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Organization, individuals, and families in Saudi Arabia need more attention on recycling in their daily waste. The average generated daily rate of municipal solid waste is 1.72 kg per capita and the yearly kingdom waste recycling is around 15 million tons. Saudi government set a goal to reach 30million tons per year by 2033. This study examines the awareness level of paper recycling for university students in Saudi Arabia. A survey model consists of 26 measures that concentrated in attitudes, actions, and beliefs, is used. Seventy students in college of engineering at University of Jeddah responded to the survey. Moreover, barriers of adopting recycling paper in Saudi Arabia is analyzed and prioritized using Interpretive Structure Modeling (ISM) software. The findings indicates that the current state level of paper recycling awareness in Saudi Arabia is considered low, the education system does not support this issue, and there is a strong agreement that recycling for individuals and families in Saudi is not easy due to the absence of facilities such as containers and poor infrastructure. Furthermore, it indicates that the barrier “lack of laws that support recycling paper” is considered as the most critical barrier and it influences the rest of barriers. [ABSTRACT FROM AUTHOR]

Spatial visualization skills have been shown to be critical to the success of engineers and engineering students, and the assessment and remediation of those skills is growing in engineering curricula across the country. At Michigan Technological University, spatial skills of freshmen engineering students have been tested with the use of the Purdue Spatial Visualization Test: Rotations (PSVT:R) since 1993. This test has traditionally been administered with paper tests where students record their answers on a scantron form. Due to changes in university computing resources in the 2013-2014 academic year, the opportunity arose to test the freshmen through a Learning Management System (LMS). In the fall of 2014, over 450 of the engineering freshmen were administered the PSVT:R with the traditional paper test method, while approximately the same number took the test through the LMS. Testing half of the students with each method allowed for a comparison to be made between the two testing methods. This paper compares scores from the paper version of the test with scores on the on-line version of the test to determine if students perform equally on the on-line and paper forms of the test. [ABSTRACT FROM AUTHOR]

Aviation has become a trusted forefront and reliable mode of transportation for both people and goods. In recent years, the rapid growth of the air transport industries has also increased International Civil Aviation Organization (ICAO) and the United Nations (UN) attention to sustainable aviation. In alignment with ICAO's promotion of sustainability actions and plans, this paper explores the impacts of aircraft engine washes, not only in terms of technical impacts but also environmental impacts. This paper describes the education environment and inclusion of engine washing technologies in courses. To enable students to more fully understand aviation sustainability, one way that might be effective is to combine practical and technical knowledge. Therefore, aerospace and aeronautical education environments need to teach students practical engine washing technologies and the sustainability impacts. This paper may be useful in educational environments as a starting point of including both practical and sustainability knowledge in courses. [ABSTRACT FROM AUTHOR]

First-year engineering courses are relatively large with several sections; thus, it can be rather difficult for an individual instructor to recognize when a particular student begins to lose engagement. Learning management systems (LMS) (e.g., Canvas, Blackboard, Brightspace) can be valuable tools to provide a consistent curriculum across several sections of a course and generate data regarding students' engagement with course materials. However, a human-centered approach to transform the data needs to be utilized to extract valuable insights from LMS data. The purpose of this Complete Research paper is to explore the following research questions: What type of LMS objects contain information to explain students' grades in a first-year engineering course? Is the inclusion of a human operator during the data transformation process significant to the analysis of learning outcomes? For this, data from LMS is used to predict the learning outcome of students in a FYE course. Two predictive models are compared. The first model corresponds to a usual predictive model, using the data from the LMS directly. The second model considers the specifics of the course, by transforming the data from aggregate user interaction to more granular categories related to the content of the class by a human operator. A logistic regression model is fitted using both datasets. The comparison between predictive measures such as precision, accuracy, and recall are then analyzed. The findings from the transformed dataset indicate that students' engagement with the career exploration curriculum was the strongest predictor of students' final grades in the course. This is a fascinating finding because the amount of weight the career assignments contributed to the overall course grade was relatively low. Additionally, while both models produced adequate fit indices, the human-informed model performed significantly better and resulted in more interpretable results. [ABSTRACT FROM AUTHOR]

Aerospace engineering students frequently encounter difficulty in their upper division courses because the course material is not only advanced but strongly specific to aerospace technical details, compared to the general engineering content of the lower division courses. Consequently students must learn many concepts and analysis techniques which are new to them. The objective of the work described in this paper is to improve student understanding and mastery and retention of specific technical theories, concepts, and methods as defined by specific ABET outcomes. The approach is to develop a series of Khan Academy style videos which are specific to aerospace engineering topics which students historically find challenging to understand and master. [ABSTRACT FROM AUTHOR]

In this paper, we are interested in exploring the question: how much explicit, named attention has reflection received in engineering education scholarship and how do we interpret these results? We conducted a systematic literature review of the ASEE (American Society of Engineering Education) conference publications to better understand the role of reflection in engineering education scholarship through assessing the number of papers that involve reflection in some way. In our search, we categorized the publications by scope of reflection: the extent to which reflection is mentioned, and type of reflection: how reflection is being operationalized. As a result of our findings, it is evident that there has been a significant and recognizable upward trend in the explicit attention to reflection across the body of the ASEE conference publications. Understanding the trends of reflection across literature can help us further analyze its prevalence and importance in the engineering education community. [ABSTRACT FROM AUTHOR]

Research in engineering leadership (EL) has seen substantial growth due to the increased recognition that engineering students' leadership development is essential to their holistic development as engineers [1]. To support the continued growth of this nascent field, it is vital to examine its history and identify growth opportunities that accelerate EL development and broaden its impact. Identifying, codifying, and synthesizing the previous research in EL will provide crucial foundations for advancement and reduce the likelihood of redundant efforts [2]. A substantial portion of the research on EL is published through the American Society for Engineering Education (ASEE). In particular, EL thought leaders often publish through a division focused on supporting EL education, educators, and researchers, the Engineering Leadership Development Division (LEAD). This review explores how the focus of research in this field has evolved over the past 26 years within ASEE and identifies patterns in research populations, theoretical frameworks, and methods. Therefore, this research paper aligns with the Inform portion of the ASEE LEAD Division's Inform/Develop/Explore/Assess strategic initiative framework and describes our systematic review of key EL literature. Using an Artificial Intelligence (AI)-enabled mixed-methods approach, modified from those outlined by Borrego et al. in [2], this systematic literature review is conducted on all papers published in the ASEE conferences' proceedings between 1996 and 2021 with the word "leadership" in the title. We also include all papers published through the LEAD division. Papers included must focus on EL and be available in a finalized state from the ASEE PEER repository. The systematic review employs both quantitative and qualitative analysis to determine the state of knowledge in the field. This analysis uses AI to quantize word frequency in the abstracts and then a cluster analysis of the resulting matrices. We then compare these clusters to an adapted version of Terenzini and Reason's college impacts framework of influences on student learning and persistence to identify potential areas for growth in the EL literature. We also map the clusters over time to explore the evolution in the research focus of the field since 1996, noting key events that may have contributed to shifts in focus. This systematic review of the EL literature is intended to advance knowledge of the field by categorizing prior work and detailing the evolution of research topics, methods, and populations. Thus, the results will expand future EL research by documenting the field's foundations, progression, and potential future. [ABSTRACT FROM AUTHOR]

This Complete Research paper describes a one-lesson instructional module introducing biogeotechnical engineering that has been developed by an interdisciplinary team of engineers and educators for use in freshman-level introduction to engineering courses. The primary aims in developing the module were to educate incoming engineering students regarding the field of biogeotechnics and motivate them to pursue it further. Expanding research and innovation in this emerging area requires providing students with an understanding of the principles of this new paradigm for developing sustainable solutions in geotechnical engineering applications. Field trials of the instructional module, which included pre-and post-assessments, were conducted in two sections of a freshman engineering course at a large southwestern university in the United States. Evaluation data were collected regarding student knowledge gains and attitudes. Both the overall gain in technical knowledge and positive attitudes toward the field of biogeotechnical engineering were reflected in participant responses. With the advent and development of this new field, this work represents a pioneering effort in the biogeotechnical engineering education space. Looking ahead, the study could contribute toward longitudinal research in understanding the best practices of interdisciplinary approaches to developing engineering instruction. [ABSTRACT FROM AUTHOR]

To gain a deeper understanding of the career decisions of undergraduate engineering students, this research paper explores the differences between students who show a high degree of career certainty and those who are rather uncertain about what their professional future should look like. These analyses were based on a dataset from a nationwide survey of engineering undergraduates (n=5,819) from 27 institutions in the United States. The survey was designed with an interest in understanding engineering students' career pathways. For the purpose of this study, students were designated as either "career uncertain" or "career certain" according to their survey answers. Those two groups were then compared against a variety of background characteristics, past experiences and personality variables. The results suggest that career uncertain and career certain students do not differ on background variables such as gender, age or family income. However, when it comes to students' past experiences, the percentage of students who had already gained internship experiences during their time in college was significantly higher among career certain students as compared to career uncertain students. As expected, seniors were more certain about their professional future than juniors. Similarly, a higher percentage of career certain students reported talking about their professional future with other students or faculty members more frequently. Furthermore, career certain students were significantly more likely to show a higher level of innovation self-efficacy and engineering task self-efficacy. In addition, career certain students were more likely to have career goals that involved innovation and they also considered several job characteristics as more important than did uncertain students. On average, career certain engineering students were also more certain about staying in engineering one, five and ten years after graduation. Overall, the results of this research suggest that more hands-on experiences and fostering stronger beliefs in their engineering skills can contribute to undergraduates becoming more certain about their future professional careers. [ABSTRACT FROM AUTHOR]

This Work in Progress paper describes the implementation of a two-week module focused on health design thinking principles and practices into a Fall 2021 practicum course required for first-year biomedical engineering students. Upon completion of the module, students were expected to be able to conduct clinical observations using a variety of ethnographic instruments, express insights and identify needs following a video of a simulated clinical event (cardiopulmonary resuscitation) and reflect on their learning and its impact. Student reflection papers were collected and analyzed for themes related to students' professional goals, civic and community engagement, and needs identification. The initial results of the thematic analysis are presented in this paper. Based on the results, we will discuss challenges related to the implementation of the program and suggest modifications intended for Fall 2022. [ABSTRACT FROM AUTHOR]

This study aims to utilize printing plate waste as alternative to making applied chemistry learning media using engraving and knocking techniques. The method includes three stages namely preproduction, production, and postproduction. Activities carried out in preproduction were collecting data through observation, interviews, literature studies, making pattern designs and teaching materials, and preparing tools and materials. The production stage focused on manufacturing the product. The product was hammered using hammer wrapped in paper adhesive and also engraved using CNC lasercutting machine. The postproduction stage included monitoring and evaluation and improvement of research products. The result was a set of learning media consisting of five media made of plates and one stand where media was placed. This learning media can be used in applied chemistry lectures to make it easier for graphic engineering students at Politeknik Negeri Media Kreatif to understand the lessons taught in class. [ABSTRACT FROM AUTHOR]

At the University of Central Oklahoma we have successfully embedded undergraduate students in research projects; these projects often result in conference papers and other products with these students as lead and co-authors. Here we discuss our overall environment of embedding students early in their engineering curriculum through their senior design course. Our focus has been on exposing students to core research skills, open-ended problem-solving and design, and every possible venue for student practice of communication skills. The end result over seven years has been a strong string of senior design projects, research productivity, and employment and/or graduate school acceptance. [ABSTRACT FROM AUTHOR]

A group of multicultural students from different engineering disciples teamed up to do a study of common interest. The idea was to bring together these students of various backgrounds and ethnicities and increase tolerance, better cultural understanding amongst them, and increase team work and comradery. The project which was of common interest among the students was a smart garden, vertical, hydroponic, with applications to global and universal, even in space. A hydroponic system solves/removes the need for a mass consumption of water, and or the need for a specific soil. An indoor smart system where the environment is controlled means that any crop can grow anywhere and is not constrained to a particular region for growing. Educating and teaching the population in third world communities would definitely have a significant positive impact on those people. In brief the study will address; 1. What: (Multinational Student Project, Vertical Garden, Hydroponic, Smart (Digital & Automated).) 2. How: (Vertical structures, Water Tank, Irrigation System to each tank, Sensors and robots, Controlled environment) 3. Why: (Less land, Vertical), No soil (Hydroponic), Less water (Hydroponic), No pesticides (Smart), Higher food yield per crop (Smart), Year round food yield (Smart), Yield even outside of native environment (Smart), Global and Universal Applications, Faster food yield (Smart), Higher food quality (Smart). The plant growing process is digitized/made smart by incorporating multiple sensors to monitor every aspect of the plant's growth, as well as having climate control in the environment under which the plant is growing. All of these techniques are implemented to battle the challenges that the world is currently facing. Less land becomes available to farms with a growing population, water scarcity, people moving to cities, and therefore larger cities and increased apartment living. This problem can be solved by vertical farming. A lot of water is presently used to grow food and not all soil or environments are fit for growing certain crops, or in some cases any crops at all. Background: Motivating and promoting interest in teaching engineering subjects is always a challenge for undergraduate engineering students especially for junior and lower level students. To solve this issue we brought social awareness to members of the group, as well as tolerance and responsibility with this approach. It also emphasized to the students a tolerant and an openminded world, now and forevermore. A group of multidiscipline, multinational, multicultural undergraduate students at Salt Lake Community College, majoring in Civil, Mechanical, Electrical and Computer engineering are working on a project involving vertical farming, hydroponic watering, and making the plant growing process smart. Food and its availability is of major concern in all nations, especially the underdeveloped communities. Students get exposed to different engineering disciplines, and learn how to work in a multicultural team and become socially responsible in an ever increasing connected world. Each student also becomes a teacher to other students at times discussing his specialty and field of engineering. To grow a vertical farm sound structures hold multiple growing pots for plants one on top of another. A hydroponic method is utilized to water plants and provide plants with the necessary nutrients. That is; nutrient solution is funneled through pipes in order to deliver water and nutrients directly to the plants without the use of soil. Nutrients can also be provided via certain biological living organs and/or fish in the tank. [ABSTRACT FROM AUTHOR]

Engineering curricula in the US, in general, contain several courses with primary focus on writing and communications to assist engineering students in developing better writing, established branch campuses, these needs become further felt as for a large majority of these students the English is the secondary language and acquiring college degrees in their homeland often prevents them from being exposed to the English-speaking people daily. Although most of the students admitted to the program earn respectable scores in the standards test such as the ACT or SAT, building and strengthening their English communications is often paramount. This paper describes the process incorporated in the petroleum engineering curriculum at Texas A&M University at Qatar campus to develop and maintain students' competency in English communications [ABSTRACT FROM AUTHOR]

This research explored the demographic characteristics of the engineering faculty who offer and mentor Learning Through Service (LTS) experiences. Research has found a burgeoning interest in service; i.e., helping people, among engineering students, and it is important to understand how engineering faculty will help foster this desire and assist in retaining these students in engineering. The research explored how the number and type of engineering faculty who are active in LTS activities has changed over time. The research utilized a data mining approach, characterizing faculty active in the Scholarship of Teaching and Learning (SOTL) around engineering education via the authors of the American Society for Engineering Education (ASEE) Annual Conference papers. Author-supplied biographical information in the papers and online research was used to identify the demographic characteristics of interest, including rank, disciplines, institutional affiliations, and gender. The results identified over 500 unique engineering faculty who have authored papers on LTS at the ASEE annual conference from 1996 to 2014; the rate of new faculty joining the ranks of authors of LTS papers averaged 41 per year from 2003 to 2013. The ranks of these authors averaged 23% assistant professors, 33% associate professors, and 32% full professors. The percentage of non-tenured/tenure track (non-T/TT) engineering faculty among the authors of LTS papers increased from none in 1996-1999 to 23% in 2014. Compared to the disciplines of engineering faculty nationally, engineering faculty authoring LTS papers are over-represented in civil/environmental engineering, industrial engineering, and mechanical engineering, and under-represented in chemical, electrical and computer engineering. The percentage of women among the authors of engineering LTS papers generally increased from 2001 to 2014. The authors of LTS papers were 20% women in 2001 and this increased to 50% in 2014; this includes co-authors who are students, staff, and non- engineering faculty. The engineering faculty authors of LTS papers were 15% women in 2001; this percentage increased to 39% in 2014. This is much higher than the percentage of women among engineering faculty (14% in 2013) and ASEE members (24% in 2013). Further, the engineering faculty authors of LTS papers represented 175 unique institutions; these were 36% Baccalaureate or Master's institutions and 26% research universities with very high activity (Carnegie RU/VH). This institutional representation differed somewhat from engineering faculty nationwide who were employed 16% at Baccalaureate or Master's institutions and 54% at RU/VH institutions. These data indicate the ways in which LTS faculty who are active in SOTL have changed over time and are different than typical engineering faculty. [ABSTRACT FROM AUTHOR]

The study examines engineering students' opinions on the effects of mandatory SIM card registration on data privacy and cybersecurity at a Higher Education Institute in the Philippines. This paper examines data privacy and cybersecurity concerns created by mandatory registration in the Philippines after outlining the present state of things and the regulation requirements. This paper used survey questionnaires and interviews to study engineering students' perceptions by investigating complex interrelationships and assessing observed and latent variables, Structural Equation Modeling was used to explain the occurrences. Findings show a substantial association between mandatory SIM card registration, data privacy, and cybersecurity. Results illustrate how crucial it is to monitor the negative consequences of this registration requirement on engineering students' digital security at universities, as there are numerous interrelated ways it might endanger their safety. [ABSTRACT FROM AUTHOR]

This Work in Progress Paper presents adaption techniques for teaching second-year Electrical and Computer Engineering courses post-pandemic. Challenges faced by students and faculty will also be presented in this paper along with some guidance and best practices. COVID-19 began impacting education in early 2020 and many land-grant universities were not fully equipped with the tools to offer the best learning experience to students due to lock-down and inability to access the laboratories and teaching equipment. This global pandemic had caused the universities to change their operations and impelled instructors to quickly adapt to online instruction. Many universities began to invest their resources to explore teaching pedagogies that best fit the needs of their students. University's learning management systems facilitated the delivery of the course content remotely with some minor enhancements. Although engineering courses could easily be revamped to distance learning platforms, there were still some challenges due to the nature of the coursework and assessment of outcomes. The availability of vaccination and university mandates had made it possible to return to the in-person teaching and learning modality. The purpose of this paper is to: a) present some of the challenges faced by the second-year engineering students during the transition to and from the distance learning approach, b) share some of the results from the assessment of student attitudes during this transition, and c) share some of the best practices adopted by the instructors during these uncertain times. The curriculum for the two electrical and computer engineering (ECE) courses taught at the large research institution covers the fundamental concepts of electrical analog and digital circuits and provides an opportunity for students to explore the applications of circuits in the real world. In a normal learning environment, ECE courses tend to be difficult due to higher expectations for problem-solving, math, and scientific concepts, and adding external factors such as the pandemic adds more complications. The focus of this research work is to study the second-year engineering course and present the challenges associated with the delivery of the course content, teaching engineering concepts and applications in either online or hybrid settings and communication between instructors and students in the post-pandemic period. This paper also presents an assessment of student attitudes to switching teaching modalities (in-person to online and vice versa) and their performance. With the learning assessment comes the lessons learned and evaluation of teaching strategies that have been investigated by the instructors to facilitate learning during these difficult times. Challenges associated with the course offerings and assessments were observed in the two courses offered at a regional campus of a large research institution. The courses are three-credithour and introduce problem-solving, circuit analysis techniques, testing, troubleshooting techniques, and teamwork. Teaching strategies during the post-pandemic setting will include identification and evaluation of several online platforms to support teaching in a hybrid model, restructuring the content, and utilizing alternative methods to assess course goals will be discussed in this paper. This paper provides an opportunity to learn from the unique experience, develop skills to address the continuously changing teaching and learning environment that has evolved as a result of the pandemic, and support students and faculty with a variety of academic needs. [ABSTRACT FROM AUTHOR]

On campus, faculty and staff are given a document called the "Red Folder"- a paper folder that contains resources to help identify students that may be in crisis and get them connected to mental health resources on campus. This folder, while useful does have its drawbacks. Most importantly is the fact that it can be easily lost or damaged since it is just paper. Additionally, many faculty store this in their office or in a bag which they may not always have on them limiting their access to this information. On top of all this, only faculty and staff were given the Red Folder so students did not have the same level of access to this information. To solve this problem, students under faculty guidance worked to create an app called LionHELP. LionHELP had two main goals; the first was to create a tool that would give students access to the same mental health resources as the faculty. The second was to create a replacement for the Red Folder that could live as a native app on each person's smartphone to facilitate access at a moment's notice. To develop this app, three students were selected to work with a faculty mentor. The students were majoring in either Computer Science or Software Engineering. To assist with the development and help steer the project, two outside experts were also enlisted. The first was a faculty member from the English department at the school who specializes in English composition and in creating inclusive content that can be understood by a variety of levels of English fluency. The second was a member of the campus counseling center and a certified case manager. The students worked as a team with one student leading the charge on iOS development and the other on Android development with the third serving as a go between and aiding both projects as needed. Each week the students met with the faculty mentor as well as the outside experts to review progress and plan next steps. Prior to the start of the Fall 2021 semester, the app was deployed to both the Google Play Store and the Apple App Store as free downloads for students. The app has been welcomed by faculty, staff, and students with other campuses in the school system being interested in adapting this app for their own uses. Students have been interested in the app as well prompting an article from the student run newspaper to be written and published. The successful development of this app opens the door to future development efforts that include adding in resources to help students get connected to resources on campus related to learning disabilities and other situations that can make a difference in student success on campus. [ABSTRACT FROM AUTHOR]

As technologies develop, the tools used in classrooms to support student learning are ever evolving. While this change can provide avenues for new exploration and enhanced educational experiences, critically assessing these developments is essential to ensure that there are added educational benefits to these new technologies and tools. This paper details an electronic notebook that was implemented in select sections of a first-year engineering course to replace the use of traditional paper notebooks. While the implementation seemed successful and there were anticipated benefits to switching from a paper to electronic based system, critical assessment data based on good assessment practices was collected to truly measure the impact of the change and new technology use. In this paper, we report on the electronic notebooks themselves and the assessment results. [ABSTRACT FROM AUTHOR]

Our research concerns engineering ethics education. We were drawn to this topic by a recent paper titled "Do Ethics Classes Teach Ethics?", but more so by ABET criteria 3f and 3h regarding the development of ethical responsibility in engineering students. The purpose of the present project is to use the learning and analytical capabilities of IBM Watson Natural Language Classifier to analyze capstone papers submitted by undergraduates in a course on engineering ethics. The capstone papers that we analyzed required students to identify and discuss a contemporary engineering technology (e.g., autonomous tractor trailers) and to explicitly discuss the ethical issues involved. In the two tests described here we assessed whether Watson-NLC could classify sentences from students' papers as either related to ethics or not related to ethics. Additionally, we consider the utility of these simple machine-based classifications. Our longer-term goals are to use Watson-NLC to identify the ethical theory or theories from the course that students adopt to frame their ethical positions, to assess the effectiveness of students' ethical arguments, and to assess changes in ethical thinking across the semester. [ABSTRACT FROM AUTHOR]

Acquiring information from drawings and specifications is one of the fundamental skills for construction laborers and students in a construction-related domain. The research assessed the users' experiences in apprehending tasks, including interpreting drawing and specifications using an NFC-AR system. Three different surveys were designed and executed: a pre-test survey, a survey about AR usability, and one about the efficiency of delivering directives. The survey results were analyzed separately for comparison between groups using paper-based drawings and specifications, and those used AR groups. The findings from experiments suggest that the AR method was more effective in the students' apprehension of the tasks involving drawings and specifications when compared to the paper-based method. They also show that the level of students' understanding was consistent when the AR system was used, whereas students using the paper method had varied levels of understanding that depended upon the skills of the frontline manager. [ABSTRACT FROM AUTHOR]

This paper presents the initial work of a recently funded NSF project on ethical and responsible research and practices in science and engineering. The objective of this research is to improve instructor training, interventions, and student outcomes in high schools and universities to improve awareness and commitment to ethical practices in STEM coursework. The project will generate a robust snapshot of the ethical knowledge, reasoning skills, attitudes, and practices of several thousand undergraduate engineering students. This snapshot will inform the development of a three-week enrichment opportunity for high school STEM teachers. Working with university faculty and graduate students, these teachers will develop learning modules on ethical issues related to their courses. The snapshot will also identify gaps and guide the creation of targeted interventions that will be used in second-, third-, and fourth-year engineering courses. This data-driven project uses a mixed-methods approach to generate a better understanding of the impact of ethics interventions at various points in a student's academic development by developing and using a set of instruments to measure cognitive, affective, and behavioral aspects of ethical competency and self-efficacy. To that end, a second snapshot will be taken by testing and surveying engineering students in their capstone courses to provide a broad overview of the competence and self-confidence that engineering students have in dealing with ethical STEM issues, to determine the efficacy of various interventions, and to improve future interventions. Utilizing repeated measures and possessing a longitudinal dimension, the project will generate extensive data about the development of ethical competency, ethical self-efficacy, and their relationship. The interventions designed for secondary and tertiary classrooms will build on best practices for micro-insertion of ethics content that are practical and help students understand how technical competencies fit within broader social, economic, and environmental contexts. The capstone snapshot will also provide some measure of the impact of other experiences (e.g., undergraduate research, internships, service learning) and courses (e.g., humanities, social science, and business courses) on development of ethical practices. This report marks the start of a fiveyear project; therefore, the results presented in this paper represent findings from the engineering ethics literature and baseline results from survey of engineering freshmen at Texas A&M University. The findings from the survey are being utilized in developing intervention modules that will be integrated in upper-level engineering courses and training materials for high school teachers. [ABSTRACT FROM AUTHOR]

This paper presents information about outreach projects completed by 13 students in a Research Experiences for Undergraduates (REU) program offered in an aerospace engineering department at a U.S. midwestern university during summer 2021. The outreach project was a component of the REU program. This paper provides a detailed description of the outreach project goals and procedures and explores the project's impact on the students. Anonymous responses to openended questions show the positive impact the projects had on the students, including the satisfaction they received from designing and completing the projects from start to finish and potentially helping to broaden the participation of underrepresented students in STEM. Using an open-coding data analysis method, four themes based on student responses were identified. These themes include students' positive response towards the outreach project, their increased understanding of others' diverse walks of life, feeling uncomfortable in unfamiliar situations, and gaining more confidence in pursuing their chosen degree. The paper concludes by presenting recommendations for other engineering REU sites considering similar outreach projects for their students. [ABSTRACT FROM AUTHOR]

Two different implementations of PBL projects in a fluid mechanics course are presented in this paper. This required junior-level course has been taught since 2014 by the same instructor. The first PBL project presented is a complete design of pumped pipeline systems for a hypothetical plant. In the second project, engineering students partnered with pre-service teachers to design and teach an elementary school lesson on fluid mechanics concepts. The goal of this paper is to present the experiences of the authors with both PBL implementations. It explains how the projects were scaffolded through the entire semester, including how the sequence of course content was modified, how team dynamics were monitored, the faculty roles, and the end products and presentations. To evaluate and compare students' learning and satisfaction with the team experience between the two PBL implementations, a shortened version of the NCEES FE exam and the Comprehensive Assessment of Team Member Effectiveness (CATME) survey were utilized. Students completed the FE exam during the first week and then again during the last week of the semester to assess students' growth in fluid mechanics knowledge. The CATME survey was completed mid-semester to help faculty identify and address problems within team dynamics, and at the end of the semester to evaluate individual students' teamwork performance. The results showed that the type of PBL approach used in the course did not have an impact on fluid mechanics content knowledge; however, the data suggests that the cross-disciplinary PBL model led to higher levels of teamwork satisfaction. Through reflective assignments, student perceptions of the PBL implementations are discussed in the paper. Finally, some of the PBL course materials and assignments are provided. [ABSTRACT FROM AUTHOR]

According to the Energy Information Administration (EIA), the transportation sector is responsible for almost 23% of greenhouse gas emissions. Therefore, electric vehicles (EVs) may play a critical role in achieving the environmental objectives of the Paris agreement that strengthens the global response to the threat of climate change. National Renewable Energy Labs (NREL) and International Council on Clean Transportation (ICCT) predict that there will be more than 3 million EVs roaming the U.S. highways by 2025 [1-2]. Design and construction of EV charging stations using zero-emission photovoltaic (PV) solar panels are expected to positively impact environmentally friendly efforts on reducing carbon footprints specifically in metropolitan areas. This applied research paper reports efforts of engineering technology faculty and students to design and build a sustainable charging station that is fully sponsored by an energy services company. Department of Engineering Technology's multidisciplinary faculty, technician, and students with the logistic support from Academic Community Engagement (ACE) staff at Sam Houston State University (SHSU) secured a grant from Entergy Energy Company's Environmental Initiative Funding (EIF) to design and build a 50 kW PV-based EV fast DC charging station in the City of Huntsville's welcome center with an opportunity to provide sustainability and engineering showcase with the community. A group of students from electrical, electronics, mechanical, engineering design, and construction engineering technology programs in the Department of Engineering Technology are working in the project as part of their senior design project assignment during 2021-2022 academic year. In addition to ABET defined course objectives, goals and outcomes, senior design projects in the engineering and technology curriculum also serve as unique bridges between the academia and the communities. This paper reports a multi-group senior design project progress to design and construct a 50 kW solar array power system during the semesters of spring and summer 2022. The project will provide one fast DC charging station. The proposed PV array includes 120 panels with a rated power of 420 W, that is manufactured in the U.S. The PV power system will be connected to the grid with a 50-kW grid-tied inverter to provide reliable and resilient electricity. Faculty and students working in the project are responsible to design and install overall system equipment including utility scale concrete-ballasted ground mounts for 120 PV panels, balance of system units, charge controllers, LED light fixtures for night vision, the protection and measurement components, related combiners, and junction boxes. The 50 kW array includes 12 parallelconnected PV strings, each string containing 12 PVs connected in series which will provide an expected total voltage of 480 V DC and a total current of 125A DC to be connected to a threephase grid-tied inverter. This paper reports a teamwork of multidisciplinary engineering technology students for an ongoing major senior project that includes PV system design and installation including major construction and electrical work. A commercially available 62.5 kW Charge Point Express 250 DC fast charging module will be installed in Summer/Fall 2022, and overall system operation, student outcome assessment, and lessons learned will be reported in the 2023 ASEE annual conference. [ABSTRACT FROM AUTHOR]

The ENGE 380 (Instrumentation) course offered to the engineering students at the junior level at the University of Maryland Eastern Shore (UMES) provides the basic foundation for the interdisciplinary domain of sensors, instrumentation, and data acquisition that permeates almost all scientific and engineering endeavors. Project efforts integral to the course offer an opportunity to the primary author to expose interested students to the experiential learning and research efforts ongoing at the campus under his leadership that are aligned with sustainability-related initiatives of the National Institute of Food and Agriculture (NIFA), earth and space science mission objectives of NASA, and the broad educational experiences for students in a land grant minorityserving campus. To provide hands-on learning experiences the students are introduced to a popular microprocessor board with add-on sensors & actuators kit to complement the course lectures. Students receive guidance with the basics of the microprocessor board and its peripherals for analog and digital inputs and outputs. As an integral component of the project, the students are encouraged to participate in extramurally funded project efforts collaborating with doctoral students in the Food Science and Technology (FDST) graduate program in the areas of mechatronics for smart farming and digital agriculture. This paper will provide an overview of the ENGE 380 course and the project efforts integrated with the fall 2021 offering of the course. In particular, the paper will highlight the instrumentation and data acquisition efforts undertaken by interested students to investigate the charging patterns of solar and wind turbine setup that powers a 3 axis farming robot installed in a tunnel house over a 10 ft. by 20 ft. raised bed, as well as an autonomous precision ground robot under development in the campus for collecting photosynthetically active radiation (PAR) data at selected way-points under the crop canopy. ABET learning outcomes and assessment efforts that are in alignment with the course will also be presented. [ABSTRACT FROM AUTHOR]

The American Society of Civil Engineers (ASCE) Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW) started in 1999 and has produced 1035 graduates from 266 colleges and universities throughout the world. ASCE has conducted 44 week-long, inperson workshops without interruption for over two decades. The ExCEEd graduates returned to their home universities and applied the lessons of this workshop to the classes they teach. The details and long-term benefits of the ETW have been reported in many venues. In Spring 2020, the COVID-19 pandemic swept the nation and remained a persistent threat throughout 2021. As a result, the in-person workshops scheduled for Summer 2020 and Summer 2021 were canceled. This paper is the third in a three-part series that describe and assess how ASCE modified and continued the ExCEEd program during this difficult period. In Spring 2020, the COVID-19 pandemic swept the nation and remained a persistent threat throughout 2021. As a result, the in-person workshops scheduled for Summer 2020 and Summer 2021 were canceled. This paper is the third in a three-part series that describe and assess how ASCE modified and continued the ExCEEd program during this difficult period. [ABSTRACT FROM AUTHOR]

This paper describes modifications made in a Materials Science course at Ohio Northern University to incorporate six collaboratives, KEEN-based, active-learning techniques. The format of the modules structures the course to improve student understanding of the four aspects of the material science tetrahedron: structure, properties, performance, and processing. The six modules covered 1: Atomic structure of engineering materials; 2: Grain structure of metal alloys; 3: Tensile tests on engineering materials to obtain mechanical properties of materials; 4: Effect of temperature and strain rate on mechanical properties of engineering materials; 5: Cold working and annealing of metal alloys, and 6: Phase transformation and phase diagram. Modules 1 and 2 were on microstructure, Modules 3 and 4 on properties and Modules 5 and 6 on processing. In all the modules, students were required to discuss the performance (application) of materials. For each module, student groups were assigned one of up to10 different tasks to complete. Students first completed a pre-module self-directed learning assignment, performed experiments, and then recorded a presentation describing their results. Since each group was assigned a different activity, students were required to watch and critique each other's videos before they were assessed over the material by a module quiz. Upon the completion of all six modules, students would understand the interrelationship among the tetrahedron. Throughout the modules, students developed the ability for self-directed learning and practiced instructing their peers. Overall, these modules linked together to add an active learning structure to the material science course. Student feedback indicates that overall students enjoyed the experience and believed it should be continued in the future. [ABSTRACT FROM AUTHOR]

This evidence based study is derived from other work in progress related to the history of engineering education in the UK. Its interest lies in the fact that in 1955/56 the British government created a sub-system of higher technological education in England and Wales that had as its objective, the education of highly qualified engineers and applied scientists for manufacturing industry. This sub-system came to an end in 1964/5. While it could have been the subject of an official evaluation, it was not. However, fortuitously, it was established during a period increasing interest in research in higher education, and several researches addressed various aspects of the system that, accidentally, make a retrospective, but partial informal evaluation possible. The discussion is presented in two papers because of the structure of the conference, and the need to provide the detailed explanation of the cultural system in which the development took place which would be of substantial length. That is the purpose of this, the first paper. Together these papers have a secondary function of showing factors that contributed to the success and failure of a major innovation in order that the mistakes made will not be repeated in the future: that is to foster learning of the collective past. Their final purpose is more international collaboration among engineering educators and its research fraternity. Since the social forces (attitudes, beliefs and values) at work in society ultimately determine the success or failure of educational innovations, part 1 (this paper) shows the importance of social class in what is valued and not valued in the English educational system. The academic is preferred to the vocational. Grammar schools and universities are associated with the academic. Technical and further education colleges with the vocational. The antecedent philosophy driving this innovation in degree level technological education, as expressed in the 1945 report of the Percy Committee on Higher Technological Education placed the Colleges of Advanced Technology (CATs) created in 1955/6 firmly in the vocational sector. The results of the investigations carried out in the CATs reported in part 2 (the second paper) showed that schoolteachers and their pupils tended to view the CATs as second class citizens: that most students had good experiences of industrial training although many believed it could be improved, and that the curriculum offered tended to model that found in the universities. The Robbins Committee believed that the curriculum offered was of degree level standard and recommended that the CATs be given university status, which they were in 1964/5. For the convenience of the reader part 1 is preceded by a list of abbreviations, and a time line. The research for the papers summarised in part 2 took place between 1960 and 1965. A note on problems of presenting studies about non-American systems of engineering and technological education at ASEE conferences is included in the introduction to part 1. [ABSTRACT FROM AUTHOR]

Managing knowledge successfully is key for an organization to increase its innovative potential. The InKTI method supports the improvement of knowledge transfers in product and production engineering. To ensure acceptance, applicability, and contribution to success in practice, it is necessary to validate the InKTI method. This paper focuses on evaluating the contribution to success in a Live-Lab study with student engineering teams. Based on the results two consecutive field studies have been conducted to evaluate not only the success but also support, and applicability of the InKTI method. [ABSTRACT FROM AUTHOR]

This paper presents the use of a vision-based marker with a Virtual Reality (VR) system in welding training simulation to gain psychomotor skills in the welding position for engineering students. Currently, there is a lack of conceptual design and design management framework which leverage the combination of the VR world and tracking technique. This paper aims to explore the area of VR in welding training and how the multiple markers tracking methods can be utilized to overcome the tracking problems in VR for welding training simulation. The prototype system of combined VR and multiple tracking method features will be useful and effective for physical-based VR learning such as welding training simulation. [ABSTRACT FROM AUTHOR]

When attempting to teach the project control cycle, the importance of 'evaluate' is difficult to convey to students yet is critical to students' academic and professional success. This paper represents a qualitative case study conducted with freshman construction management students to convey the importance of evaluating project performance -- regardless if the project was a success or not. According to the course textbook, the hardest step of the project control cycle to implement is the last step of document, report and evaluate. Of these, the evaluation portion is even more difficult for a team to accomplish. In order to instill in students early in their degree program the importance of evaluation both to their academic and professional success, an assignment was developed and implemented with students enrolled in an introductory construction management course. Participation in this assignment was optional. Out of 110 students enrolled in the course, 52 completed the optional assignment. Thematic analysis was conducted on a sample of the students' papers. The preliminary results provide insight into students' evaluation of their success during their first semester, which is a critical semester in students' college careers. [ABSTRACT FROM AUTHOR]

A significant issue exists when trying to provide mechatronic modules within the framework of a single-discipline degree program. This paper presents the implementation of a mechatronic problem-based learning approach using a new robotic project for teaching mechatronic modules for undergraduate mechanical engineering students at the Universiti Teknologi MARA, Malaysia. The robotic project consists of two main sections, theoretical aspects of robotic and laboratory work. In laboratory work, a problem-based learning approach is used for improving the outcome-based education learning process. It is perceived as an effective solution for teaching and learning process in mechatronic module. The paper explains the concept and model of this robotic teaching kit and how it is used in the problem-based learning (PBL) of the mechatronic module. Detail explanation on how the PBL robotic project is organised is deliberated and presented. The entry and exit surveys result of the students' achievement indicate a notable learning outcomes attainment at the end of the PBL project. [ABSTRACT FROM AUTHOR]

This paper discusses the Problem-Based Learning (PBL) in Techno-economic Analysis for Logistics System course for Undergraduate Industrial Engineering Students. The cases are in a State-owned Warehouse. The course is an elective course. We propose a methodology that extended the concept and techniques for solving problems, so the objectives of learning are not focusing on solving the problem in the case, but to have the development of other desirable skills and attributes and also can solve other problems with the experience they have. The students are grouped in some small groups, with each different problem that they find in the case. In the group that has the same topic, each member of the group has a different task. Practically, in the warehouse system, they can face problems such as purchasing, inventory and storage management, and distribution. A small group can choose one of the problems and a member of the group can choose to solve the problem with different commodity or different method. At the end of the semester, each student should make a white paper that has to be consulted with the lecturer during the semester. PBL can be implemented successfully in the course and help achieving the course goals. [ABSTRACT FROM AUTHOR]

This paper provides the status report of an NSF S-STEM program that is currently in its fourth year in the College of Engineering at the University of Illinois at Chicago (UIC), a minority-serving institution. The paper also offers a list of the lessons learned during the implementation of the project. A summary of the paper materials will be presented at the National Science Foundation (NSF) Grantees Poster Session during the 2022 ASEE Annual Conference & Exposition. The objectives of this S-STEM program are to 1) enhance students' learning by providing access to extra and co-curricular experiences, 2) create a positive student experience through mentorship, and 3) ensure successful student placement in the STEM workforce, or graduate/professional degree programs. Financial assistance is provided to the students who have been admitted to this program. The program supports three cohorts of students. Cohort I and Cohort II consist of 18 and 13 students, respectively. These students started their engineering programs as first-year. Cohort III has 19 students who transferred to the College of Engineering from various community colleges. More than 60% of the students identify as part of underrepresented groups in STEM. Several support and intervention programs have been created through this project. They include 1) a Summer Bridge Program that was taken by all the cohorts before or during their first semester at the UIC, 2) an Engineering Success Initiative course that was taken by all cohorts in their first semester, 3) a Service Learning Project course that is taken by each student in at least two consecutive semesters, and 4) an integrated mentoring program that matches each student with a faculty mentor and an industry mentor. The paper reports a summary of the support components of the program and the lessons learned from them. Out of the 50 students recruited by this S-STEM project, one student has graduated and is working in industry. At the time of this report, of the 50 students enrolled across all cohorts, one graduated to an industry position, 46 remain in school, and 3 did not continue with the program. All the continuing students have passed at least three semesters of their studies. Therefore, the project has a 94% first-year retention rate which is above the university's first-year retention rate. The paper provides more information about the retention and performance (Grade Point Average) of the students. [ABSTRACT FROM AUTHOR]

This paper summarizes the preliminary results of an NSF project funded through the Directorate for Engineering, Engineering Education and Centers. One of the main project goals is developing an understanding of the factors that support or inhibit engineering faculty technology acceptance. As essential gatekeepers in the process of the formation of engineers, engineering faculty determine which technologies engineering students learn and adopt during their engineering studies. Faculty members' ability to adopt new and relevant engineering technologies directly affects the relevance of engineering graduates' technical skills. Additionally, by adopting and teaching new and relevant technologies, engineering faculty model life-long technology adoption to their students. Technology acceptance has been widely studied and modeled by information systems researchers. The most widely used model in educational settings is the Technology Acceptance Model (TAM) [1] and its revision, the TAM2 [2]. These models are general, however, and not specific to engineering faculty. There is thus a need for qualitative research to determine facilitating conditions to support engineering faculty's technology acceptance. This qualitative study involved interviewing engineering faculty at a Midwestern US University. Transcripts were coded leveraging analytic induction methods [3, 4]. This paper and the associated poster will discuss the facilitating conditions for engineering faculty members' adoption of new technologies that have been identified within the study. Factors that are emerging from the data include peers, mentors, and students; digital learning resources; time; non-digital learning resources; and formal training. [ABSTRACT FROM AUTHOR]

During the coronavirus (COVID-19) pandemic, Asian American students in higher education were faced not only with the move to online learning but the nuances that came with anti-Asian rhetoric and violence in the news. We wanted to understand how the sociopolitical effects of the past two years have affected Asian American engineering students through their experiences in the online setting, as well as highlight the gaps of Asian American engineering students in engineering education research. Using qualitative methods through semi-structured interviews with Asian and Asian American engineering students, we explore Asian and Asian American identity, and sociopolitical matters in the engineering classroom. To understand the views of Asian and Asian American students, we lay out the ways that racial and ethnic identity have been examined in engineering, along with Asian and Asian American identity formation. In this paper, we explore the background of race and equality in engineering and engineering education. Then we look at the results of our interviews, focusing on two main areas. First we look at how students formed social networks and build their identities in these online spaces. Then we look at the role of politicization in the classroom and in engineering and how it relates to Asian identity formation. We close this paper by speculating how Asian and Asian American identity can be better addressed and attended to within engineering education. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine how higher education systems limit access to engineering education for disabled and neurodivergent engineering students. Throughout this paper we will discuss ableism in higher education systems. Particularly, U.S. institutions and education are designed for non-disabled and neurotypical people rather than with accessibility for all despite legal efforts to improve access to education. We also provide two narratives from the authors that describe their experiences with having a disability and being neurodivergent in engineering education. Finally, we suggest other paradigms and methodologies engineering education researchers can utilize when conducting research on disability and neurodivergence in engineering. [ABSTRACT FROM AUTHOR]

Research and teaching are two crucial aspects of faculty responsibilities for some Engineering Technology and Multidisciplinary Engineering Programs. It would be worth discussing how faculty can manage a research project and engage with students through capstone projects. As a case study, a building structural analysis project is presented in this paper. This building structural analysis project can be broken down to several components. One of the subcomponents is a quadcopter platform, and the other one is an underwater robot platform for a building analysis. These two components were managed as two capstone projects. Two capstone projects were carried out as a part of this building structural analysis research project at Texas A&M University. The first capstone team designed and built a custom quadcopter that could fly close to the building to find potential damage to the building. The second capstone team designed and built an underwater robot to inspect the portion of a building structures that are submerged such as bridges. For this multidisciplinary project, three faculty members from two departments of Engineering Technology and Construction Science formed a team and advised the students. The Engineering Technology department at Texas A&M University has an Electronics Systems Engineering Technology (ESET) program and Multidisciplinary Engineering Technology (MXET) program. For the second capstone project team, students have created an underwater robot for a building analysis. These four students are from the Multidisciplinary Engineering Technology (MXET) program. This second capstone started in Fall 2020, and it was concluded in Spring 2021. In this paper, the details of the second capstone project will be provided. Moreover, the details of the integration of the two capstone projects will be introduced and discussed in this paper. [ABSTRACT FROM AUTHOR]

This Work in Progress paper will describe a structure for online projects and a team formation process to address some of the challenges in implementing design projects for teams of online students. These challenges include time zone differences, scheduling constraints for virtual meetings, varying levels of backgrounds and motivation, and team membership changes due to students withdrawing from class. In an attempt to address these challenges in the online Introduction to Engineering course, offered at Arizona State University, a 'robotic swarm project' was developed and implemented, which involves each team member designing an individual mobile robot with a specific function and the team coordinating their robots together to accomplish a collective task of their choice. This project balances team collaboration and coordination with individual responsibilities and its modular nature also makes it easy to implement for team members not located in the same place or time zone. In this paper, the details of this project and how it helps overcome the online teamwork challenges will be discussed. We will also describe a team formation process, where students are allowed to select their own teams and have control over the membership as the project progresses. Plans for future work to assess the efficacy of this project structure and team formation process will be discussed as well. [ABSTRACT FROM AUTHOR]

This paper presents the development of personalized job preparation and job search training and services for underrepresented STEM scholars as part of an institutional partnership model created to assist dissertators, postdoctoral researchers, and early career faculty along their path to joining and persisting in the professoriate. This work is part of a National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP) grant awarded to four university partners. The alliance's goal is to develop, implement and study a model of STEM doctoral degree completion and the transition to successful postdoctoral fellowships and faculty careers for historically underrepresented minorities. Underrepresented Ph.D. candidates in STEM fields have long lacked role-models from similar demographic representations due to the small number of underrepresented faculty in STEM fields who can serve as role models and mentors. This has created systemic challenges in recruiting underrepresented students for PhD programs and retaining them into the professoriate. Institutions have been providing job preparation and job search support for their students through general career and related services, such as resume/CV writing, oral presentation skills, mock interviews, and access to employer databases. This type or support may not be the most valuable for Ph.D. dissertators and postdocs whose needs are unique and whose schedules are packed with multiple commitments. In this paper, we discuss the approach to identifying and implementing multi-year job search and preparation activities to match the needs of underserved STEM scholars who started as Ph.D. candidates and moved towards academic positions at different rates. Sources of data informing the personalized training and services include perspectives of the project leadership, and feedback from the participating scholars collected as part of program evaluation. This feedback helped fine-tune the partnership model to provide participating scholars with the most meaningful support possible. Findings suggest three design features of successful support: 1. While general training and support such as those offered by career service centers are useful, specific support by STEM faculty with real-time efforts in applying for academic positions was more timely and valuable for URM scholars. 2. Transition support is critical as scholars' needs shift from dissertator to postdoctoral researcher to early career faculty. For example, requests to review job applications early on were joined by interest in grant writing once scholars moved into their first postdissertation academic positions. 3. Real time writing groups focused on proposal development and application portfolio development represent one of the most promising practices. Participants reported multiple academic, social, and motivational benefits resulting from the weekly meetings. Particular attention to job search and preparation will provide value to underrepresented scholars and assist them to successfully secure and persist in academic positions. [ABSTRACT FROM AUTHOR]

A variety of natural and engineered systems from blood flow to water distribution networks require energy loss calculations. In fluid mechanics for example, a remote lab can help to mitigate issues around available lab resources, which typically are limited at universities. Calculations of energy loss are consequently an important component of Fluids labs within several engineering majors. Using the interactive remote laboratory described in this paper, students are able to experiment in real time with the effects a pipe system has on energy losses. Making the lab equipment usable remotely, we are able to offer more and diverse options for self-guided experimentation experiences to the students. This BYOE paper will outline the design, build and implementation of such a lab in an introductory fluid mechanics course. The BYOE demonstration will include details on different aspects of the system. For example, users are able to control flow rate, valve function, and pressure port readings in order to develop friction factor versus Reynolds number plots (Moody diagram) and calculate minor loss coefficients for fittings. The presented experiment allows us to use such remote lab environments for a student-centered learning experience in a class that otherwise does not have a laboratory component. We will focus on the possible assignments that can result from the multiple configurations of inputs/outputs for the system. Finally, we will share first, preliminary evaluation data from pilot tests with students. [ABSTRACT FROM AUTHOR]

This Work in Progress paper describes the effect of Homework 0 (HW 0), an activity offered at Western University designed to support Science, Technology, Engineering, and Mathematics (STEM) students' successful transition to the first year of college. This transition is a critical time as students face several personal and academic challenges [1] or most, college means a new lifestyle and level of independence [1]. Pre-college academic activities are positively correlated with a student's persistence and graduation [2] because these activities can support the development of a student's sense of belonging [3] to the university, their academic community, their profession. Sense of belonging, or a feeling of mattering [4], is a well-researched and documented predictor of retention and success [5]. Relationships and social networks are critical elements to success in the first year [3] of college. Researchers urge university personnel to engage early and frequently with first-year students to cultivate their social capital further in college [6]. Taken together, these theoretical lenses served as the foundation for the pre-college activity, HW 0. HW 0 consists of three asynchronous academic assignments students completed in the summer before their first full-time semester and follow up activities are completed during the first semester. These assignments were designed to provide a way for the student to learn about resources, activities, and engagement opportunities as well as to reflect on the challenges they are going through and to define strategies to face these challenges. The main research question guiding this study is how does engagement in a pre-college activity influence a student's sense of belonging, thus, success. Survey data collected in these activities has been analyzed to identify patterns among students and thus, identify the needs among them and define better programs to support them. Results from the 2021 program offering, included in this paper, indicate students who participated developed a greater sense of belonging. [ABSTRACT FROM AUTHOR]

Emphasizing socio-political context in undergraduate engineering courses is a complex challenge for accredited American engineering programs as they strive to pivot towards a more equitable future. Teaching engineering problem solving by isolating the technical perspective is the dominant culture, and change has been slow and insufficient. Looking at the complex human circumstances in which engineered systems are situated has significant, and sometimes life saving, benefits. On the contrary, the common de-contextualized approach to teaching engineering has been shown to have significant impacts on how students behave as future engineers. Furthermore, eurocentric teaching practices have been documented as a contributor to the lack of gender and ethinic diversity in engineering. Re-contextualizing civil engineering courses has shown to increase students' motivation, sense of social responsibility, and agency. The ASCE Code of Ethics states that "Engineers ... first and foremost, protect the health, safety, and welfare of the public," a notion that was first added to the code in 1977. In recent years, some civil and environmental engineering (CEE) faculty members and programs have responded to this ethical imperative by re-contextualizing civil engineering education in relation to the communities ("the public") the civil engineer is ethically obligated to protect and serve. To determine the extent of these efforts to re-introduce socio-technical context in CEE curricula, we are conducting a systematic review of the published literature. The objectives of this research are to document, synthesize, and amplify the work of these scholars and to encourage the community of CEE faculty to re-contextualize the knowledge and skills taught in the CEE curriculum. This paper describes the methodology, including search terms and sources examined, reports the preliminary results of the review, and synthesizes the preliminary findings. Future work will propose strategies and structures that could be adapted and employed by civil engineering faculty throughout the U.S. to 1) engage and retain students from groups that historically have been excluded from CEE and 2) better educate CEE students to engineer a more equitable and just future. [ABSTRACT FROM AUTHOR]

This work-in-progress paper describes engineering students' experiences in an NSF-funded project that partnered undergraduate engineering students with pre-service teachers to plan and deliver robotics lessons to fifth graders at a local school. This project aims to address an apparent gap between what is taught in academia and industry's expectations of engineers to integrate perspectives from outside their field to solve modern societal problems requiring a multidisciplinary approach. Working in small teams over Zoom, participating engineering, education, and fifth grade students designed, built, and coded bio-inspired COVID companion robots. The goal for the engineering students was to build new interprofessional skills, while reinforcing technical skills. The collaborative activities included: (1) training with Hummingbird BitTM hardware (e.g. sensors, servo motors) and coding platform, (2) preparing robotics lessons for fifth graders that explained the engineering design process (EDP), and (3) guiding the fifth graders in the design of their robots. Additionally, each undergraduate engineering student designed a robot following the theme developed with their preservice teacher and fifth grade partners. The intervention took place in Spring 2021 amidst the COVID-19 pandemic, necessitating the investigators to make critical decisions to address challenges of implementing the intervention in an online setting. This paper describes those decisions as it investigates how the cross-disciplinary, mixed-aged collaboration with preservice teachers and fifth graders impacted undergraduate engineering students' learning and investment during the design process of their robots. Preliminary results of a regression analysis revealed a relationship between the engineering students' robot rankings and post-scores on the design process knowledge survey (r = 0.92). Consistencies and a few anomalies in this pattern were explained using qualitative reflections which were analyzed to determine students' level of investment in the project, overall perceptions, and the extent to which they focused on the fifth graders' ideas in their designs. In general, robot quality was linked to both undergraduate engineering students' level of investment and whether they focused on the fifth graders' ideas in their designs. Engineering students' overall perceptions of the project were generally positive, appreciating the role of cross-disciplinary and mixed-aged collaborations in their learning to brainstorm innovative solutions and interact effectively with professionals outside of engineering as they embark on tackling societal problems in the real world. [ABSTRACT FROM AUTHOR]