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Joel Mejia, The University of Texas at San Antonio

consciousness while uncovering the multiple intersectionalidentities that dispel the myth of the Latino/a/x monolith. The overarching goal of this qualitativestudy is to generate knowledge on how Latino/a/x engineers make meaning of their experiencesand the adversity they face throughout their engineering pathways, and how these meaningsmay provide a heightened sense of agency to persevere as they acknowledge themselves asholders and creators of knowledge.This project has focused on four major activities: (1) develop and expand the methodologicalpractices that explore the development of conocimiento (consciousness) among Latino/a/xengineers while centering on their intersectionalities; (2) explore the different forms in whichinstitutional practices may

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Michael Thompson, Baylor University; Anne Spence, Baylor University; Carolyn Skurla, Baylor University; Emily Sandvall, Baylor University; Andrea Pouso Morales, Baylor University

projectaccomplishments in these areas, followed by additional details mapped to the Project Objectives.Recruitment of ECS ScholarsThe typical recruiting process for incoming students at Baylor is organized around campus tours,contact with admission councilors, and special event recruiting sessions. The recruiting processfor ECS Scholars was impacted by the campus shutting down due to the emergence of Covid19.However, as described in the Objectives section, the fall 2019 recruiting schedule went asplanned and we were able pull together creative virtual recruiting activities for the latter half ofthe Spring 2020 semester. The specifics of how were able to meet our recruiting objectives isprovided under Objective 1 in the Objectives section.Backend set-up of

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Micah Lande, South Dakota School of Mines and Technology

. There is a gap between these collective experiences and the messaging shared withprospective students that majoring in engineering is for those that want to be “creative problem-solvers: and “design the future,” such as proffered by the National Academy of Engineering’sChanging the Conversation project [1]. The motivation for this paper and the research into thetopic came from the primary author’s desire to explore this thought process of peer engineeringstudents during their undergraduate coursework.This research explores and examines undergraduate mechanical engineering students’ curriculumat a singular university site and where creativity currently fits. Students are asked to reflect onprevious projects and educational experiences to

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2022 ASEE Annual Conference & Exposition

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Gustavo Menezes, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Silvia Heubach, California State University, Los Angeles; Emily Allen, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Daniel Galvan, California State University, Los Angeles; Eva Schiorring

education, the Eco-STEM project embraces anasset-based ecosystem model that thinks of education as cultivation, and ideas as seeds we areplanting, rather than a system of standards and quality checks. This significant paradigm andculture transformation is accomplished through: 1) The Eco-STEM Faculty Fellows’ Community of Practice (CoP), which employs critically reflective dialogue[1][2] to enhance the learning environment using asset-based learner-centered instructional approaches; 2) A Leadership CoP with department chairs and program directors that guides cultural change at the department/program level; 3) A Facilitators’ CoP that prepares facilitators to lead, sustain

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2022 ASEE Annual Conference & Exposition

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Briceland McLaughlin, Boise State University; Julianne Wenner, Clemson University

students will also be discussed.IntroductionThe decision-making process surrounding enrollment in a STEM-based Master of Science (MS)degree program is multifaceted. It can be challenging, especially for students who identify asfirst-generation, academically talented, low income, or generally underrepresented in STEMfields. Due to the complexities of the pre-decision making process and perceived barriers tostudent degree attainment, many students enter the workforce after finishing an undergraduatedegree instead of considering an MS degree.In its efforts to increase competitiveness on a global scale, the US government has identifiedrecruitment to and graduation from tertiary STEM programs to be critical [1]. Some of the most“untapped” populations

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2022 ASEE Annual Conference & Exposition

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David Feil-Seifer; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

institutional features that directaction when a mental health crisis arises. Specifically, this project focuses on generating newknowledge about the ways faculty and students conceptualize mental health within engineeringgraduate programs.Understanding these facets of mental health in academia is a first step toward changing policiesand practices that have perpetuated the mental health crisis in engineering. This long-termoutcome of this EEC project will develop evidence-based practices to improve student mentalhealth services in graduate engineering programs.IntroductionA growing mental health crisis in graduate education is a major factor in the attrition of qualifiedSTEM MS and PhD students 1 . While the factors driving attrition are multi-faceted

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2022 ASEE Annual Conference & Exposition

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Tim Foutz, University of Georgia; AnnaMarie Conner; Jenna Menke, University of Georgia; Joanna Schneider, University of Georgia; James Drimalla, University of Georgia; Aida Alibek, University of Georgia; Lorraine Franco; Shaffiq Welji, University of Georgia; Barbara Crawford

the knowledge needed to transform the CALC concept into a learning practice in whichyoung, novice programmers use the argumentation framework to develop coding sequences.Why? School administrators and other stakeholders often express that teaching coding is adistraction to teaching content related to state tests (e.g., mathematics, science) [1]. Supposecomputer coding is an integral part of teaching mathematics and science subject areas. In thatcase, the concerns that coding is a distraction might decline, and administrative support forteaching coding might increase. We believe this work should be done at the elementary schoollevel, better preparing more students and underrepresented groups for STEM subjects taught inthe upper grades

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2022 ASEE Annual Conference & Exposition

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Kenneth Connor, Rensselaer Polytechnic Institute; Craig Scott, Morgan State University; Mohamed Chouikha, Prairie View A&M University; Pamela Leigh-Mack, Virginia State University; Barry Sullivan; John Kelly, North Carolina Agricultural and Technical State University (CoE); Stephen Goodnick, Arizona State University; Mark Smith, University of Texas at Austin; Michelle Klein, Electrical and Computer Engineering Dept. Heads Assoc. (ECEDHA); Shiny Abraham, Seattle University; Ben Oni, Tuskegee University; Esther Ososanya, University of the District of Columbia; Abdelnasser Eldek, Jackson State University; Shujun Yang; Hector Erives, University of Texas at El Paso; Cole Joslyn, University of Texas at El Paso; Ivonne Santiago, University of Texas at El Paso; Peter Romine, Navajo Technical University; Shayla Sawyer; Rodrigo Romero, University of Texas at El Paso; Yuanrui Sang; Hassan Salmani; Delia Saenz, Arizona State University; Miguel Velez-Reyes, University of Texas at El Paso

compelled by our mission to make a stand together intreating everyone with equity and respect, regardless of race, religion, ethnicity, sex, genderidentity or orientation, age, disability, citizen status, or national origin. Accordingly, and inresponse to both national calls for racial justice and exigencies in higher education around equityand representation, we delivered a series of capacity-building workshops in 2021 to 1) promotean understanding of inequitable patterns and 2) introduce participants to frameworks that help tocounter them. Actionable steps were identified to mitigate the deleterious effects of exclusion inengineering education and to facilitate collaboration of individuals and institutions in a way thatenables tangible change.The

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Tracy Hammond, Texas A&M University; Matthew Runyon, Texas A&M University; Julie Linsey, Georgia Institute of Technology; Kimberly Talley, Texas State University; Kristi Shryock, Texas A&M University; Vimal Viswanathan, San Jose State University; Benjamin Caldwell, LeTourneau University

in the first physics course a student takes. Understanding how todraw free body diagrams is essential for a student’s success in several fields of engineering. Freebody diagrams help increase learning by decreasing a problem’s cognitive load [1]. Althoughstudents need thorough feedback [2] in order to learn properly and not form misconceptions,many introductory classes are quite large and often have hundreds of students in a single class.This situation makes grading a large burden and providing effective feedback in a timely mannerdifficult. Many instructors turn to web-based homework systems to help students get thefeedback they need without as much reliance on the instructor [3].The use of online homework systems makes it difficult to

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Changchia Liu, New York Hall of Science; Dorothy Bennett

) have multifaceted goalorientations while engaging in engineering activities, and their goal orientations may be relatedto the context and setting of the activities (e.g., physical and social environments). The data alsoindicate differences between families of historically minoritized communities and generalmuseum visitors and caregivers’ goal orientations for their children’s learning.IntroductionThere is a longstanding problem of the overall lack of diversity in the engineering workforce,and the particular underrepresentation of certain gender, racial and ethnic groups, in engineeringeducation [1], [2]. The issue is even more pressing today given that the nature of engineeringitself has been evolving to require more collaborative and

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Ali Gordon, University of Central Florida; Jeffrey Kauffman

recognized as a means to equipsociety’s future engineers and scientists with the broad skillset necessary to contribute to theseareas. The jointly funded NSF-DoD REU site Advanced Technologies for Hypersonic Propulsive,Energetic and Reusable Platforms (HYPER) unites multidisciplinary interests to study advancedstructures and systems with application to hypersonics, space, propulsion, and energy. Over thecourse of two 10-week summer sessions (2019 and 2021), participants have gained hands-ontraining in contemporary challenges such as: (1) utilizing advanced manufacturing techniques forhigh-value components, (2) integrating in situ monitoring of stress-strain evolution, (3) developingnovel methods for improved internal cooling and heat transfer

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2022 ASEE Annual Conference & Exposition

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Eun-young Kang, California State University, Los Angeles; Matthew Jackson, California State University, Los Angeles

Powered by www.slayte.com Impact of Three Years of Intervention in Culturally Adaptive Pathway to Success on S-STEM Scholars1. IntroductionWith a mission to increase the number of academically talented low-income students entering theSTEM workforce, the NSF S-STEM program has granted awards to various type of institutionsin order to advance our understanding of how “evidence-based curricular and co-curricularactivities affect the success, retention, transfer, academic and career pathways, and graduation inSTEM of low-income students [1].” To date there are a number of publications that documenteffective practices and strategies to help talented low-income students succeed in differentinstitutional and disciplinary

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Cassandra McCall, Utah State University; Ashley Shew; Marie Paretti, Virginia Polytechnic Institute and State University; Denise Simmons, University of Florida; Lisa McNair, Virginia Polytechnic Institute and State University

inducted into the Thomas Green Clemson Academy and received Clemson University’s Glenn Department of Civil Engineering Distinguished Alumni Award.Lisa McNair Lisa DuPree McNair is a Professor of Engineering Education at Virginia Tech and Director of the Center for Educational Networks and Impacts (CENI) at ICAT. Her work focuses on building networks between the university and multiple community sectors and supporting evidence-based outreach in science, engineering, arts, and design. She translated a decade of interdisciplinary initiatives into VT’s Innovations Pathway Minor, and has directed 11 PhD dissertations, servedon 17 PhD committees, and funded and mentored 6 post-graduate scholars (5 PhD, 1 MFA). Her funded NSF

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

Experience for K-5 Educators to Enrich the STEM Ecosystem by Producing Accessible Curricula Based on National StandardsIntroductionIn order to sustain economic growth, maintain national security, and endure as a global leader,the U.S. needs to further develop a qualified STEM workforce [1]. The STEM pipeline is ametaphor used to describe the recruitment and retention of students through STEM education.Early in this STEM pipeline, elementary educators’ beliefs and attitudes towards STEM have asignificant impact on their students’ attitudes and confidence in STEM subjects. Elementaryeducators are trained to teach cohorts of students for an entire day and are not assigned

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Cory Brozina, Youngstown State University - Rayen School of Engineering

University and commuter students represent a large portion of college enrollmentnationally [1]. Commuter students have differing constraints than residential students includingnonacademic commitments to work and family along with other time constraints for travel[2,3,4]. Commuter students thus face unique challenges that residential students do not face suchas developing social connections [5] which is connected to learning and persistence [6].Commuting negatively effects academic performance [7] and being able to integrate socially [8].The overarching research question for this S-STEM funded project is: How can a four-yearinstitution help increase the integration and success of engineering commuter students? We adoptan embedded case study approach

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

Opportunities for Engineering Students’ Empathy Engagement in Community-based Learning1. IntroductionCommunity-Based Learning (CBL) is an experiential pedagogy that involves a communitypartner in the learning process [1]. Through working with a real partner in engineering, CBLprovides the learning platform to educate students to develop interpersonal skills and becomesocially-engaged engineers who prioritize understanding the needs of the community [2], [3]. InCBL, engineering students learn to develop authentic relationships with community partnerswhen doing engineering projects. This deepened interpersonal relationship between the studentsand the communtiy can positively influence student learning and the quality and sustainability ofthe

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Noemi Mendoza Diaz, Texas A&M University; Russell Meier, Milwaukee School of Engineering; Deborah Trytten, University of Oklahoma; Mark Weichold, Texas A&M University; Janie Moore, Texas A&M University

www.slayte.com Computational Thinking in the Formation of Engineers: Year 2IntroductionIn the United States, engineering students spend four or more years studying mathematics,science, and engineering topics that provide breadth and depth in a field of study. The structureof the engineering curriculum is not nationally standardized but accreditation requirements,professional society guidelines, and input from industrial advisory committees all helpuniversities develop robust curricula that continue to produce graduates prepared to designsystems around multiple realistic constraints using modern tools and practices [1] [2]. Central tothis modern design practice is the use of computers to collect and analyze data, as well as tocalculate solutions

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Yan Tang, Embry-Riddle Aeronautical University - Daytona Beach; Haiyan Bai, University of Central Florida; Richard Catrambone, Georgia Institute of Technology

conduct an in-depth diagnostic process to identify students’ common mistakes and associated intuitive mentalmodels. We then use the results to develop deliberate practice problems aimed at changingstudents’ cognitive strategies and mental models.IntroductionTo teach problem solving in engineering mechanics, we use examples to demonstrate how tosystematically solve problems. Students, however, often rely on guesswork or their memorizationof similar problems to solve new problems. The systematic problem-solving strategies we use arebuilt upon cognitive strategies and mental models we have developed over a number of years [1-4]. Students, on the other hand, have only a few disconnected conceptual and structural models ofthe subject, which fails to

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Amy Chan Hilton, University of Southern Indiana; Shelly Blunt, University of Southern Indiana; Zane Mitchell, University of Southern Indiana

storiesprompted by the data, and in building community, both internally and externally. Thus, theproject objectives are to: 1) expand learning analytics data tools that are relevant and actionablefor faculty; 2) engage faculty in activities and learning communities that connect academic datawith individual perspectives and values to motivate interest in evidence-based instructionalstrategies; 3) build community across STEM educators; and 4) refine theories of change andframeworks for a future change implementation project. The focus is on introductory,foundational, and gateway STEM courses. The capacity-building goals of this project are tostrengthen the data infrastructure for faculty use and cultivate faculty buy-in for engaging inSTEM education

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2022 ASEE Annual Conference & Exposition

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Brian Skromme, Arizona State University; Srividya Bansal, Arizona State University; Rishabh Gupta, Arizona State University; Tariq M Nasim, Arizona State University; Caleb Redshaw; Benjamin Miller, Arizona State University; Petru Andrei, Florida A&M University - Florida State University; Hector Erives, University of Texas at El Paso; Deanna Bailey, Morgan State University; Gregory Wilkins, Morgan State University; Megan O'Donnell, Arizona State University; Wendy Barnard, Arizona State University

four participating institutions are discussed. Overall, students had very favorableexperiences using the step-based system across Fall 2020 and Spring 2021. At least 48% ofstudents in the Fall 2020 semester and 60% of students in the Spring 2021 semester agreed orstrongly agreed with all survey questions about positive features of the system. Those who hadused the step-based system and the commercial MasteringEngineering system preferred theformer by 69% to 12% margins in surveys. Instructors were further surveyed and 86% wouldrecommend the system to others.1. IntroductionIntroductory circuit analysis forms a key gateway course for electrical engineers and is alsofrequently a required course for many other engineering majors. Therefore

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Secil Akinci-Ceylan, Iowa State University of Science and Technology; Kristen Cetin, Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology

Paper ID #38409Perspectives of Engineering Faculty and Practitioners onCreativity in Solving Ill-Structured ProblemsSecil Akinci-ceylan Secil Akinci-Ceylan is a PhD student in the School of Education at Iowa State University.Kristen Sara Cetin (Assistant Professor)Benjamin Ahn (Associate Professor) Benjamin Ahn is an associate professor in the Department of Aerospace Engineering at Iowa State University. His research interests include (1) engineering workforce development, (2) student mentoring and diversity, and (3) teaching and learning mechanisms. Benjamin received a Ph.D. in Engineering Education from Purdue

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2022 ASEE Annual Conference & Exposition

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George Tan, Texas Tech University; Luke LeFebvre, University of Kentucky; Tim Dallas, Texas Tech University; Changxue Xu, Texas Tech University; Jnev Biros

University Health Sciences Center. © American Society for Engineering Education, 2022 Powered by www.slayte.com Teaming Engineering Students with Medical Students - Interdisciplinary Learning for Biomedical Innovation Nan Zhang1, George Tan1*, Luke LeFebvre2, Tim Dallas3, Changxue Xu1, Jnev Biros4 1 Department of Industrial, Manufacturing and Systems Engineering Texas Tech University, Lubbock, TX 79409 2 School of Information Science University of Kentucky, Lexington, KY 40506

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Rickey Caldwell; Julia St. Goar, Merrimack College; Brandi Baldock, Merrimack College; William McDowell; Gwyne White

to invite and interview students was successful at recruiting a diverse cohort.1. IntroductionA newly funded scholarship and student support program created a chance to rethink the applicationprocess for academic programs. This program targets low-income, academically-gifted students. Forsome, low-income equates to students of color or students from urban areas. However, low-incomestudents come from all geographic regions and consist of all races and ethnicities. Additionally,academically gifted students are distributed across the country and not just in affluent areas. The challengein our admission process is to avoid the classical rubrics attached to low-income and academically gifteddescriptors.This paper will describe the process for

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Eric Davishahl, Whatcom Community College; Lee Singleton; Todd Haskell; Kathryn Rupe, Western Washington University; Leslie Glen

principlesthat may be applicable to a wider array of STEM courses. We presented the project rationale,goals and research questions along with the overall research design in 2020 [1].One aspect of the project is to explore how students may be able to use their experiences with themanipulatives to improve their spatial visualization skills in the context of their Calculus orStatics course. The importance of spatial abilities for STEM majors in general is well-established[2]. Spatial abilities are malleable and can improve with targeted training [3], and there isevidence that such training can improve retention and graduation rates [4]. Colleges anduniversities widely use the Purdue Spatial Visualizations Test: Rotations (PSVT:R) [5] tomeasure students

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2022 ASEE Annual Conference & Exposition

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Lea Marlor, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Graham; Jenefer Husman, University of Oregon; Maura Borrego, University of Texas at Austin; Michael Prince, Bucknell University; Madeleine Smith, University of Oregon

, particularly inthose underrepresented in STEM [1-4]. Despite these positive outcomes, instructor adoption ofactive learning in STEM classrooms has been slow [5]. Past research into this slowimplementation has shown that instructors often cite many different barriers towards enactingactive learning, including: the time it takes to create activities, their ability to cover the entiresyllabus, the efficacy of active learning, and the fear of student resistance [6-8]. For this study,we created an instructor development workshop to educate STEM instructors on what activelearning is and ways to implement active learning into their classrooms. An additional goal ofthis workshop was to provide instructors with evidence-based strategies that focus on

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2022 ASEE Annual Conference & Exposition

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Robert Deters, Embry-Riddle Aeronautical University - Daytona Beach; Brent Terwilliger, Embry-Riddle Aeronautical University - Worldwide; Emily Faulconer, Embry-Riddle Aeronautical University - Worldwide; Kelly George, Embry-Riddle Aeronautical University - Worldwide

important impact on students, though onlinestudents are likely underrepresented in undergraduate research. The Research Scholars Programuses existing support systems of the campus while also building new components. These newcomponents developed for this project are a research mentoring program, a workshop series, anda guided independent study course. The Research Scholars Program formalizes the process foronline students at the Worldwide campus to participate in undergraduate research with a goal ofhaving students publish and present their work.IntroductionResearch indicates that due to access limitations, distance students are likely underrepresented inundergraduate research, a high impact practice that offers disciplinary learning gains [1], [2

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2022 ASEE Annual Conference & Exposition

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Jane Lehr, California Polytechnic State University, San Luis Obispo; Dominic Dal Bello, Allan Hancock College; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Eva Schiorring; Erica Garcia; Fred Depiero, California Polytechnic State University, San Luis Obispo; Jamie Bettencourt; John Oliver, California Polytechnic State University, San Luis Obispo; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Jeff Jones, Class4me.com; Victoria Siaumau, California Polytechnic State University, San Luis Obispo

.1More broadly, the partnership was established to strengthen the transfer pathway between theuniversity and the community colleges, while supporting individual transfer students.The ENGAGE Project Team is strongly motivated to engage in this collaboration and project byour commitments to racial, educational, and transfer student equity, as discussed in more detailbelow. In addition, from a state and broader national perspective, increasing access to andsuccess for community college transfer students in STEM disciplines is necessary to meet U.S.and California workforce needs [1, 2]. California currently faces a “2025 skills gap” in technicalfields that exists, in large part, due to under-participation of Latinx, first generation, and low-income

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Renata Revelo, The University of Illinois at Chicago; Joseph Hummel

adjustments of the program to fit 1 credithour structure, as well as student impact in the three cohorts. The program has served majoritywomen students and continues to strive for representation of minoritized students in the fields ofComputer Science and Electrical and Computer Engineering.We also share evaluation results from the first cohort, as well as results from the reflectionscollected starting with the second cohort. These reflections show the ways in which students areimpacted by the program as well as areas of improvement.Finally, we discuss what aspects of ERSP at UIC are working well so far and have translatedwell from the original program, and which aspects need further adjustment and improvement.ERSP BackgroundThe Early Research

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Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); N. Sanjay Rebello; Carina Rebello, Purdue University at West Lafayette (COE)

aSTEM degree [1], [2]. Many factors can impact students' persistence in their major, howeverfactors such as interest, career, and personal relevance, and grades in introductory courses arestrong predictors of persistence within STEM majors [3] - [5]. Those who persist as a STEMmajor often find themselves underprepared for problem-solving within authentic settings. Introductory STEM courses present engineering students with well-structured problemswith single-path solutions that do not prepare students with the problem-solving skills they willneed to solve complex problems within authentic engineering contexts. When presented withcomplex problems in authentic contexts, engineering students find it difficult to transfer thescientific

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2022 ASEE Annual Conference & Exposition

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Karl Schubert, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Massey, University of Arkansas; Carol Gattis, University of Arkansas; Jennie Popp; Chunhua Cao, The University of Alabama; Thomas Carter, University of Arkansas; Divya Muralidhara, University of Arkansas

it seriously and to take self-care action in their own lives. The course syllabus, bridgeprogram activities, participant surveys, lessons learned, and additional assessment data will beprovided.Background and LiteratureTraditional coursework can benefit from borrowing ideas related to innovation, leadership, andentrepreneurship [1]. Several organizations have on-going efforts to incorporate innovation intocoursework including National Collegiate Inventors and Innovators Alliance (NCIIA), The KernEntrepreneurial Engineering Network (KEEN) and the Kauffmann Foundation. Raviv [1] suggeststhat innovative coursework necessitates a “student-centered” environment and a focus onincorporating problem-solving, “big picture”, personal and social skills