretical framework. This framework develops leadersthrough a process that results in social change through values-based reflection and action at threelevels: 1) individual (consciousness of self, congruence, commitment); 2) group (collaboration,common purpose, controversy with civility); 3) and community (citizenship) (Komives et al.2017). Students voluntarily engage in the Hornet Leadership Program from their freshman tosenior year by participating in one or more of the four different leadership experiences shown inFigure 1. The leadership learning experiences

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gianluca Guadagni, University of Virginia; Deepyaman Maiti, University of Virginia; Farzad Shafiei Dizaji, University of Virginia

tools in educational research.Farzad Shafiei Dizaji (Lecturer Professor) © American Society for Engineering Education, 2022 Powered by www.slayte.com Impact of COVID-19 on Applied Mathematics Courses for Engineering Students Gianluca Guadagni Deepyaman Maiti Farzad Shafiei DizajiThis is a Work in ProgressIntroductionThis study investigates the impact of the COVID-19 pandemic on Applied Mathematics (APMA) coursesin the Engineering School at our institution. We investigate which subset of students may have beenimpacted more by the change/disruption in our instruction methods due to the pandemic, and then

Conference Session

Biomedical Engineering Division: Developing Lab and Research Skills for BioE/BME Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eileen Haase, The Johns Hopkins University; Natsuki Furukawa, The Johns Hopkins University; Brooke Hardesty, The Johns Hopkins University; Akash Patil, The Johns Hopkins University; Amanda Ruci, The Johns Hopkins University

learning due to the pandemic required significant changes in both thedelivery and assessment of course materials.Before the pandemic, we gave surveys twice during the semester to obtain detailed feedback onthe course, including suggestions for potential changes. For the last two years, due to thepandemic, we gave three surveys. The surveys were enlightening and helped us to adjust ourexpectations. The data in Table 1 demonstrate the impact of the pandemic on learning for 2020(n=124) and 2021 (n=122). Most students were living at home during the fall 2020 semester andwere in their school dorms/apartments during the fall 2021 semester. Table 1 – Survey results on impact of pandemic

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Patrick Sours, The Ohio State University; Howard Greene, The Ohio State University

knowledge to people-oriented challenges in global settings; theseprograms have many names but are known as, Community Engaged Learning, Global ServiceLearning (GSL) [5] or Engineering for Community Development (ECD) [6].The student and community impacts of these types of programs have been widely assessed asprojects have seen success through incorporation of principles such as ethics, social justice, localexpertise and resources, and building trusting relationships with shared goals [7]. There has beenextensive analysis on the use of ECD to develop global sociotechnical competency skills andpositive student learning outcomes [8], [9].However, historically, well-intentioned university-forged relationships with partner communitiesand resultant

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roberta Rincon, Society of Women Engineers; Erin Carll; Emily Knaphus-Soran, University of Washington

Paper ID #37506The Community College Pathway: A Study of Women inSTEMRoberta Rincon Dr. Roberta Rincon is the Associate Director of Research with the Society of Women Engineers, where she oversees the organization’s research activities around issues impacting girls and women from elementary through college and into the engineering workforce. Before joining SWE, Roberta was a Senior Research and Policy Analyst at The University of Texas System, where she focused on student success and faculty awards programs across nine academic institutions. Roberta received her B.S. in Civil Engineering from The University of

Conference Session

Professional Skills and Community Building in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois at Chicago; James Pellegrino, The University of Illinois at Chicago; Cody Mischel, The University of Illinois at Chicago; Lewis Wedgewood, The University of Illinois at Chicago; Vikas Berry, The University of Illinois at Chicago

theimplementation.This paper describes the integration efforts, the data sources, and results from two differentsemesters: Spring 2021 and Fall 2021. Our preliminary results suggest that the intervention hasan impact on engineering identity development and broadens students' understanding of whatchemical engineering is. The findings of this study will help to reveal effective principles ofindustrial engagement for the evolving field of chemical engineering. The results can help otherinstitutions to build and maintain industry-faculty relationships that assist in the professionalformation of engineers.IntroductionWith the broadening of the chemical engineering field, the gap between academia and practicalunderstanding of the industry has increased [1-3]. This

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); William Oakes, Purdue University at West Lafayette (COE); Steve Crowe

of EWB-USA, the largest community-engaged engineering education organization inthe United States, but has since evolved into an independent non-profit which works with anumber of partners in addition to EWB-USA. It has 15 permanent staff across three officesthroughout the portions of the country where it focuses on implementing projects. The team iscurrently coordinating approximately 75 active projects and partnering with over 40 student orprofessional chapters of EWB-USA. EWB Guatemala's programs primarily focus on civilinfrastructure design and construction within their areas of expertise in water supply, bridge, andschool building projects. These projects engage a wide set of stakeholders and seek to balancethe interests of multiple

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Yareni Lara-Rodriguez, University of Puerto Rico, Mayaguez Campus; Cynthia Paschal, Vanderbilt University; Rebecca Atadero, Colorado State University; Sarah Vigmostad, The University of Iowa; Desen Ozkan, Tufts University; Amanpreet Kaur, University of Pennsylvania; Courtney Smith-Orr, University of North Carolina at Charlotte; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington; Nicole Jefferson, Virginia Polytechnic Institute and State University

marginalized students in engineering. © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: ASEE Year of Impact on Racial Equity: 90 Day Equity ChallengeAbstractThis is the second of four WIP papers in a series on the ASEE Year of Impact on Racial Equity(YIRE). The major tenets of this initiative can be described by three pillars. The pillars arefocused on engaging engineering and engineering technology students, faculty andadministrators in colleges of engineering and engineering technology, and P-12 parents andguardians. This paper focuses on the first of these three groups.The Engineering Design Teams Pillar is home to the 90-day Equity

Conference Session

WIED: Partnering with and Supporting the WIED Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Maltese, Indiana University-Bloomington; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Allison Godwin, Purdue University at West Lafayette (COE); Andrew Katz, Virginia Polytechnic Institute and State University; Amanda Diekman

diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity development.Andrew Katz (Assistant Professor)Adam Maltese (Martha Lea and Bill Armstrong Chair for TeacherEducation) Professor in Science Education at Indiana University. © American Society for Engineering Education, 2022 Powered by www.slayte.com Collateral Damage: Investigating the Impacts of COVID on STEM Professionals with Caregiving ResponsibilitiesAbstractNumerous reports have showcased the negative impacts of the pandemic on women in theworkforce—especially those in STEM and with caregiving responsibilities—and the ways inwhich COVID-19 has

Conference Session

ERM: Year of Impact on Racial Equity

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremi London, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Elizabeth Litzler, University of Washington

Engineering (PACE). She also manages program evaluations that provide actionable strategies to improve diversity, equity, and inclusion in STEM fields. This includes evaluation of NSF ADVANCE, S-STEM, INCLUDES, and IUSE projects, and climate studies of students, faculty, and staff. Her social science research covers many topics and has used critical race theories such as Community Cultural Wealth to describe the experiences of systemically marginalized students in engineering. © American Society for Engineering Education, 2022 Powered by www.slayte.com WIP: ASEE Year of Impact on Racial Equity: Impetus & VisionAbstractThis is the first of four WIP

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Aruch, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; Rebecca Kenemuth

www.slayte.com Engagement in Practice: The University of Maryland’s Get Out and Learn (GOAL) Engineering Kit InitiativeUndergraduate engineering education often reinforces an arbitrary sociotechnical divide thatattempts to isolate technical skills from their embedded social environments (Cech & Sherick,2015). Engineering curriculum focuses primarily on developing technical skills, often withoutconsideration of the social (e.g., cultural, political, economic) contexts within these technologies,skills, or training are situated. Service-learning opportunities for engineering students and facultyrepresent one opportunity set for bridging social and technical knowledge and skills. Furthermore,service-learning courses can

Conference Session

Community Engagement Division Technical Session 4- COVID and Virtual Learning

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University; Janille Smith-Colin, Southern Methodist University; Cindy Hua

Paper ID #37930‘Socially Distanced Community Engagement’ –Teaching GISSite-Analysis during COVIDJessie Zarazaga (Sustainability & Development Program Director)Cindy Hua Hello! I am a Ph.D. student in Applied Science for Engineering at Southern Methodist University. My research interests center on how community-based STEM can impact learning patterns and interest in STEM careers. I am equally interested in how such learning can also become a tool for student voice. During my time as a Human Rights Fellow, I created a STEM education program, STEM+Z: Investigating an Undead Apocalypse, using aspects of popular

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Mikesell, Ohio Northern University; Lacey Wernoch; Alissa Sayer; Jordan Mullett; Hui Shen, Ohio Northern University

with some students who would rather not be there.”Another founder of the team said, “I like the opportunity to reach out to the community anddesign something to make an impact. This club gives me an opportunity to get hands onexperience in design and manufacturing before I would have in classes and gain experience” asan underclassman. “Delivering the products, in the face of all the [COVID-related] challengeswe faced, has been very rewarding.”A junior electrical engineering student appreciated the “eye opening” (problem finding) aspect ofthe team’s mission. “I've enjoyed getting experience working on real-world engineeringproblems, as well as finding projects from the surrounding community.”As an all-volunteer team, they clearly take pride in

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

George Hunt, University of Nebraska - Lincoln; Matthew Williamson, University of Nebraska - Lincoln

from the project clients on their experience and theuse of the final design project reports. Based on preliminary student and stakeholder feedback,our community engagement efforts are having a positive impact on both groups.Conclusions and Next StepsMuch like the work of Dulaski, we found that students received multiple benefits from acapstone experience that engages them with real community stakeholders. These benefits includedeveloping engineering skills that are transferrable to real-world engineering problems andenhanced skills in oral communications by delivering presentations to stakeholders [5]. Studentswere also able to practice professional written communication skills while writing emails,proposals and reports for their clients. We

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado Boulder; Evan Wetzel, University of Colorado Boulder; Christina Lacerenza, University of Colorado Boulder

ofproject interest and previous experience with prototyping and manufacturing skills, such asComputer Aided Design (CAD), programing, 3D printing, electronics, and machining. Faculty areinstructed to form teams by diversifying the majors and skills of students on each team. Studentsalso engage in a short communications style workshop during the first week of the semester toinitiate discussion around team communication. Students do not receive pre-assigned roles orrequired training on the types of team roles prior or during team development, so selection of teamroles occurs naturally over the duration of the semester.Data CollectionThe majority of data for this research has been collected from first-year projects course sections inthe form of course