Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anuja Kamat, Wentworth Institute of Technology; Gloria Ma, Wentworth Institute of Technology; Jiahui Song, Wentworth Institute of Technology; Tugba Arsava; James Lambrechts, Wentworth Institute of Technology

core of the half-day workshop was three 45-minute STEM modules: Civil Engineering,Electrical Engineering and Computer Science. The students rotated between the differentworkshops. The three modules are presented in this paper. Civil Engineering project was SoilTesting, Electrical Engineering project was Food Battery, and Computer Science project wasSmart Picker.38 female students participated in this new STEM program. A survey was conducted at the endof the event to evaluate the content of the program. Students were excited about our program,learning, and experiencing different fields of engineering. We received very positive feedbackfrom the students. The students really enjoyed the hands-on experience. Students reflected thatthey would like

Conference Session

DEED Technical Session 7 Design Mental Frameworks

Collection

2022 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology; Jarod White, South Dakota School of Mines and Technology

and process, where conventional tools such as CVCA and QFD are deliver value. Use solution elements instead of parts in combined with unconventional tools such as use-case scenarios methods such as QFD. to arrive at a system description that reflects the voice of the2) Incorporate a preliminary concept generation step Secondarily they tried to understand potential users of an amorphous product. The ultimate goal of before solidifying product requirements

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

Philip Gonsalves; Emmanuel Johnson, University of Southern California; Teresa Ober, University of Notre Dame; Janice Zdankus; Mayank Kakodkar, Purdue University at West Lafayette (COE)

ThinkingAbstractComputational devices are an integral part of our daily lives that underpin our social, political,and economic livelihood. The field of computer science has the potential to be an equalizing forceif all members of society have the opportunity to participate in it. For example, there is a growinginfluence of automation, specifically technologies that involve artificial intelligence (AI) andmachine learning (ML), on transforming the way we live and work. Reflecting this growinginfluence, there is also an increased demand for individuals with skills and knowledge to navigatean AI/ML-enhanced workplace. However, there remains a disparity between those able to benefitfrom such changes in workforce demands. As such, finding ways to address this disparity is

Conference Session

Disability, Neurodivergence, and Sense of Belonging in STEM: Equity, Culture & Social Justice in Education Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Robyn Sandekian, University of Colorado Boulder; Angela Bielefeldt, University of Colorado Boulder

to revise the themes. Using Harvey’s process provided the first author andparticipants an opportunity to improve the qualitative credibility of the study. Qualitativecredibility is an aspect of qualitative research quality that refers to dependability, trustworthiness,and expressing a reality that is plausible or seems true [70]. During each subsequent interview,the participants not only engaged in a process known as member reflection; they also co-analyzed the data with the first author, as described below. Member reflection refers to a processthat allows participants to share, question, critique, and provide feedback or dialogue [70].The participants and the first author repeated the data collection and analysis process. During thesecond

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Austin Peters, University of San Diego; Susan Lord, University of San Diego

Before European Contact. Oakland, CA: University of California Press, 2017.[2] M. A. Meyer, “Our own liberation: Reflections on Hawaiian epistemology,” Amerasia Journal, vol. 29, no. 2, pp. 139–164, 2003.[3] J. N. Q. Kerr, D. J. Hess, C. M. Smith, and M. G. Hadfield, “Recognizing and reducing barriers to science and math education and STEM careers for Native Hawaiians and Pacific Islanders,” CBE—Life Sciences Education, vol. 17, no. 4, Dec. 2018.[4-] L. Vanasupa and L. T. Schlemer, “Transcending Industrial Era Paradigms: Exploring Together the Meaning of Academic Leadership for Diversity,” in Jazzed About Engineering Education: 123rd American Society for Engineering Education Annual Conference and

Conference Session

Design Experiences in Manufacturing Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, Illinois State University; Klaus Schmidt, Illinois State University; Jeritt Williams, Illinois State University

feedback, including peer andself-assessment, opportunities, include feedback that is non-evaluative, specific, timely, andrelated to learning goals, and provides opportunities for revision that deepen understandings ofmaterial, promote student metacognition and reflection [14]. Detail FA: Assessment: Assignment Exam 1 FA: Case Detail

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bimal Nepal, Texas A&M University; Prabhakar Pagilla, Texas A&M University; Satish Bukkapatnam, Texas A&M University; Manan Shah, Texas A&M University

to find solutions toproblems from a business perspective.Acknowledgement: This research was supported by a REU Site grant from the National ScienceFoundation (# EEC 1757882). Any opinions, findings, conclusions, or recommendationspresented are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. Lastly, the project evaluation data was provided by an independent evaluator fromThe Mark USA.References1. Aheleroff, S., Philip, R., Zhong, R. Y., & Xu, X. (2019). The degree of mass personalisation under Industry 4.0. Procedia CIRP, 81, 1394-1399.2. Warnaby, G., & Shi, C. (2019). Changing customer behaviour: Changing retailer response? The potential for pop-up retailing. Journal of Customer

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Melissa Higgins, Boston Children's Museum; Michelle Cerrone

situated within cognitive empathy and reflects what we know about the developmental trajectories of children ages 4-6. This draws on research related to children’s development of theory of mind [6], and skills needed for cognitive empathy (e.g., understanding the feelings of others, recognizing and describing emotions, and perspective taking). Theory of mind, which is the ability to apply emotions, beliefs, thoughts, knowledge to oneself and others, and understand that the mental states of others may differ from one’s own is foundational to cognitive empathy development [6]. It between the ages of 4 to 6 that true theory of mind tends to emerge [7]. Thus, this project operates on the edge of children’s developmental abilities

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

HSIs, such as the AMPLIFY Institute.AcknowledgmentThis material is based upon work supported by the National Science Foundation under GrantNumbers 1953560 and 1953586. Any opinions, findings, conclusions, or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.We would like to thank our research team for all their support throughout this study. The authorswould also like to acknowledge the invaluable insights, enthusiasm, and contributions of the HSIengineering instructional faculty who participated in these interviews, being open and willing toshare their experiences.References[1] E. National Academies of Sciences, Minority Serving Institutions: America’s

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ignatius Fomunung, University of Tennessee at Chattanooga; Christopher Silver, University of Tennessee at Chattanooga; Marcy Porter, University of Tennessee at Chattanooga

engineering transferstudents. The survey analysis revealed that many faculty members do not differentiate betweentransfer students and traditional students and may therefore not be sensitive to their uniqueneeds. However, faculty members associated with the ASSETS scholars, through serving asfaculty mentors, were found to be aware of these differences and are already implementingmeasures that reflect a shift in mindset benefitting transfer students. This paper presents thefindings of the surveys and the outcomes of the new mindset toward providing support to andenhancing the success of engineering transfer students.IntroductionThe responsibility for successfully attending and graduating colleges has traditionally oftenrested with the students whereby

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

Total Intervention 777 382 Total Students 1676 970AcknowledgementsThis research is supported by the U.S. National Science Foundation (grant numbers DUE-1821092, DUE-1821036, DUE-1821488, and DUE-1821277).Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] L. Deslauriers, L. S. McCarty, K. Miller, K. Callaghan, and G. Kestin, "Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom," Proceedings of the National Academy of Sciences, vol. 116, no. 39, p. 19251

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

– Dissemination planDuring the first module, the student finishes their preparation with a project management plan andfinal literature review. The second module is for the student to finish their data analysis and startwriting. In the third module, the student finishes the draft manuscript and creates a plan fordissemination. Throughout the course, the student is also asked to reflect on different aspects ofthe research process and discuss with the research supervisor. The final product of the course is adraft manuscript that can be used to disseminate the results of student’s research. The courseprovides deadlines and structure to help ensure that the student reaches the goal of amanuscript.Student Research ProjectsThe goal of the Research Scholars

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Carmen Lilley, The University of Illinois at Chicago; Gregory Larnell

complexthan our initial thinking and framing reflect; (b) The role of the doctoral supervisor/advisor isemerging as something more salient than we initially anticipated, as evinced by responses tosurvey items; (c) How complex is “sense of belonging” across settings, could there be amismatch for participants? As we continue to review the report, our aim is to refine upcoming programmaticactivities as well as to inform the external evaluation process and collection of additionalevaluative data from participants and program activities. Additionally, we are continuing todevelop and refine the working conceptual framework for self-advocacy. Based on both theevaluation report and ongoing discussions within the project team, we are developing a

Conference Session

ERM: Self-Efficacy, Motivation, and MORE!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jan Edwards, College of Lake County; ANA PIZANO, College of Lake County

Baxter Innovation lab to once again be a central hub for the overall program andcommunity building activities. In addition, it is anticipated that more direct interaction with thestudents will aid in higher survey response rates. The return to campus was also accompanied bythe traditional grading structure which will provide for clearer academic comparisons.This material is based upon work supported by the National Science Foundation under Grant No.1929983. Any opinions, findings and recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References 1. T.L. Strayhorn, College Student’s Sense of Belonging: A Key to Educational Success for All Students

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gibin Raju, University of Cincinnati; Sheryl Sorby, University of Cincinnati; Grace Panther, University of Nebraska - Lincoln; Clodagh Reid, Technological University of the Shannon: Midlands Midwest; Luke Fisher, University of Cincinnati

real time feedback to alleviate cognitiveload, increasing flexibility and personalization of the learning and teaching process.AcknowledgementThis material is based upon work supported by the National Science Foundation in the U. S. undergrants number DRL-1535307 (PI: Perez) and DRL-1818758 (PI: Sorby). Any opinions, findings,and conclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. References[1] L. L. Thurstone, Primary mental abilities, Chicago: University of Chicago Press, 1938.[2] J. Schneider and K. S. McGrew, "The Cattell-Horn-Carroll theory of cognitive abilities.," in Contemporary Intellectual

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Tessa Luzuriaga; Bridget Benson, California Polytechnic State University, San Luis Obispo

increaseenjoyment and 5% of students determined the goal of gamified learning was not to improve theirgaming skills [9]. This reflection in their responses show that students know gamified learningisn't like playing a game as they would outside of the classroom, but rather it is used as anothertool to further their education in a modern way. From the responses of these engineeringstudents, it is evident that the need for an overhaul in the typical engineering education learningenvironment is very much needed. While students are eager to accomplish new feats in theireducational career, it is difficult for them to achieve those feats due to the competitiveness that isfostered, whether directly or indirectly, and lack of encouragement to explore outside of

Conference Session

Energy Conversion and Conservation Technical Session 3: Design of Novel Energy-Related Courses and Course Materials

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ira Harkness, University of Florida

activities, projects, and initiatives [2]. Engineering programs at universities can develop andoffer courses to non-majors to meet this need.Nuclear-specific organizations have similar public education goals. The mission of the AmericanNuclear Society (ANS) is to advance, foster, and spur the development and application ofnuclear science, engineering, and technology to benefit society [3]. One of the objectives is toexcel in engaging and informing the public and students.In this paper, we detail the feedback from students, the course structure and goals, some of thespecific content and activities designed, a reflection on successes and challenges, andsuggestions for others who might want to develop such a course. The course teaches

Conference Session

Issues Facing STEM Programs at Rural Two-Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Mahnas Mohammadi-Aragh, Mississippi State University; Umar Iqbal; Alta Knizley, Mississippi State University; Jenna Johnson, Mississippi State University; Rani Sullivan, Mississippi State University; Shane Brauer, Mississippi State University

.2130171. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] K. McKenzie, “The Effects of Poverty on Academic Achievement.,” BU J. Grad. Stud. Educ., vol. 11, no. 2, pp. 21–26, 2019.[2] E. Jensen, Teaching with poverty in mind: What being poor does to kids’ brains and what schools can do about it. AScD, 2009.[3] N. M. Stephens, M. Y. G. Hamedani, and M. Destin, “Closing the Social-Class Achievement Gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition,” Psychol. Sci., 2014, doi: 10.1177

Conference Session

Graduate Studies Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kacey Beddoes, San Jose State University; Sarah Grajdura, University of California, Davis

based upon work supported by the National Science Foundation under grant#1929727. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] D. Chakraverty, “The impostor phenomenon among postdoctoral trainees in stem: A us- based mixed-methods study,” Int. J. Dr. Stud., vol. 15, no. 1999, pp. 329–352, 2020.[2] M. Hosaka, “Learning to become graduate students: Japanese women’s experience in the research unit in engineering,” Eur. J. Eng. Educ., vol. 35, no. 6, pp. 619–626, 2010.[3] M. W. Sallee, “Performing Masculinity: Considering Gender in Doctoral Student Socialization,” J. High. Educ., vol

Conference Session

Engineering Design Graphics Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hadi Kazemiroodsari, Wentworth Institute of Technology; Yetunde Folajimi

assumption that all studentsare identical in every respect. Consequently, they do not create enjoyment for students becauseit shields them away from balancing fun with learning and the entire process is repeated witheither different or same questions depending on the type of authoring employed. Project Fluud,which is presented in this paper, challenges the students to solve problems related to fluidmechanics in an interactive way. Project Fluud uses a game-based learning approach wherebylearning contents are implicitly embedded in the game to motivate students to learn whileplaying. This approach has been used to reflect academic content in several ways and hasproved to have positive learning effect in various contexts [4, 5, 6, 7]. However, only

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shulong Yan; Eunice Kang; Andrew Katz, Virginia Polytechnic Institute and State University; Avneet Hira, Boston College

, no. 1, pp. 39–103, 1995.[27] J. Kolko, “Sensemaking and Framing: A Theoretical Reflection on Perspective in DesignSynthesis,” 2006.

Conference Session

Mechanical Engineering: Statics and Dynamics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ryan Krauss, Grand Valley State University

courses, students sometimes purchasea hardware kit in lieu of a textbook [6, 7, 8, 9].This work falls under the umbrella of low-cost feedback control experiments for education.System DescriptionThe robot is powered using two DC motors in a differential drive configuration. The motorsare driven by an H-Bridge shield connected to an Arduino Mega. The robot has two primarysensors: a reflectance sensor array used to sense line position and an encoder used to sensependulum position. The line sensor is connected directly to the Arduino Mega. An Arduino 2Uno is dedicated two responding to encoder interrupts to read the pendulum rotationalposition. The Arduino Mega and Uno communicate via i2 c. One novel

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Osama Mansour, Western Kentucky University; Shahnaz Aly, Western Kentucky University

, they include but are not exclusivelymodel progression, specification, level-of-detail concepts, and supply chain management[6]. TheAEC industry share a common vision to academia in relation to BIM, but due to the insufficientinteraction of the industry and education, students continue to fall short of BIM knowledgerequirements when first entering the workforce[6, 7]. “Project-based learning is an active student-centered form of instruction which ischaracterized by students’ autonomy, constructive investigations, goal-setting, collaboration,communication and reflection within real-world practices” [8].Project based learning is where educators use a work methodology that let the students tointegrate the software to a project to establish

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jeremy Rickli, Wayne State University; Yinlun Huang, Wayne State University

or Graduate Engineering Curriculum.” In Computer Aided Chemical Engineering, Vol. 44, pp. 1657-1662, 2018.9. Advanced Manufacturing Office - AMO, “Multi-Year Program Plan for Fiscal Years 2017- 2021.” U.S. Department of Energy, Energy Efficiency & Renewable Energy. Washington, DC: US DOE, 2017.10. Straub, J. "Operations of a Research Experience for Undergraduates Program During a Pandemic." In 2021 ASEE Virtual Annual Conference Content Access. 2021.11. Comert, G., Berk, Z., Petrulis, R., Iyangar B., Abuhdima, E.M., and Begashaw, N. "Reflections from Virtual Undergraduate Summer Research Experience with Interdisciplinary Teams." In 2021 Illinois-Indiana Regional Conference. 2021.12. Hobbs, L

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Denise Hum

share what was working.The first semester there was a low success rate (55.1%) relative to regular statistics (73.6%)classes. Granted, this was in Spring 2021 during the second fully online semester due to theCovid-19 pandemic. Upon reflection, we made a number of pedagogical and curricular changesthe following semester to improve student success and retention. In preparation for Fall 2021,both the new, second faculty cohort and the original cohort met almost daily during the monthleading up to the start of the semester to work on common curriculum and syllabus. As a result,a Canvas shell with the core curriculum was made available for new and existing faculty to copy.Additions to the course included more time and activities designed to help

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Villalta-Cerdas; Faruk Yildiz, Sam Houston State University

wish to acknowledge the National Science Foundation under grant No. 1725674 forsupporting this work. Any opinions, findings, and conclusions or recommendations expressed inthis paper are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.References[1] A. Villalta-Cerdas, D. E. Thompson, S. L. Hegwood. “Integration of Research-basedStrategies and Instructional Design: Creating Significant Learning Experiences in a ChemistryBridge Course” In 2021 ASEE Virtual Annual Conference Content Access, 2021.[2] L. D. Fink, Creating significant learning experiences: An integrated approach to designingcollege courses. Jossey-Bass Inc Pub., 2003.[3] M. A. Reyes, M. R. Anderson-Rowland, M. A. McCartney. “Freshman

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Carol Haden, Northern Arizona University; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Joel Howell; Chung Seop Jeong, University of South Florida; Wilfrido Moreno, University of South Florida; Arash Takshi; Kevin Yee; Paul Spector, University of South Florida

focuses on investigating the impact of action-stateorientation on student study habits and performance and will also investigate whether studentscan become more action-oriented through interventions and guidance from faculty/department.Action-state orientation is a personality attribute that reflects how well people can developeffective strategies to achieve their goals.[3] Becoming more action-oriented is part of theTaking Responsibility to Understand Engineering (TRUE) concept that aims at improving thestudents’ engagement with their academic program. During the 1st year of RED, action-stateorientation surveys were completed in various university courses, including EE, engineering, andnon-engineering courses. Over 2600 students were surveyed

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audrey Rorrer; David Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Terry Xu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Kamalapriya Srinivasan

STEM Ph.D. students that is scalable and reflective of the evolving employmentlandscape and workforce needs; 2) develop an alternative roadmap for STEM doctoral students;3) increase entrepreneurship rates among graduates; and 4) scale and propagate effectivepedagogical strategies. In order to achieve these goals, the project activities include: ● Stipend Support: Participating faculty-student teams receive annual stipends to fund materials, equipment, supplies, travel to conduct research. ● Ventureprise Collaboration: Students engage with business leaders through Ventureprise, an NSF-ICorps site at UNC Charlotte. Students undergo entrepreneurial training, including investigating applications of their work, market research, and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Vivian Jones, Bethune-Cookman University; Jillian Wendt, University of the District of Columbia

community and having the opportunity to engagein mentoring activities with their peers and their mentors. Within the current study, it wasrecognized that mentees are excited to persist in their current STEM fields and look forward tograduating to pursue a STEM career.Funding Acknowledgement This material is based upon work supported by the National Science Foundation underGrant No. 1912205. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References 1) Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. 2) Bandura, A. (1997

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachel Levitin, American Society for Engineering Education (ASEE); Teddy Ivanitzki, American Society for Engineering Education (ASEE); Rashida Johnson, American Society for Engineering Education (ASEE)

significantly lower percent than thatof science and engineering (S&E) doctorates awarded to women and underrepresented groupsthat year [10]. It also does not reflect the capacity or talent of those more than 90,000underrepresented people who earned S&E doctorate degrees between 2005 and 2015 in the U.S.[11]. This trend led Congress to allow eligible agencies to use 3 percent of their small businessgrant budget set aside for administrative purposes to support underserved groups under theSBIR/STTR Reauthorization Act of 2011. As result, many agencies use this fund for outreach tounderserved groups.The private sector tells a similar story. Diversity VC, a nonprofit partnership promoting diversityin venture capital, reported in 2019 that, in a