Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Aaron C. Clark, North Carolina State University at Raleigh; Erik Schettig, North Carolina State University at Raleigh; Jeremy V. Ernst, Embry-Riddle Aeronautical University - Worldwide; Daniel P. Kelly, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics Division (EDGD)

students through examples and reflection on how the content applies to real-worldapplications (21). Active learning modules contained course content information, video tutorials,sample exercises, and self-check features that enabled students to apply elements of self-regulated learning. Technical content knowledge from the course was covered in the modules and reinforcedthrough real-world examples, such as demonstrating how engineers use section views of modelsto show function (figure 1) and using everyday objects to help define technical terms, such asvarious section views cut out of vegetables (figure 2). Video tutorials guided students on how toapply content knowledge in software and technical practice, such as in a video demonstration

Conference Session

Interdisciplinary Integration at the Course Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nina Kamath Telang, University of Texas, Austin; Ramakrishna Sai Annaluru, University of Texas, Austin; Christine Julien, University of Texas, Austin; Pedro Enrique Santacruz, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

including untold stories throughout the history of computing andalgorithms, identity and intersectionality in engineering, designs from engineering that have highsocietal impact, the LGBTQ+ experience in engineering, engineering and mental health, andcultural diversity within engineering. Each module gives a brief overview of the topic, followedby an associated assignment. We made all of these modules available to the students in thecourse and told them to choose one to complete. Each student engaged with their selectedmodule in four specific ways: (1) watching a relevant video; (2) reading and annotating aprovided article; (3) responding in a written reflection to a set of specific prompts relevant to themodule; and (4) conducting an interview

Conference Session

Faculty Development Division (FDD) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gianina Morales, University of Pittsburgh and Universidad de Valparaiso, Chile; Rene Alejandro Noel, Universidad de Valparaiso, Chile

Tagged Divisions

Faculty Development Division (FDD)

previouswork, we presented the design, execution, and lessons learned of a faculty development programfor instructors of introductory engineering courses developed in a Chilean regional university. Theprogram implemented a collaborative coaching model in which methodological experts led teamsof instructors in designing and creating coursework materials and accompanied theimplementation of the courses through classroom support and weekly reflection sessions. A totalof nine instructors started the program, but six continued during the entire year and ended withsuccessful results. Almost five years after the completion of the program, we wonder: How mightthe faculty development experience have impacted in the long-term the instructional practices

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachelle Pedersen, Texas A&M University; Alex J Sobotka, Texas A&M University; Ashley Renee Kersey; Ali Mostafavi

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

? environmental impacts (high CO2 emissions).EXAMPLE REFLECTION QUESTIONS Choose one of the “Impacts” that occurred. If we were to have to build a plane again in the future, knowing what we know now from this experience, what mitigation plans or changes might you implement to reduce the risk and impact of these occurrences? (HS-ETS1-3) Engineering is an inherently creative process. In what ways did you utilize your creativity in the activity? (NOE) A pre-designed plane can constrain creativity. What might be other barriers to creativity that engineers face? (NOE) As a new challenge arose, what kinds of changes did you have to make to your originally planned process? How did you decide what risks were acceptable? (Tradeoffs; HS-ETS1-3) Read

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hoda Ehsan, The Hill School ; Abeera P. Rehmat, Georgia Institute of Technology; Samieh Askarian Khanamani

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

everyday items. Previousstudies haveIn this resource exchange, we share the guideline we developed for parents so they can easilydevelop wide range of play-based engineering activities integrated in science, math and story-telling. We provide examples of the activities we and participating parents developed, as samplesto be used by other parents and educators.References[1] Ohland, C., & Ehsan, H., & Cardella, M. E. (2019, June), Parental Influence on Children'sComputational Thinking in an Informal Setting (Fundamental Research) Paper presented at 2019 ASEE AnnualConference & Exposition , Tampa, Florida. 10.18260/1-2--33157[2] Alemdar, M., Moore, R., & Ehsan, H. (2023). Reflections on the Impact of COVID-19 on Pre-CollegeEngineering

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Edgar Canario, New Jersey Institute of Technology; Donna Chen

sleep that may each stage across scale factors. (B) Average Multiscale reflect important brain activity. 8. Kulkarni, Nilesh & Bairagi, Vinayak. (2015). Electroencephalogram ■ EX: (X1 +X2)/2 Entropy for Chanel Pz-Oz for each stage across scale based diagnosis of Alzheimer Disease. factors. 10.1109/ISCO

Conference Session

Technical Session S2A

Collection

2022 First-Year Engineering Experience

Authors

Whitney Gaskins, University of Cincinnati

Tagged Topics

Workshops

forthe Bridge students and their parents/guardians/siblings. Bridge instructors and college anduniversity administrators are invited. Meritorious Bridge student scholastic performances arerecognized in various categoriesE-Portfolio: The students will be coached in using an E-Portfolio system to document theirexperiences. Each student will prepare and upload a reflective essay documenting theirprofessional career aspirations and its relationship to the college education.Collaborative Courses: These are intended to support learning in Calculus and Physics, thehistoric 'weed-out' courses for engineers and are attended by all selected Bridge students. TheSCLC courses meet twice a week for 2 hours in addition to the regular Calculus or Physicscourse

Conference Session

Technical Session S1B

Collection

2022 First-Year Engineering Experience

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Workshops

- neering career in industry. During his career, Dr. Hamrick served in a broad range of positions including design, product development, tool and die, manufacturing, sales, and management. His teaching style brings practical, innovative, experience-based learning to the classroom, where hands-on projects that reflect real-world applications are valued by students. American c Society for Engineering Education, 2022 FYEE 2022 Workshop summary Todd Hamrick, PhD, West Virginia University Student Success Beyond Covid, Teaching The Workforce Of 2026The workshop will consist of a presentation, breakout

Collection

ASEE Zone 1 Conference - Spring 2023

Authors

Michael Fosmire, Purdue University at West Lafayette

Tagged Topics

Diversity

approved Material Resistance, heat Graphical Choosing ??? Property capacity, melting T... interface is nice right thing IEEExplore Info about Like a regular Scholarly Peer articles/conferences search engine articles reviewedFirst-year students come from very different information environments, typically much smallerthan the university library. The information foraging mental model provides students with thelanguage and concepts so they can be reflective searchers who understand why they are learningabout ‘library resources,’ as well as non-library information sources, and what the reward is forinvesting the time to become

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Chung Seop Jeong, University of South Florida; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Paul Spector, University of South Florida

number of factors, not least of whichis their strategies for completing their academic work. Those strategies include the avoidance ofdistractions, class attendance, and the scheduling of study sessions (Diefendorff et al., 1998).Some students are able to set academic goals, devise strategies to achieve those goals, andimplement the strategies. Others might set the same goals and have the same strategies butstruggle to translate goals into effective actions that produce success. One psychological factorthat determines how well students can translate goals into effective actions is the personalityvariable of action-state orientation. Action-state orientation is a personality variable that reflects how well people cantranslate goals into

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marissa Forbes, University of San Diego; Susan Lord, University of San Diego; Gordon Hoople, University of San Diego; Diana Chen, University of San Diego; Joel Mejia, The University of Texas at San Antonio

the products that we have now. Yes, like creating things that we just use in the world.This description brushes up against the sociotechnical paradigm by identifying engineering as ‘notjust building’ without really going into the paradigm. We heard numerous similar ‘brushes’ fromthe other students. In some instances, this was conveyed by expansive, open, and inclusive—yetvague—statements about engineering, such as another student’s sentiment that, “there's not a reallyset barrier to what [engineering] could be. It can be like art, it can be everything.” The generalityand nebulous nature to many articulations reflect the early stage that these students are in on theirengineering education journey [37] (all but one had just finished their

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; NAZMUL RAHMANI, Texas A&M University - Kingsville

. Opportunity to work alone, whereas industry requires to work in a team and collaborate with people on projects e. Need to pick up new skills more often as industry focuses on developing solutions or products f. The uncertainty in the industrial R&D job market2. What items helped you personally in making this transition effectively? a. Past experience part-time or adjunct teaching b. Teaching experience during grad program c. You were prepared, focused and driven d. Internal reflection and self-discovery e. Reduced teaching load in first semester f. Start-up fund for research g. Mentor program to ease transition h. Teaching workshops3. What was the greatest challenge you faced

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University; Julia Noginova; Francisco Cima; Stacie Ringleb, Old Dominion University; Orlando Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, Old Dominion University

quantitative survey evaluating the engineering students’ understanding of design processknowledge was used to study the relationship between the quality of robots produced and theengineering design concepts they learned during the course of the collaborative team project.Written reflections were collected from the engineering students at the end of the project to add aqualitative perspective to the study. Open-ended prompts directed students to describe what theywere teaching, the roles they played during the lesson, what they felt most/least confident about,their impressions of the success of their lessons, their interactions with preservice teachers andfifth graders, and what they learned from the experience.ResultsPreliminary results of a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuan Li, University of Florida; Peyton Turinetti, University of Florida; Sarah Furtney, University of Florida; Chelsey Simmons, University of Florida; Renee Simmons

session was led by faculty members from the College of Education at Univeristyof Florida. They discussed how to incorporate what they learned from the morning session intotheir curricula based on their students’ needs. Although all the educators had the sameexperience making hydrogels, their students were at different levels of the K-5 spectrum.Educators focused on 1st grade may need to create their curriculum vastly different fromeducators teaching 5th grade. During the afternoon session, the educator reflected on theirstudents’ needs and integrated key engineering concepts such as observing tissue samples, takingmeasurements, making stock solutions, and analyzing results for their respective classrooms.In order to study the significance of the

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

% disagreed. To the negatively phrasedquestion B aimed at feelings of empowerment, 81% disagreed and 10% agreed that nothing theycould do would make things better. This shift may reflect the more global nature of B comparedwith A, but nevertheless shows considerable optimism.Regarding one topic that students were asked about their desire to impact (C), poverty or lack ofresources, feelings were more mixed, with 55% agreeing and 23% disagreeing. Likewise,regarding D, opportunities for women and minorities, 59% agreed and 20% agreed. The students,as a group, show a high degree of altruism. Though it is true that most students would like toimpact, with their profession, poverty and opportunities for women and minorities, how and towhat extent this will

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

supportingthese outcomes for all youth (including ELs) and educators?We conceptualize our research with a conjecture map [33] (see Figure 2). This illustrates the aimof the design, distills particular features of the design and what they are expected to do, andspecifies what they should produce. As we engage in the research, we will modify and revise ourconjecture map to reflect our learning. Figure 2: Conjecture map for supporting equity-oriented engineering for ELs in OS programsThese frameworks, principles, maps, and questions guided the development of our YES Out ofSchool curricular units.YES Out of School Curriculum DevelopmentOur development efforts focused on conceptualizing and drafting two curricular units thatfeatured a socially engaged, real

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Case, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Polytechnic Institute and State University; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

experiences with largedata sets. These large datasets include the Multiple-Institution Database for InvestigatingEngineering Longitudinal Development (MIDFIELD) and the Design Thinking ResearchSymposium. MIDFIELD contains “student record data for all undergraduate, degree-seekingstudents at partner institutions” https://midfield.online/. DTRS is an intentionally designed datasharing project that was designed to promote transformation of design education [3]. Each talkwas again followed by reflection in groups identifying elements that resonated.Following a lunch break, participants engaged in a second deeper round of introducing their datasets. In this phase, we wanted them to think about the personal elements of and their attachmentsto the data. The

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beena Ajmera, Iowa State University of Science and Technology; Sarah Crary, North Dakota State University; Christi McGeorge, North Dakota State University

mathematics (STEM) leaders.Several strengths were identified by the authors as they reflected on the summer activitiesincluding the successes in creating strong connections between the teachers, faculty membersand graduate students, and the industry partners as well as the agility of the core research team toovercome unexpected challenges. However, the reflections also revealed several areas forimprovement that would increase the accessibility of the site to underserved and/orunderrepresented teacher populations, better utilize the resources available and in general,improve the quality of the program and curriculum developed by the teachers. Included withinthis paper are suggestions that the authors would make to improve current and future RET

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

completed an experiencesquestionnaire. The responses were compared to those of four students in STEM disciplines whodid not participate in the PLTL activities. This questionnaire allowed students to report currentexperiences and experiences they wished to have more of in the engineering program as well asSTEM programs in general. Although the sample size that completed the questionnaire is small,the results offer a reflection of participants’ experiences. The questionnaire was built from Talleyand Ortiz’s [3] research on the constructs of interest and motivation that are associated with thepersistence of female students who are undergraduates in STEM fields. Questions of the focusgroup were developed to explore both internal processes for

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bryce Hughes, Montana State University - Bozeman; Sidrah MGWatson; Sarah Heller; Leilani Contos

engineering and other STEM fields reportimplicit and explicit pressures to manage their peers’ discomfort with sexual and genderdiversity through either downplaying, or covering, these identities, or even outright passing asheterosexual [7, 8]. LGBTQ students compartmentalize their sexual and gender identities whennavigating academic spaces, which may be reflected in how they manage their social networkswithin and outside of academic settings—particularly STEM. This first phase of our project isaimed at collecting data to test this hypothesis.Social Network TheorySocial network theory provides the foundation for social network analysis, the primary methodemployed to reach the first research aim of this project. Social network theory helps explain

Collection

2023 Rocky Mountain Section Conference

Authors

Iris Bahar; Ashley Oelrich; Bridget Griswold; Eva Goetz

participation from diverse groups of students, Prof. Bahar removed almost all coursepre-requisites normally found in engineering courses. This allowed a mix of sophomores tomaster’s students at Brown University and Rhode Island School of Design (RISD) to enroll inthe course. It also attracted students from a broad range of majors (including engineering,computer science, social sciences, and visual arts) with more gender diversity typically seen inSTEM (i.e., 60% of the class identified as female). The course was also designed to foster adeeply reflective environment among students regarding the current technological state of theworld and its societal repercussions. There were 21 students enrolled in the class, which was heldtwice a week with the 2.5

Conference Session

S6B: Full Papers - One Size Does Not Fit All

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Aysa Galbraith, University of Arkansas; Heath Aren Schluterman, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Gretchen Scroggin, University of Arkansas

Tagged Topics

Full Papers

: Starting Successful Study System - In this drill, students develop a plan for approaching exams by creating an individual study system. Students assess their inputs (time, content, resources, person: mental, physical, emotional) and make adjustments to achieve desired outputs in their first set of exams. 3. Fall Semester Drill Week 8: Post-Test Analysis: System Check - Students reflect on their first set of exams and evaluate their study systems to make strategic adjustments. Students also learn how to develop habits, foster self-awareness, and conclude by writing a detailed goal commitment with tangible steps and outcomes. 4. Fall Semester Drill Week 14: Finals Prep - In this drill, students assess their courses

Conference Session

S6C: Full Papers - Cannot Have Too Much Math!

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Nathan Delson, University of California at San Diego; Huihui Qi, University of California, San Diego; Lelli Van Den Einde, University of California, San Diego

Tagged Topics

Full Papers

% 93% 13 98% 95% 0.5181Complete Section 82 74% 75% 62 72% 82% 0.0019 Class Surveys .A weekly reflection and survey were conducted with Likert scale multiple-choice questions. Thecomplete wording of the questions and answer choices are shown in Appendix I. The beginningof class results is shown in Table 2, and end of class in Table 3. Both tables show the sum of thetop 2 Likert responses, such as Effective and Very effective to indicate the percentage of studentswith a positive assessment in each topics area. A Likert scale of 1-5 from very ineffective to

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Lee Kemp Rynearson, Campbell University

ofthe importance for engineers of the ability to learn new information as needed, and methods fordoing so. After the class students write and peer-review reflections on this topic and makewritten plans to develop lifelong learning capabilities while earning their undergraduate degree.The examples and supporting images used at Campbell University cover a range of technologiessuch as grocery barcode scanners and disposable razors and some notable historical events thatstudents are likely to be familiar with. Computer technologies make powerful examples due tothe rapid growth in their performance over time, but examples could be tailored to many fieldswith careful choices.The presentation of this activity may be useful to FYEE attendees as

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dominic Halsmer, Oral Roberts University; Hallett Hullinger, Oral Roberts University; Josiah Kesler, Oral Roberts University; Colin Sheehan, Oral Roberts University

textbook problems. Student responses to the experience are included in the followingsection.Engineering Student Reflections After the fall semester had ended, the engineering students were invited to reflect on theproject and express how it had affected them, in less than a page. This feedback is expected to behelpful in improving the experience for next year’s applied thermodynamics students. Onethoughtful student reflected broadly, “Towards the end of our semester in applied thermodynamics, the instructor invited theclass to participate in the research and development of experiments designed to introducefundamental engineering concepts to the K-12 classroom. These experiments needed to centeraround the fields of applied Earth and

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuting Chen, University of Illinois at Urbana - Champaign; Blake Johnson, University of Illinois at Urbana - Champaign; Marcia Pool, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign; Brian Johnson, University of Illinois at Urbana - Champaign

topicscovered in middle school (6th to 8th grades). If any of these modules are used in the classroom, theGTAs would be invited to a Zoom meeting to connect with the teacher and students. At the end ofthe Fall 2020 semester, we shared four modules with the magnet middle school and receivedpositive feedback from their STEM teacher. Another four modules were created by a new groupof students and shared at the end of the Spring 2021 semester, but we were not notified whetherthe modules were used in their classroom.We reflected on this partnership experience during the summer of 2021 and thought it did not gowell. However, we were at a loss for ideas about how to find local partners efficiently and makethe impact of the partnership more effective. At the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alberto Esquinca, San Diego State University; Idalis Villanueva, University of Florida; Marialuisa Di Stefano, University of Massachusetts Amherst

-added scores to measure effectiveness, it is safe to assume that these scores, atleast partially, reflect teaching effectiveness.As far as teaching effectiveness, for students classified as ELs, there are a variety of programoptions [5], including native-language support that ranges from short-term bilingual educationmeant to transition into English and long-term bilingual education and or dual languageeducation meant to foment bilingualism and biliteracy. The latter options are designed with anasset-based perspective (i.e., they aim to build on students’ existing language and culturalresources). Originally created to explicitly provide ELs from immigrant families with equitablelearning opportunities [6], dual language education situated around

Conference Session

Investigations Using Calculus Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Elif Tekalp; Berrak Tekalp; Hasan Tekalp; Samantha Scarpinella, Quinnipiac University; Michael Giannone, Quinnipiac University

combined knowledgeof a student in a specific subject based on Piaget`s philosophy. APOS theory was designed in [22]as follows:  An action is a transformation of objects perceived by the individual as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation...  When an action is repeated and the individual reflects upon it, he or she can make an internal mental construction called a process which the individual can think of as performing the same kind of action, but no longer with the need of external stimuli...  An object is constructed from a process when the individual becomes aware of the process as a totality and realizes that

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)

the abilityto understand and connect with the thoughts and feelings of others. However, these studies havealso shown that empathy can manifest in different ways based on students’ view of the import ofempathy to engineering practice [8].Studies have begun exploring engineering students’ perceived role of empathy in the specificcontext of community-engagement. Yeaman [9] found ways undergraduate students experienceempathy in service-learning design courses. Wang et al. [10] employed a convergent mixedmethods study that qualitatively measured empathy development of undergraduate engineeringstudents in a service-learning course through guided reflections. Carrol et al. [11] usedquantitative psychometric tools adapted from the Interpersonal

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jeffrey Stransky, Rowan University; Brittany Lynn Butler; Cayla Ritz, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University; Cheryl A Bodnar, Rowan University

Tagged Topics

NSF Grantees Poster Session

students.Dr. Emily Dringenberg, The Ohio State University Dr. Dringenberg is an Assistant Professor in the Department of Engineering Education at Ohio State Uni- versity. She holds a B.S. in Mechanical Engineering (Kansas State ’08), a M.S. in Industrial Engineering (Purdue ’14) and a Ph.D. in Engineering Education. Her current career purpose is to learn about and reveal beliefs that are widely-held as an implicit result of our socialization within systems of oppression so that she can embolden others to reflect on their assumptions and advance equity in their own ways.Dr. Elif Miskioglu, Bucknell University Dr. Elif Miskioglu is an early-career engineering education scholar and educator. She holds a B.S. in Chemical