Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1: Experiential Learning in Fluids, Structures, and Course/Lab Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granda Marulanda, Western Carolina University; Joseph Tang, Western Carolina University; Tom Spendlove

survey wasa seven-question instrument with six 5-point Likert scale questions and one open-endedqualitative question. For each of the Likert questions, the participants were asked to reflect oneach question and provide their answers describing their experience before and after thelaboratory activity. The retrospective survey method was adopted to observe the effect of a short-term activity like the laboratory exercise and help mitigate the survey burden of having to answertwo surveys in a short period. The instrument and survey data are presented in this paper. Apaired difference statistical test is performed on the quantitative survey responses, and ahistogram-generated word cloud of the qualitative responses is shown. The results show a

Conference Session

Computers in Education 7 - Modulus 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Eman Hammad, Texas A&M University - Commerce; James Nelson, Texas A&M University; John Romero, Texas A&M University

alsoestablishes related capabilities, required skills and expected duties for each role. Moreover, itoutlines the educational modules, named knowledge units related to each role. It can beenobserved in the NICE framework as well as in the related expected capabilities and skillsets, thatexperienced students not only would be more competitive, but would also be able to successfullyperform.Experiential learning is a learning process that combines reflection and review about theexperience; abstracting and conceptualization of the experience; and ultimately engaging inactive experimentation of what has been learned [4]. There has been multiple efforts focusing onthe development of several experiential learning elements to enrich and support

Conference Session

Instrumentation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abhijit Nagchaudhuri, University of Maryland Eastern Shore; Jesu Raj Pandya, University of Maryland Eastern Shore; Isaac Omodia, University of Maryland Eastern Shore; Charles Raleigh, University of Maryland Eastern Shore; Kenny Fotouhi, University of Maryland Eastern Shore

components tothe microprocessor board with four-wire connectors that came with the kit, without any need forsoldering. In keeping with the notion of a spirally bound curriculum students had to use andreinforce their knowledge of computer programming, digital logic, basic circuits, and engineeringmechanics that they acquired in courses in freshman and sophomore years to execute the Arduinorelated component of the project. For brevity only a couple of examples of Arduino projectsdeveloped by the students are provided below (Figures 2 and 3): Figure 2 : Monitoring and Alarm System with 4 Sensor Inputs, Buzzer & LED outputs, and LCD Display Figure 3 : Rudimentary Reflective Spectrophotometer using red, blue, green LED and light sensorIn

Conference Session

WIED: Community

Collection

2022 ASEE Annual Conference & Exposition

Authors

Callie Miller, James Madison University; Daniel Castaneda, James Madison University; Melissa Aleman, James Madison University

engineering faculty in particular. Our goal is to showcase possibility. Throughcollaborative storytelling, our research goal sought to illuminate the contexts that compel us torethink engineering culture and the hope that was generated in our experiences.3. Collaborative Autoethnography toward Critical InquiryEach of our own (accumulated) lived experiences can be recorded, reflected upon, made sense ofthrough analysis, and found to speak toward truths that resonate across broader social andcultural phenomena. The analysis of these experiences is not readily quantifiable, yet they can beinspected for their implications toward shared realities via qualitative methodologies.Autoethnography is a qualitative methodology that draws from a researcher’s

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cynthia Pickering, Arizona State University; Mara Lopez, Arizona State University; Gloria Gonzalez; Marcus Garcia, Phoenix College; Caroline Vaningen-Dunn; Katy Pinto

course or program and requiresstudents to reflect upon their learning.” Gage has developed a common language at YorkUniversity (Gage, 2018) and a toolkit for experiential education and learning in whichexternships are characterized as a work-focused experiential education strategy. CarletonUniversity has adapted and expanded the York framework and created a mapping to Kolb’stheoretical model of experiential learning. Kolb’s model posits that humans are naturally capableof learning, and that experience plays a critical role in knowledge construction and acquisition.In other words, learning occurs when someone creates knowledge through experientialtransformations (A. Y. Kolb et al., 2005; D. A. Kolb, 1984). The work at Carleton furtheremphasizes

Conference Session

First-Year Programs Division Technical Session 13: Work-in-Progress Postcard Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Randy Brooks, Texas A&M University

College Prep Course materials provided in the Google Drive at any time after the two day course? Y/N – 46/54. • Reflecting on the past seven weeks of college, what should have been covered in greater depth in the College Prep Course? Free Response. 69 of 75 responded. • Are there other observations that you would like to share with the analysis team regarding the Engineering Academy College Prep Course? This can relate to content, depth, timeframe, focus, direction, venue, environment, etc. (This is a free response question at the end of the survey.) 35 of 75 responded.Likert scale questions are following, using the scale below: o Strongly Agree (1) o Somewhat Agree (2) o Undecided (3) o Somewhat

Conference Session

First-Year Programs Division Technical Session 8: Academic Progress, Retention, and Mathematics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Na'imah White, University of Massachusetts Lowell; Karoline Evans, University of Massachusetts Lowell; Douglas Correa Ospina, University of Massachusetts Lowell

]. Additionally, engineeringidentity, an integral part of continuing in continuing onto professional engineering [28], [30], is often cultivated throughout universitydue to students interacting with other social spheres of engineers, including their peers (team members) and mentors (PMs) [28], [30].We conducted a pre and post survey for the semester-long course and conducted detailed interviews with a select group of students.Our data suggest that friendship has a positive influence on engineering identity, and that the extent to which the PMs actively directedand involved the first-year students in the progress of their projects reflected how the mentees perceived their overall effectiveness,ability, kindness, and approachability. However, the PMs did

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Hawkins, California Polytechnic State University, San Luis Obispo

prerequisitecoursework and (ii) integrate potentially disparate topics with applications in biomedicalengineering. The primary learning outcomes for the course reflect our desire to bring togetherinformation and analysis techniques from disparate fields and synthesize them in application tobiomedical problems: 1. Apply compartmental analysis to model mass, momentum, charge, and energy in transport biomedical systems 2. Use fundamental time- and frequency-domain circuit analysis techniques to understand the behavior of biomedical systems 3. Analyze biomedical signals using time- and frequency-domain methods 4. Use principles of computer programming to model and analyze biomedical signals and systemsThese objectives also

Conference Session

Statics Fanatics 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Papadopoulos, University of Puerto Rico, Mayaguez Campus; Eric Davishahl, Whatcom Community College; Carisa Ramming, Oklahoma State University; Jean Batista Abreu, Elizabethtown College; William Kitch, Angelo State University

(public, bilingual, part of the initial learning of the topic. The grade was based on completeness, not on Hispanic-serving research correctness. Some discussion occurred in class before all students had completed the university) assignment, meaning that some students’ scores reflect their diligence in class, rather than their direct approach to the question. Whatcom Community College ConcepTests deployed primarily in two modalities throughout the course. CTs 4550, 4756, (small community college) and 4497 were three of dozens of CTs used regularly during peer instruction in class. CT 5134 was one of a series assigned for weekly homework

Conference Session

Redefining Manufacturing Education Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Jenifer Blacklock, University of Colorado Boulder; Deb Jordan, Colorado School of Mines; Francisco Garcia, Colorado School of Mines

about AMDS principles, learners will complete a module onfixed/growth mindset, which describes what mindset is and asks the learners to reflect on theirexperiences and when they may have felt they had a growth or a fixed mindset.Beyond the goals of module development around AMDS, this grant also includes an engineeringeducation research component. Specifically, the engineering education research project aims to 2look at the relationship between different demographic and psychological characteristics of thelearner and how these are impacted by the educational context. Figure 1 displays the relationshipsthat are of interest to the overarching study. In addition, the five research questions being

Conference Session

Software Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Gary, Arizona State University

-centered sequence making up the core of the BS in SE at ASU. © American Society for Engineering Education, 2022 Powered by www.slayte.com Software Engineering and Security: Lessons Learned Creating a New Course in Security from a Software Engineering PerspectiveAbstractSecurity is a rising concern for organizations hiring undergraduates out of college in computingdisciplines. This is reflected in the emerging prominence of cybersecurity related courses,certificates, and degree programs, and reflected in the most recent curricular standards guidelines.Perspectives on security recognize it as both a system discipline, meaning the inclusion ofhardware

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Elan Hope, North Carolina State University at Raleigh; Matthew Bahnson, North Carolina State University at Raleigh; Adam Kirn, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Anitra Alexander; Alexis Briggs; Laila Allam, North Carolina State University at Raleigh

]. Engineering identity –an individual’s sense ofbelonging to engineers and engineering – may be one factor that can help explain whytraditionally underserved students persist and remain in engineering graduate education.Discrimination in Engineering Graduate Education Discrimination is inequitable and differential treatment based on social identities such asgender, race, or sexual identity [8]. Discrimination is when individuals and institutions enact biasand prejudice on the individual and is rooted in systematic oppression. In engineering graduateeducation, discrimination is reflective of discipline culture, institutional policies, andinterpersonal relationships [9, 10]. This discrimination is the result of and results in disparities

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Changchia Liu, New York Hall of Science; Dorothy Bennett

free tochoose what they would like to compare with others and which performance goals they focusedon. For example, in the air-powered vehicle activity, a child may be concerned about whethertheir vehicle moved across the track like other children’s designs (i.e., performance-avoidance)and at the same time also want to ensure their vehicle looks the coolest (i.e., performance-approach). For mastery goal orientations, the mastery-avoidance goal orientation was closelyrelated with performance orientations. This may be due to the overarching component acrossthese survey items, such as fear of failure (see [17]). Mastery-avoidance may also be challengingfor young children to reflect on since it requires a sense of their own learning ability. What

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Thorne, Purdue University at West Lafayette (COE); Greg Strimel, Purdue University at West Lafayette (PPI); Nathan Mentzer, Purdue University at West Lafayette (COE); David Sears, Purdue University at West Lafayette (COE)

system. After the pilot, teachers indicated feeling well connectedto the university and supported throughout an otherwise challenging semester during a globalpandemic. Teaching expectations were reflected in student outcomes, all earning at least a B at theconclusion of the course, granted as directly transcripted credit. This is to say that sophomore,junior and senior students completing the course received a transcript from the university with norequirements or matriculation agreement to enroll at the university to receive their credits, leavingpost-secondary options open. However, outside of the course the school has agreements with theuniversity that provides preferred admittance to 9 out of 10 colleges in the university.Recommendations

Conference Session

ERM: Lessons Learned from COVID (COVID Part 2)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Beshoy Morkos, University of Georgia; Fred Beyette; Amy Ragland, University of Georgia; Dominik May

questions take the form of natural language, “phrased in a way thatinterviewees can understand.” In this context we moved away from the specific language of self-regulation and motivation, given the research-specific definition of these terms, to use languagesuch as “approach,” “confidence,” or “interest.” As seen in Table 1, we also reflected on the timebasis for each interview question here. To help participants reconstruct their class experiences[21, p. 90] and ease cognitive demand we organized interview questions chronologically. Withthat organization, interview question about pre-class conceptions were an induction to theprocess of describing beginning, during, and post-class experiences. In this phase we alsodesigned transition and follow-up

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenneth Reid, University of Indianapolis; George Ricco, University of Indianapolis; David Olawale, University of Indianapolis; Md Rashedul Sarker, University of Indianapolis

developmentwith external business mentors. The program’s first year contains training in Agile and Designfor Six Sigma methodologies. Finally, the program involves participation from all faculty andtechnical staff in the engineering school - an all hands on deck approach. We summarize thecurricular changes and decisions made over the past five years, as well as present novel datagleaned from student and faculty reflections. A major change in the curriculum was a changefrom a model with 10 weeks of typical coursework and only 5 weeks of DesignSpine to a moreintegrated 15 full weeks, as both student teams and clients needed more time to effectively workon the design project. Also, as the program grew, there was the need to change the leadership

Conference Session

Transfer Programs at Two-Year Colleges in Engineering and Engineering Technology

Collection

2022 ASEE Annual Conference & Exposition

Authors

Agniprava Banerjee, University of Texas at El Paso; Sara Rodriguez, University of Texas at El Paso; Benjamin Flores, University of Texas at El Paso

disciplines to be matched to our fellows. The mentors work closely with the fellows to introduce them to the culture and learning environments of community colleges, while helping them recognize and explore the possibility of a rewarding career at a community college.c) Professional Development Activities - A series of webinars are conducted biweekly. The fellows are also required to observe at least two classes at the community college facilitated by their mentors. Sample agendas from the Spring 2021 and 2022 are shown below: i) One on One Mentor meetings - Fellows are required to meet with their mentors at least once a month. At the end of each month a reflective summary of 150 words are required to be

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Imane Aboutajedyne, Sidi Mohamed Ben Abdellah University; Ahmed Aboutajeddine, Sidi Mohamed Ben Abdellah University; Yassine Salih Alj, Al Akhawayn University; Shawn Jordan, Arizona State University, Polytechnic Campus

community based participatory design and context consideration intheir work and design practice.For this workshop, post intervention interviews will be conducted to learn about the co-designexperience and understand the influence of the context canvas on the perspective regardingdesigning learning experiences. Interviews will be reflective in nature, following asemi-structured protocol and taking approximately 30-45 minutes to complete. They will beaudio recorded and transcribed. Sample questions are included in Table 1. Questions askedduring the post intervention interview are centered on the context canvas experience and howparticipants used what they had gained in the introductory context workshops and overallreflections on the concept of

Conference Session

NEE Technical Session - Assessment/Evaluation

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Dallal, University of Pittsburgh

, and Fall 2021 semesters. During the part of the semester where flipped modules wereassigned, the class meetings were held remotely in Spring 2020, Spring 2021, and in-person in Fall2021.Students in a learner-centered environment are expected to engage with their learning and practicetheir skills [25], [26]. A holistic view of active learning includes three main components:information and ideas, experience, and reflective dialogue [27]. A successful active learningframework should consider how students (i) encounter new information and ideas, (ii) engage withinformation and ideas, and (iii) reflect on their learning. In our study, our framework considered: i. Students encounter the new material through short videos to present the machine

Conference Session

International Division Technical Session 6: Monitoring, Evaluating and Research

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Associate Professor and Director for Diversity and Inclusion in the Department of Civil and Environmental Engineering at the University of South Carolina. He is also the ASEE Campus Representative and a Senior Faculty Associate in the Center for Integrative and Experiential Learning (CIEL). His current educational interests include designing and implementing problem-based learning strategies for within-the-classroom and beyond-the-classroom experiences, creating and evaluating inclusive learning environments, and facilitating critical student reflection in engineering education.Muwafaq AwadInthuorn Sasanakul © American Society for Engineering Education, 2022

Conference Session

LEES 2: Stories of Intersectionality and Institutional Marginalization

Collection

2022 ASEE Annual Conference & Exposition

Authors

Victoria Siaumau, California Polytechnic State University, San Luis Obispo; Yumi Aguilar, California Polytechnic State University, San Luis Obispo; Jane Lehr, California Polytechnic State University, San Luis Obispo; Lynne Slivovsky, California Polytechnic State University, San Luis Obispo; Emily Flores, California Polytechnic State University, San Luis Obispo; Lauren Cooper, California Polytechnic State University, San Luis Obispo

knowledge production and these interventions should not beat the cost of the students’ well-being. Methodologies that center the experiences of marginalizedpeoples while simultaneously not being harmful or exploitative are lacking in engineeringeducation research. This paper suggests a different path and reflects on how we can build a bettermethodology that does not further harm. We argue that building a more responsive and lessexploitative research methodology starts by understanding trauma in relation to structural andsystemic oppression, applying Kimberlé Crenshaw’s intersectional framework to the ways wedescribe trauma, and being context-specific with the communities we aim to research. We hopethis paper acts as a call to action for other

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Latorre, University of Florida; Elizabeth Meier, University of Florida

industryand higher education.The types of evaluation methods used in the studies described above are student reflections, peerand faculty feedback, student surveys and exit interviews, and alumni surveys [1], [4], [8], [9],[13], [14]. Student surveys have often been used after teaching events to self-report about theeffectiveness of the lessons [4], [8], [9], [14]. Similar to the student perceptions studies describedabove, the study in this paper used a post-event student survey with a Likert scale [15], [17]. Toprovide context into the quantitative responses, each of those questions were followed by anopen-answer question.Research QuestionsThis study provides an analysis of how a group of students have valued leadership trainings withrespect to

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Stwalley, Purdue University at West Lafayette (COE); Grace Baldwin; Virginia Booth-Womack, Purdue University at West Lafayette (COE); Sarah Larose; Carol Stwalley, Purdue University at West Lafayette (COE)

covered abouttwo thirds of their projected academic costs. Once on campus, the program attempted to create apositive, success-reinforcing community of students, similar to those found in minority advocacyorganizations and smaller engineering departments (Baldwin et al., 2021a). Students began theircollegiate STEM experience with a boot camp designed to emulate the expectations and work loadof the first-year engineering program at Purdue, in a consequence-free environment. During eachschool year, students were provided with a friendly, success-tools oriented seminar by one of theprogram’s investigators. Reflective writing exercises were emphasized to encourage writtencommunication skills and career focus (McCarthy, 2011; Bolton, 2006). Purdue has

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Johanna Acosta, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito

component isthe one where the student receives the information in real time, this can be face-to-face or virtual[9], [23]. The difference with the asynchronous component is that it imparts knowledge throughvideos or readings without the teacher being in real time with the students. The video presentedby the teacher can be recorded by the teacher or by someone else. The individual and groupassignments are used to reinforce the knowledge learned through tasks in which they are put intopractice.The versatility of the BFL is reflected in how it adapts to different situations that may arise in aclassroom. In the past, if for some reason it was impossible to attend the classroom, it was a lostday of learning. Furthermore, thanks to technological advances

Conference Session

ETD - A Technology Potpourri I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Jay Porter, Texas A&M University; Emel Cevik, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jennifer Whitfield, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Maram Alaqra

things in a more meaningful way as well as making roomto reflect on their own learning. Kevin reported: “On the problem-solving side, looking at how, from a teacher, from the role of a teacher, getting students to struggle, to understand what it means to create something that was not what they intended, and to really look at, OK, I'm not gonna settle for that. And just really learning how not to give them the answers. So I think as an educator I grew in that area. Because as a math teacher: Okay, we gotta move on [and I will provide the answer].”Kevin continued: “But so when I asked them [students] questions about what wasn't working, I would pose the questions in a way: What if you did this? What

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Henry Claesson, Virginia Polytechnic Institute and State University; Robert Hodge, Virginia Polytechnic Institute and State University; Eunsil Lee, Virginia Polytechnic Institute and State University; Jennifer Benning, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

measurable change for either group. The two-sample t-test performedfor questions F2, F3, F4, T5, C4, and C6 yielded a zero change across the semester for both theself-designated VCE and Microsoft Team’s groups. These questions may reflect the generalconditions of teamwork or reflect the class's layout. For example, question F2 read, “I felt class-related resources were readily available to me.” It could be viewed as more dependent on theinstructor’s use of LMS or file sharing rather than the file sharing within the participant’s team.This would reflect the course rather than the effectiveness of the VCE or the student’s choice ofVCE in this study. This will be further expanded upon in the limitations section of this paper.Another noteworthy

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Ngo, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Benita Comeau, Massachusetts Institute of Technology; Nicholas Fang, Massachusetts Institute of Technology; John Liu, Massachusetts Institute of Technology; Kachina Studer

described the importance of education for the futuredevelopment of this field: “One of the ‘grand challenges’ for nanotechnology is education, whichis looming as a bottleneck for the development of the field” [6]. Reinforcing a betterunderstanding of nanoscale is important if one strives to understand how matter is constructedand how the properties of materials reflect their components, their atomic composition, theirshapes, and their sizes.Imaging techniques such as scanning electron microscopy (SEM) are recognized as an important“gateway” tool for introductory students to view and understand material properties in the fieldof nanotechnology. The challenge, however, is the gap of knowledge between what is happeninginside the electron microscope

Conference Session

Mechanical Engineering: Fluids, Heat Transfer

Collection

2022 ASEE Annual Conference & Exposition

Authors

Xiyuan Liu, Syracuse University

conclusion of their work. In addition to my grades, team evaluation is alsocollected and weighted into the final grades.Observations, Reflections and DiscussionsThe redesigned course has been offered three times in the fall semester of the year 2019 (in person),2020 (virtual Zoom) and 2021 (in person). Here, I only focus on the course taught in person to reflectthe challenges that I have experienced in redesigning and delivering this course, since online teachingadds significant complexity to make direct reflection on teaching effectiveness and student learningexperience. 1. The relatively large student enrollment limits the faculty – student interaction, and a similar issue has been widely reported [9]. In 2019 and 2021, the class

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paris Weber, University of Washington; Seung-Jin Lee, University of Washington; Heather Dillon, University of Washington

simple concept mapping activity can have benefitsfor students early in their engineering coursework to reflect on mindset and technical knowledge.IntroductionThis paper describes a classroom module designed to increase engineering student skills in bothstatics and value creation career formation in the context of building an entrepreneurial mindset.For this work, we define entrepreneurial mindset to be consistent with the EngineeringUnleashed community, “An entrepreneurial mindset (EM) influences the way you think about theworld and act upon what you see. It is a collection of mental habits that empower you toquestion, adapt, and make positive change, leading you to: Recognize and identify opportunities;Focus on their impact; Create value in any