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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]

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 paper focuses on a case study utilizing critical reflection methodologies in an engineering, service-learning course at a small, liberal arts college. The college started the engineering department in 2009. As a new program, the department has been working to accredit programs in four disciplines: chemical, civil, electrical, and mechanical engineering. The department is designing the degree programs to take advantage of the Catholic, liberal arts mission of the college. The development of courses that highlight these aspects in the curriculum is a priority of the department. Service-learning courses are able to incorporate the Catholic, liberal arts with an engineering project. Critical reflections in such courses help students to analyze the experiences working on the project and provide the framework for them to integrate these experiences into their careers. The authors discuss a course they developed that introduces students to the methodologies of engineering for human development. Students perform background research to conduct a community appraisal, work with the community to identify needs, develop a project proposal, and design a solution that will be implemented in the community. Students then work with the community, both remotely and in-person, to implement the chosen solution. This type of work fits well with the Catholic mission of the college and provides a good opportunity to introduce critical reflection techniques. In this paper, the authors present two different methods of critical analysis: classroom discussions and critical reflection papers. The paper provides an overview of how the techniques were introduced, what topics were discussed, and the outcomes of the reflections. Additionally, the authors discuss the assessment of these reflections for integration into our ABET assessment plan. Finally, the paper provides recommendations for integration of critical reflections into other classes. [ABSTRACT FROM AUTHOR]

This research paper evaluates student perceptual changes in engineering motivation and selfefficacy following participation in a soft robotics curriculum unit. Emerging from collaboration between researchers in the mechanical engineering department and technology and engineering education department at Purdue University, a novel design-based curriculum for student soft robot design has been pilot-tested at high schools this year. The present version of the curriculum materials is the result of previous years of pilot tests and refinement as we adapted laboratory procedures to a design- and inquiry-based lesson appropriate for classroom use. It is currently being implemented by seven high-school teachers using the Engineering byDesign curriculum. This paper will describe the rationale for the project and psychosocial factors underpinning the theorized utility of the experience for promoting student engineering self-efficacy and motivation. Following an overview of theory behind the curriculum, we describe how these principles align with the student experience while fabricating soft robots. Finally, we offer preliminary reports on initial states and changes in student perceptions as they participated in the curriculum. [ABSTRACT FROM AUTHOR]

This paper is focused on the logistics and unique learning opportunities present in supervising a Unit Operations laboratory course. Specifically, the paper outlines some best practices that have been used to effectively manage the course. It is not a broad assessment or review of how different institutions run the lab, but rather highlights the unique features of the Unit Operations Laboratory at the author's institution. The goal of this paper is to provide chemical engineering faculty who will manage laboratory courses with proven best practices that are used in support of the Unit Operations Laboratory. This paper is geared to faculty who will lead or assist with chemical engineering laboratory sessions. The expected outcome for faculty includes an understanding of the how these learning objectives are realized in the course through a variety of student assessments. Faculty who manage similar laboratories will be able to identify tools and techniques that have proven effective in the Unit Operations Laboratory. This is particularly important as the dual pressures of increasing enrollment and tight budget pressures combine to increase the challenge to running an effective undergraduate laboratory. [ABSTRACT FROM AUTHOR]

Doctoral education is often described by faculty and graduate students as "a journey", "a learning process", and "a transformative experience". These descriptions speak to the experiential nature of doctoral education which aims at bringing about some change in students to prepare them for their future career. In the research literature, the path and process of becoming an engineering education researcher is an emerging field. In this paper, we present the framing of a co-operative inquiry project to explore our personal growth as graduate students. Co-operative inquiry is a research method in which multiple people share and explore a topic from their own perspectives through collective dialogue, reflection, interrogation, and transformation. Our co-operative inquiry group consisted of the authors of this paper as coresearchers and co-subjects and is situated in our shared interest in graduate education and learning. While we are at different stages of the doctoral program, we have the mutual experience of completing the first year of the program at the same institution. We engaged in cooperative inquiry sessions, focused on learning within ourselves and with others, to make new meaning from our experiences. Reflections during the formative first year of doctoral training were explored as well as reflections and memos generated as part of the inquiry process. Through the co-operative inquiry process, this study offers insight into opportunities for peer-topeer mentorship and learning enrichment in graduate studies. Our insight may support graduate students in discovering and charting their own personal journeys of learning and development in engineering education research. Our future work will be guided by our co-operative inquiry process and structure, with a focus on delving deeper into the aspects that make up our personal and collective story. [ABSTRACT FROM AUTHOR]

This paper reflects a portion of the content of a course that is meant to help students to think and learn and demonstrate what they have learned in the area of vehicle systems engineering. Hopefully in the process those who learned about vehicle energy systems will in turn serve and teach others. It is a precious privilege to be able to teach and encourage students and not taken lightly. And even more of a privilege to realize what they teach us in the process. This paper is but a small example of what I have learned in the process of allowing students to teach me. As I encourage them, they in turn encourage and humble me. Never take teaching for granted. [ABSTRACT FROM AUTHOR]

Many construction management (CM) programs in the U.S. have introduced Building Information Modeling (BIM) in their curriculum due to the rapid adoption of BIM in the architecture, engineering and construction (AEC) industry. Previous research has revealed that most of the BIM courses offered in CM programs have mainly focused on 3D modeling skills as well as BIM applications in 4D scheduling and 5D estimating. While these topics appear to be important to apply BIM technology, students will not be able to fully understand the BIM process in a construction project without knowing the fundamental workflow of BIM. This paper presents a newly-developed BIM course which aims to help CM students better understand the BIM workflow and focuses on advanced uses of BIM in construction projects. The course is divided into three modules: BIM workflow, basic BIM applications, and advanced BIM applications. The BIM workflow module discusses how BIM is addressed in project delivery method, contract, the execution plan, and team building. The basic BIM applications module explains the typical BIM applications in 3D coordination, 4D scheduling, 5D estimating, logistics, visualization, etc. The advanced BIM applications module demonstrates the latest technology advances in the AEC industry that utilize BIM applications, including laser scanning, virtual reality, and mixed reality. This course will considerably improve CM students' understanding of BIM as a process instead of a modeling tools or software program and significantly broaden their insights into BIM beyond the existing 3D, 4D, and 5D applications. This paper will serve as a case study of an advanced level BIM course in CM programs. [ABSTRACT FROM AUTHOR]

Using real world data when learning new concepts is attractive to many students in engineering technology programs. Even more attractive is using real world data when learning how to address challenges. Statistics courses are usually required for aeronautical engineering technology and other aviation technology students to prepare them with data analysis skills for solving practical problems. Students who major in aviation technology programs are encouraged to practice the learned statistical knowledge with real life aviation data. In aviation public databases such as those available from the Federal Aviation Administration (FAA) and the International Civil Aviation Organization (ICAO), there is a wealth of data that has the potential to engage students in active learning and to inspire students to participate in research or even seek advanced degrees. The use of aviation databases can be expanded in undergraduate level courses, or incorporated into statistical applications in class. The goal of this paper is to encourage instructors to use aviation data in their courses by doing two things: 1) familiarize instructors with a selection of FAA databases and 2) propose a set of exercises that may be incorporated into existing courses, or become part of the exercises in a standalone data analysis course. This paper presents a preliminary course design that focuses on incorporating project based, analysis oriented exercises in undergraduate courses where the exercises use public aviation data. These exercises are intended to hone students' analytical skills and inspire students to learn by using aviation data in the exercises. [ABSTRACT FROM AUTHOR]

This paper represents a first step in what is to become a multi -institutional initiative focused on identifying best practices for developing and improving teamwork skills within the Capstone experiences of engineering, technology and computing programs. Teamwork in this paper is defined and measured as the dimensions measured by the CATME Peer Review [1], which is currently used by thousands of technology and engineering instructors and institutions worldwide. The CATME Peer Review measurement tool is used to collect self and peer evaluations of team members' contributions on five different teamwork dimensions [2]. These teamwork dimensions are 1) pose the knowledge, skills, and abilities to help the team; 2) expect quality work from the team; 3) keep the team on schedule; 4) positive interactions between teammates to help the team; and 5) all team members contribute to the team's work and success. Pung and Farris[3] used CATME in a one semester junior level design class and reported a "significant improvement" in student behavior when compared to the old system of peer review. A workshop was developed to assemble all the participants, and develop a systematic method of evaluating teamwork building using CATME. All the participating schools and faculty will be testing changes in their Capstone courses and sharing the results of this analysis, in teamwork skills, with their colleagues. [ABSTRACT FROM AUTHOR]

This paper describes a laboratory experiment that was designed to increase student engagement and enhance student development in a materials laboratory. The laboratory module described is part of a broader effort to enhance the mechanical engineering laboratory curriculum to incorporate modern pedagogical methods and to improve student outcomes using backward design. The new laboratory modules encourage students to work in small groups, develop team skills, and learn about basic measurement methods. The first module is a simple cantilever beam mounted with a strain gage. Students develop an understanding of the correlation between bending stress and strain. While doing so, they also determine a calibration factor for the beam in order to use the beam as a load cell to measure the weight of an object. For the second module, students are provided an instrumented beam with a known calibration factor and are asked to determine the amount of lift produced by a small quadcopter. To assess the effectiveness of the laboratory experiment, a student survey was designed and the experiments were observed by an education expert. The results indicate the new laboratory modules have been successful in increasing student engagement and meeting learning objectives. Introduction This paper describes a set of laboratory modules designed to improve student engagement and team skills in the sophomore year. The materials laboratory modules are part of a larger effort by several mechanical engineering faculty to enhance the entire laboratory curriculum and scaffold professional development with technical skills. The laboratory curriculum enhancement includes two facets: 1. Modernize and improve the technical skills acquired by students in the laboratory courses. 2. Thoughtfully incorporate developmental skills (soft skills like teamwork and communication) that are important for engineers. The project uses evidence based instructional methods with an emphasis on backward design. The pedagogical methods are used to create new laboratory modules that use specific learning objectives with open-ended laboratory methods to create experiences where each student "cooks without a recipe." Prior work by the research team describes a successful experiment that scaffolds a low-cost experimental module through the entire mechanical engineering curriculum and provides additional context about the project goals [1]. The institutional change model has been used in a similar way to embed design projects in the curriculum [2].An important goal for this laboratory module was to increase student comfort with measurements using strain gauges. In the older curriculum the students had some exposure to strain gauges, but only in a demonstration capacity without user interaction or application context. The faculty team identified this area as a possible weakness in laboratory education [ABSTRACT FROM AUTHOR]

The paper describes part of our efforts to develop curricula specifically designed to challenge engineering students to cross boundaries and solve problems in different disciplines. Specifically, the paper discusses results of introducing faculty on-going research in the areas of human and protein kinematics into a junior mechanical engineering Kinematics of Mechanisms course, with the main goal of preparing the students to be critical thinkers, cross-disciplinary problem solvers and life-long learners. In the paper the term "integrated research" is used to refer to all categories of research involving integrated multiple disciplines. The Kinematics of Mechanisms is a lecture course which presents knowledge on the analysis, design and construction of mechanical systems, such as serial and parallel linkages, cams and gear systems and robot manipulators, to name a few. During the Fall 2016 semester, new experiences in the form of interactive activities, including research projects were developed and incorporated within the course. These activities were specifically designed to enhance the students' knowledge of how the above-mentioned mechanical systems appear in other domains, such as Biomechanics and Biochemistry with the goal of giving the students the opportunity to not only cross boundaries, but also integrate and use current knowledge in their own area to solve research problems in other disciplines. Results related to the three desired learning outcomes (critical thinking, intellectual maturity, and responsibility for own learning) were assessed through anonymous surveys. The results were based on students' as well as faculty perception. Part of the assessment was indirect and required the students to outline questions that they were asking themselves while working on each project. A comparison between the results from two sections of the class, both taught during the Fall 2016 semester, one with and one without the incorporated new activities, showed that presenting a series of multidisciplinary projects designed specifically to complement each other, improves students' critical thinking, intellectual maturity, and responsibility for their own learning. The intellectual growth was the category that improved the most, based on students' and faculty perception. In addition, the difference in students' performance on the project content and presentation between the two sections resulted in a difference of about 20%. This shows that the developed methods prove efficient not only for learning new material, but also in transferring learned skills to tasks of greater difficulty, i.e. interdisciplinary activities that are not necessarily within the typical mechanical engineering kinematics of mechanisms domain. The idea of enhancing a junior mechanism kinematics course with research activities related to application of gained knowledge in different domains is novel and provides interesting and promising perspectives, showing that such activities increase the students' knowledge and interest in learning, and at the same time enhance their critical thinking and intellectual growth. Although the new projects and lectures were developed specifically for mechanical engineering students, with sufficient changes the activities could be adopted in Health and Kinesiology, Biology, Biochemistry or Biotechnology courses in future. This will allow for continued data collection to assist our efforts in the development of curricula specifically designed to challenge students to cross boundaries and solve research problems in other disciplines. [ABSTRACT FROM AUTHOR]

This paper presents a plausible solution using brain based learning principles as instructional delivery protocols to address the issue of lack of academic engagement among the upper level engineering students. The study was conducted at Tuskegee University, an HBCU and can be implemented universally in other institutes due to its foundation on brain based learning principles. Although student engagement issues inside engineering classrooms have several components, we focus our attention in this paper mainly on two issues: the dis-engagement arising due to the lack of understanding of pre-requisites and insufficient mathematical skills of students reaching junior and senior engineering classes. A previous pilot study confirmed that a large fraction of students who reach junior and senior level classes require repeated review of pre-requisite concepts and need assistance in reviewing their basic and essential mathematical skills before they can successfully engage in their classes. To address these issues, an instructional delivery framework titled "Tailored Instructions and Engineered Delivery Using PROTOCOLs" (TIED-UP) has been designed and explored, where mandatory brain-based learning procedures were used along with a media rich online delivery strategy. This paper summarizes the efforts currently undertaken to develop this framework based on brain-based learning theories to address some of these issues. In this framework, each course concept is broken down to interconnected sub-concepts. Short conceptual videos that use a number of mandatory instructional protocols were developed for the instruction of each of these concept and sub-concept. The study shows that such an intervention has significantly increased students' academic success as measured by grades and caused a substantial decline in their failure rate, when compared against a control group. [ABSTRACT FROM AUTHOR]

Informal learning experiences are under-utilized in engineering education. Because of the voluntary nature of these experiences, many students may be unaware of their existence or how to access these experiences. Other students may not understand the benefits and, therefore, opt out. As such, students may be missing opportunities to extend their engineering understanding and skills to make them more competitive in the workforce. Therefore, it is important to examine the learning processes and outcomes supported by informal learning experiences. Co-curricular engineering experiences range from unstructured environments, such as social networking, to structured, such as engineering competitions that more closely approximate the workplace. Such experiences situate learning within an environment that may foster integration of knowledge and skills to solve problems (Pierrakos, Borrego, & Lo, 2007). These informal learning environments represent degrees of complexity. Therefore, students application of design or problem solving within such environments may also lead to other desired outcomes, such as increases in innovative thinking, the development of adaptive expertise, or being able to flexibly navigate multiple types of engineering environments (Kusano & Johri, 2014; Pellegrino, DiBello, & Brophy, 2014; Sawyer & Greeno, 2008; Stevens et al., 2008). However, research about how to assess outcomes attained via participation in informal learning environments is nascent. In this paper, we applied situated learning theory as a theoretical framework because our focus was on learning within engineering competitions (Johri & Olds, 2011; Johri, Olds, & O'Connor, 2014). Situated learning theory allowed us to focus on the activities in which students' engaged in order to understand the interactions that engendered different types of learning. Faculty study learning because it allows us to help students to improve, such as for formative purposes, or to certify that students have learned, such as for summative purposes. Thus, faculty make judgments about student learning based on assessment data. Validity is the most important criteria to examine the nature of the judgments and decisions related to test use. Validity does not exist as a property of a test. Rather, validity is about providing evidence that good and appropriate decisions were made based on assessment data (AERA, APA, & NCME, 2014). Therefore, validation processes must begin with the conception of the assessment. Validity is not simply a box to be checked for due diligence. Rather, validity must undergird every decision that is made to develop the assessment, demonstrate that it works for the purposes intended, and to draw any conclusions from assessment data, whether those decisions are about students, faculty teaching, programs, or policy. Response processes are one source of validity evidence. Gathering data about how students respond to assessment tasks or test items allows psychometricians to understand how learners think about, process, and respond to given performance tasks or test items. Messick (1990) stated, that response processes "probe the ways in which individuals cope with the items or tasks, in an effort to illuminate the processes underlying item response and task performance" (p. 5). For this paper, we extended the definition of response processes to elucidate the processes in extended performances, such as a competitions, which mirror workplace learning. [ABSTRACT FROM AUTHOR]

In engineering design, it is necessary that proposed solutions to a problem fulfill not just technical requirements of the design problem, but also account for the real world context of the solutions. These broader contexts can be wide ranging and complex, simultaneously impacting the world in a variety of ways. When teaching an engineering capstone course, it is vital to provide students with the education necessary to address these issues. Indeed, the ABET Criteria for Accrediting Engineering Programs addresses this need in Criterion 2. Student Outcome 2 lists specific factors that students must consider when applying engineering design, including public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. Furthermore, Student Outcome 4 addresses the ethical and professional responsibilities that students must consider in global, economic, environmental, and societal contexts. While these considerations collectively represent a wide range of potential real-world issues, differentiating between these categories can provide a difficult task, as many of these terms overlap in meaning. Student teams often struggle to understand the difference between each of these contexts and it can be difficult to assess whether each context has been fully considered. No specific guidance is provided, for example, when determining if a student has addressed cultural factors separately from social factors. The present paper seeks to more clearly define each of these terms in order to better assess student performance on the factors listed in this criterion. Examples of student work from a senior capstone course in mechanical engineering are presented, with student interpretation of each listed factor in the context of their own projects included. [ABSTRACT FROM AUTHOR]

This paper presents an approach to introduce the field of electronics to students studying introductory electric circuits through multiple projects. In these projects the students learn about nonlinear electronic devices such as diodes and transistors and the physical principles used in electronic sensors such as the piezoelectric effect. In addition, students are required to apply techniques often taught in subsequent electric circuit courses. Thus, each project introduces material that bridges the gap between an entry-level circuits course and an electronics course. The paper presents the details of the projects which include the project description, the learning outcomes and their assessment, the rubrics used for evaluation of students' work, and the lessons learned throughout the project implementation. Additionally, the paper discusses the students' attitude toward the project -- especially learning about electronics and electric circuit applications. [ABSTRACT FROM AUTHOR]

Industrial Engineering Technology curriculum generally provides wide spread knowledge in problem solving, management of resources, and process planning. This paper remaps a typical Industrial Engineering Technology curriculum to align it with the four pillars of manufacturing knowledge (as identified by the Society of Manufacturing Engineers). A case study approach is used to take the courses of an Industrial Engineering Technology program, and develop an as-is curriculum map. After that, a gap analysis is performed against the four pillars of manufacturing knowledge. The gap analysis is used to suggest modifications to the Industrial Engineering Technology curriculum, including addition of courses and/or modifying existing course contents. The paper concludes with a phased implementation plan to align the selected Industrial Engineering Technology program with the four pillars of manufacturing knowledge. [ABSTRACT FROM AUTHOR]

This paper describes the incorporation of emerging and sustainable practices in an undergraduate engineering technology manufacturing materials course. Usually, the laboratory component of a manufacturing materials course includes only industrial testing procedures and experiments. The study of laboratory tests is used to characterize the material properties of ceramic, polymeric, and metallic materials and how these material properties influence material selection decisions in design and manufacturing. This paper discusses the development of lectures and experimental modules for providing undergraduate students learning experience in emerging and sustainable issues in manufacturing materials. The course is intended to incorporate an in-depth overview of emerging sustainable issues in manufacturing and industrial resources to reduce the environmental impact of manufactured products. Green energy manufacturing is an emerging field and also provides a sustainable development model for modern manufacturing industries. Sustainable green manufacturing encompasses the design of manufacturing processes to prioritize energy conservation, pollution prevention or reduction, and increased health and safety of communities, employees, and consumers. In this paper, we will discuss key advanced technologies and environmental topics that can be integrated into manufacturing coursework to include sustainability principles. This course has been taught, evaluated, and reviewed to identify barriers to the inclusion of emerging issues into the course manufacturing materials. [ABSTRACT FROM AUTHOR]

Project management is a discipline that spans many industries and has undeniable benefits in its application. Sometimes, however, it can be difficult to convey its importance and application in the classroom environment. Many process and project management classes cover the core concepts, but fail to provide students with the opportunity to experience both the dynamics and leadership elements so core to project management as both a leader and a team member. This paper describes an innovative approach to using project managers (PMs) in the classroom that has had measured effects in several areas, including individual student participation, group project disposition, and in-class presentations. Results have been encouraging, with student feedback (from both PMs and group members) indicating positive effects on interest in the field and application of project management, improved group dynamics, and more individual participation in the outcome of group projects. Specifically included in the paper are examples of PM inclusion in both the class curriculum and main project from beginning to end and how they have been applied to a process and project management course in the past. Areas explored include the PM selection process, class attendance improvement via the PM-led group dynamic, PM-specific activities and evaluation, and the inclusion of a final presentation as a product in a normally process and project heavy course. For context, a description of the class curriculum, some related work, and relevant quantitative and qualitative student feedback are included as well. The concepts and examples have been successfully implemented as part of a software engineering curriculum, but they could easily be applied to any classroom that wishes to expand project management instruction beyond a simple explanation of process and project management to an immersive experience with both practical and pedagogical benefits. [ABSTRACT FROM AUTHOR]

We have created a three-year leadership curriculum for undergraduate students enrolled in the Opus College of Engineering at Marquette University - a medium-sized, private, urban, religiously affiliated university. The objectives of this people-focused, technical leadership program are to: (1) develop engineers who are able to address 21st century global challenges; (2) prepare individuals to lead, not only through innovation and technical expertise, but also through their ability to motivate, engage and guide people and organizations who represent the full range of diversity across the human spectrum; and (3) educate and develop the leadership and character of outstanding engineering students, who are able to lead technical teams in solving problems. In this paper, we present curriculum design, early results and recommendations from first year assessment of the program and plans for future programmatic elements and assessment. Students are accepted into the leadership program during sophomore year. The curriculum is designed to follow an intentional sequence of experiences that meet students' developmental readiness and needs over the three years in the program. In each year, the student cohorts explore one of three themes of the program (leading oneself, leading with others, or leading technology and innovation) through a combination of three formal leadership courses, a variety of experiential learning opportunities, and the completion of a capstone project. Upon completion of the program, students will have a concentration in engineering leadership noted on their transcript. Formal coursework is designed specifically for undergraduate engineering students. The courses explore topics including: self-awareness and emotional intelligence, leadership styles and theories, servant leadership, team dynamics, motivating and guiding others, diversity in the workplace (cultural, gender, etc.), communication, conflict management, ethical leadership, leading change, leading technology and innovation, market analysis, product development, entrepreneurship, and strategic and financial planning. A variety of assessment methods were employed in the first year. A pre- and post-test leadership inventory was administered to students to during the first course. Results of this qualitative assessment were analyzed using a rubric developed to measure growth in perceptions and attitudes. In addition, students wrote reflection papers about practical leadership experiences during their industry internships, using the guiding principles and themes of the program to illustrate what they learned. Students also synthesized their observations of industry leaders after shadowing each of two C-Level leaders. Early results from assessments conducted after the first year in the program indicate students are developing significant self-awareness, building life-long skills and habits that will serve them well as they assume greater leadership responsibility. Early results also indicate the necessity of creating challenging experiences for students to critically examine their personal leadership capacity, skills, values, and awareness in order to foster growth and development. Observing and reflecting on others' leadership practice is also a valuable process for building awareness of one's own leadership capacity and efficacy. [ABSTRACT FROM AUTHOR]

Starting in fall 2012, the first-year engineering course at the University of Notre Dame has required students to complete four "Engineering Explorations" over the course of each semester of their first year. These are loosely defined as "any event related to your growth as an engineering student" and typically consist of professional development events, student group meetings, and departmental lectures. The Engineering Exploration assignment series was instituted so that students can affirm or clarify their future discipline before officially entering their major of choice and beginning to integrate academically and socially into the College of Engineering. While the basic assignment has remained the same each year, the application has changed in some way each year. In 2012, four regularly scheduled class sessions were cancelled to provide additional time for students to attend or reflect on their events. Students were provided a list of possible events to attend and regular announcements were made of appropriate events that were being hosted around the university. Based on student feedback from the first year's offering, along with the recognition that the cancelled classes provided additional opportunities to bring in exploration content (and that some students, due to other constraints, could attend only activities during normal class times), the second year offering was modified. The first-year instructional staff scheduled some optional Engineering Exploration events to occur during the normally scheduled class time and in the regular class location. One exploration, for example, featured the Dean of the College of Engineering speaking National Academy of Engineering's Grand Challenges. In both years, students documented their participation by listing the events in which they participated and writing a short summary and reflection as evidence of completion. Because students were free to choose events of interest to them, the continued implementation and evolution required understanding what types of events students attended. There is an additional interest in whether attendance at a certain type of event (or a series of events), characterized on a continuum of convenience to the student, is indicative of student interest in engineering or their propensity to continue in engineering for another semester. This paper details the additional findings that delve deeper into the student attendance rates for various events. For both 2012 and 2013, a chi-square analysis confirmed that those who left engineering after just one semester attended high-convenience events at a higher frequency than those who stayed in engineering. In 2013, 32% of leavers, but only 16% of those who stayed for at least one more semester, attended only in-class events (chi-square p-value of 0.012), These findings could lead to a meaningful approach to identifying students with low interest in continuing in engineering and creating meaningful content for them early in their career. [ABSTRACT FROM AUTHOR]

Senior level courses in engineering curriculum typically require multiple prerequisites from the years earlier. This paper discusses how we solve the challenge in teaching a biomechanics course offered to senior Mechanical Engineering students. The course is designed to teach students how to apply mechanical engineering knowledge in the biomedical field. It covers a wide range of topics and is built on five prerequisite courses. Students take these courses from sophomore through senior years but not necessarily following the same technical sequence. Given this situation, it is critical to make sure students have mastered the foundational knowledge and skills before transferring them to the biomedical context. Traditionally, in each unit of the course the instructor would need about two to three weeks just to review the relevant prerequisite knowledge. This means there is less time left to discuss class examples or advanced topics in bioengineering. To make the review process more efficient, in fall 2016, the instructor adopted a "flipped review" approach by replacing classroom review with a series of review video and quiz combos outside of class. Each combo consisted of one video focused on one technical area followed by an online quiz. They were assigned to students across the semester to support unit-specific topics where the technical knowledge would be needed. All video and quiz combos were due before the class meeting time. Based on positive student feedback, the review series was revised when the course was offered again in spring 2018. This paper will discuss the effectiveness of "flipped review" by using review videos to reactivate student prior knowledge. Student feedback used in this paper came primarily from spring 2018. The must-have features suggested by students, and instructor reflection on how to make the review videos effective, will also be shared. [ABSTRACT FROM AUTHOR]

Sustainability has increasingly become a more prevalent topic in engineering as the need for global solutions that holistically improve the environmental, enhance quality of life, and are economically feasible have become more pressing. However, few studies have examined students' sustainability related career outcome expectations for upper-level engineering students, and, in particular, how these interests can be used to broaden participation in engineering. This time point is a critical one as students will be transitioning from college to industry where they may be positioned to solve pressing societal and environmental problems. To fill this gap, in this paper we answer the question, "What differences exist between men and women's attitudes about sustainability in upper-level engineering courses?" in order to better understand how sustainability topics may promote women's interest in and desire to address these needs in their future careers. We used data from a pilot of the CLIMATE survey given to 228 junior and senior civil, environmental, and mechanical engineering students at a large East Cost research institution. We asked the same questions as a previous study, called Sustainability and Gender in Engineering (SaGE), focused on first-year engineering students, "Which of these topics, if any, do you hope to directly address in your career?" with a list of ten sustainability outcome expectations. We used Pearson's Chi-squared test with Yates' continuity correction to compare men and women's answers. We found significant gender differences in students' desire to address energy, terrorism and war, water supply, food availability, and opportunities for woman and/or minorities in their careers. Some of these differences persist from first-year through upper-level classes, as compared to the results from SaGE in first-year students, while others develop during students' undergraduate education. Our results begin to help us understand the particular differences that men and women, even far along in their undergraduate engineering careers, may have in their desire to address certain sustainability outcomes in their careers. [ABSTRACT FROM AUTHOR]

In this evidence-based practice paper, the relationship between assessment design guided by learning style preferences and student performance in a programming course is investigated. One of the National Academy of Engineering's 14 Grand Challenges for Engineering is to tailor and differentiate instruction to improve the reliability of learning. A manner in which this differentiation may be accomplished is through attention to the various preferences and styles by which students learn. As such, the purpose of this paper is to present evidence on the effect of formative assessment design on student performance, and whether this effect varies by student learning style. The results from this study can be used by engineering educators to either diversify or personalize their assessment style. This work is grounded in the Felder-Soloman learning style model, a model that was developed within engineering education and has been validated and widely used within the field. This model categorizes learning styles along four distinct dimensions: perception (sensing versus intuitive), input (visual versus verbal), processing (active versus reflective), and understanding (sequential versus global). Along each of these dimensions, students are categorized as having a mild, moderate, or strong preference in each of these four learning style scales. This study takes place in a mid-size, public university in the western United States. The sample for this study includes mechanical engineering undergraduate students across four sections of a required programming course in MATLAB, taught by the same instructor. These students were provided the Index of Learning Styles at the beginning of the semester. Students were administered a weekly quiz to assess their ability to write code, but construction of this assessment varies by section to favor different preferences of one of the four Felder-Soloman learning style dimensions. Performance on these quizzes is objectively scored using a standardized rubric. General linear modeling is used to determine if quiz scores differ by quiz construction condition, and if learning style preference interacts with quiz condition to predict performance on each assessment. Findings portray a complex relationship between quiz construction, learning style preference, and assessment performance. [ABSTRACT FROM AUTHOR]

This paper continues the investigation of findings from a multi-year project that is initiating technology supported experimental centric approaches to learning in electrical and computer engineering courses at 13 historically Black colleges and universities (HBCUs). One of the personal instrumentation tools supporting experimental student-centered learning at these institutions is the Analog Discovery Boards (ADBs). The content or setting of use reflects introductory, circuits, and supporting electrical and computer engineering courses. The students consisted of undergraduates enrolled in engineering courses across the 13 member institutions. The authors provide an overview of learning theories that support experiential learning, followed by brief overviews of selected validated instructional modules that utilize experiential learning in engineering classes (modules will range from introductory to senior project use). Evidence-based outcomes related to students are presented that document the impact on the selected student outcomes. The findings also include catalysts and barriers to implementation and potential needs for sustainability. [ABSTRACT FROM AUTHOR]

Most Bachelors of Science in engineering programs curricula have a standard that covers main engineering skills in sciences, mathematics and design. Students are prepared through a rigorous curriculum. However, Universities fail to fully prepare students for aspects of their lives beyond the academic scope. While the Accreditation Board of Engineering and Technology (ABET) requires student training in ethics, lifelong learning, communication, and working in multidisciplinary teams, students remain insufficiently prepared with skills that help overcome many challenges they face after leaving University. University of Illinois at Chicago (UIC) is a public research university registering greater than 20,000 students. One of the colleges at the University is the College of Engineering (COE). The Department of Mechanical and Industrial Engineering (MIE) in the COE has modified its curriculum to include a course, which addresses essential life and career skills to its students in their final semester. The course addresses challenges ranging from how to deal with financial pressure, seeking career opportunities, time management, workplace etiquette, and other necessary skills. It consists of five different modules: Financial Planning, Effective Job Hunting, Accelerating Your Career, Learning Never Stops, and Entrepreneurship. Modules utilize methodologies from experiential learning theory to enhance student learning and contribute to the body of knowledge of teaching methods in STEM. An initial assessment was performed to measure the impact of this course and its modules. Metrics included the percentage of the cohort that was employed within six months of graduation versus the cohort that did not participate in the course. Additional metrics included a wide variety of surveys during and post course participation that provided qualitative insight on the courses performance. This paper illustrates the framework of the Professional Development Seminar for students of MIE at UIC. The effectiveness of this composition of modules continues to be studied. Initial results have shown evidence that participating seniors experience an increase in preparedness for post university life. The proposed framework has the potential to make an impact on any program in the United States by providing a course package that can be easily recreated. Locally, the success from this course has led to different engineering departments implementing courses into their curriculum that include one or more of our described modules. [ABSTRACT FROM AUTHOR]

This paper describes the second half of a first-year course designed by an interdisciplinary team of faculty from engineering, humanities, social science, and entrepreneurship and innovation. Our course, "Humanitarian Engineering Past & Present," begins with a nineteenth-century sewerage problem before turning to currentday problems of sanitation. Having studied in depth the challenges of providing acceptable sanitation to an ethnically, economically, and topographically diverse community in a nineteenth century industrial city, long before sanitation was considered a basic human right, students form teams to identify and propose a solution to a sanitation problem in some particular part of the contemporary world. This paper discusses our classroom activities and the learning outcomes they produce, primarily around the ethically infused subject of sanitation, why it is a basic human right included in the United Nation's Sustainable Development Goals, and why engineering students should be curious about how people live in parts of the world where sanitation has not yet been secured for all people. Our project aims to understand how students are motivated first to care about the UN Sustainable Development Goals, and then to develop the expertise to be able to help meet these goals. [ABSTRACT FROM AUTHOR]

There is currently a trend in engineering education that emphasizes a blending of theory with the application of that theory to engineering practice. Current ABET criteria for accreditation of engineering programs focus on the ability of students to recognize engineering problems in a real system and to correctly apply engineering principles to those problems. In this paper, the authors describe a junior-level course in machine design that integrates a classic, theoretical treatment of the design of machine elements with a semester-long laboratory in which students design and analyze a ski lift to be used on their campus. This is a required course for all Engineering majors in the Mechanical Engineering Concentration at our university. The sequence of presentation of theoretical content in the course is coordinated with the requirements of the ski lift project, so that students are presented with theory on an "as-needed" basis. Preliminary evaluation of student perception of learning based on Student Assessment of Instruction (SAI) data demonstrates that students feel that learning of theoretical content is improved when it is motivated by the need to solve a problem for their ski lift design. [ABSTRACT FROM AUTHOR]

Traditional first-year engineering curricula place a premium on education related to math, science, and often an introductory engineering course involving elements of design, analysis, and programming. While the opportunity for first-year students to gain hands-on experience is increasing, these experiences typically focus on design-related activities, while experiences with manufacturing skills and processes are limited. Yet with the "maker movement" in full swing, today's students have a strong desire for engineering experiences where they learn manufacturing skills and build things that complement the design skills they are learning in firstyear classes and beyond. This paper explores the details of how a 1-credit seminar course is being used at a large Midwestern university to provide an innovative manufacturing education experience to first-year engineering students. This is accomplished by grounding the course in the manufacturing tools and processes used in the university's Artisan and Fabrication Laboratory (AFL) to facilitate learning about manufacturing through the technology that students have access to and can use. As part of the course, students can volunteer (and most do) to gain hands-on experience with the tools and processes that are discussed in the class through specific activities in the AFL designed to complement what is taught in class. As this class has been taught in both the Fall and Spring semesters since Fall 2013 (7 semesters), assessment data and student feedback is available and is reviewed in this paper. The overall result is a class that is in high demand from the first-year engineering student body and that greatly enhances students' understanding of manufacturing. [ABSTRACT FROM AUTHOR]

Concept based classroom teaching and instructions undoubtedly enable students to think as practitioners by utilizing knowledge at both theoretical and practical levels. Concept based learning increases student technology and applicability readiness levels, along with increasing student engagement in Science, Technology, Engineering and Mathematics (STEM) classrooms. In this twenty first century of globalized economy with an emphasis on product sustainability, curricula must be significantly expanded to enable future workforce with the concepts of sustainable product development. As a part of this effort, this paper discusses on introducing undergraduate and Graduate students of Green Energy Manufacturing class at The University of Texas at El Paso to the Design for X (DfX), a concept widely used in manufacturing industries for product design and development. We discuss on our experience of the course, where in to enhance student understanding of DfX, additive manufacturing technology was used to analyze how the theoretical concepts learnt by students in class were reflected upon their product design and development in real time. [ABSTRACT FROM AUTHOR]

Increasingly, engineers must approach problems considering economically viable, socially just, and environmentally sustainable solutions. This paper describes a new green engineering design course developed at California State University, Chico, which provides students with a sustainability framework to approach engineering problems considering the triple bottom (i.e., economic, social, environmental issues). Through a group project, students applied quantitative environmental and economic assessment tools (i.e., life cycle assessment software and life cycle cost analysis), decision-making strategies, and sensitivity analysis tools to evaluate real-world problems. Students' (n=86) abilities to understand and apply key concepts in the course were evaluated by examining overall performance in the class and performance on group projects. The majority of students performed well in the class (average = 84%, standard deviation = 7%) and on the final group project report (average = 90%, standard deviation = 4%). Future versions of this course could be improved by introducing LCA software earlier in the curriculum and integrating this course as a pre-requisite or co-requisite to a senior capstone. By teaching students an innovative approach to the conventional evaluation-of-alternatives, students were able to propose designs that minimize environmental impacts (e.g., carbon footprint) and provide economically feasible solutions simultaneously. Consequently, this paper highlights a viable teaching model for other universities integrate sustainability into their curriculum. [ABSTRACT FROM AUTHOR]

Commonly, engineering faculty members who teach a sophomore engineering mechanics course find that the ability of students to idealize a mechanical system and draw its free body diagram (FBD) is a threshold concept that once mastered can change the way a student progresses through the discipline. While there are inventories available related to engineering mechanics, there is not one solely focused on the intricacies of FBDs of mechanical systems and the inclusion of all independent constraint forces and moments, a crucial skill in engineering. The goal of this study is to develop and validate an instrument for FBDs containing both free response and multiple-choice questions. The objectives in this study include the ability of a student to: properly identify and isolate the system; account for correct constraint forces and moments; utilize Newton's third law; indicate external and internal forces; apply friction when appropriate; identify bodies in motion properly; designate cables, normal forces, and two force members correctly; and specify the effect of gravity correctly. The instrument developed as part of this study was administered to a set of students taking a typical sophomore mechanics course at a large public institution during fall 2016, along with a smaller group of students used in a pilot study during spring 2016. The paper will describe: 1) details on the alpha and beta versions of the FBD instrument developed; 2) early lessons learned; and 3) results from approximately 250 engineering students who took the beta version of the instrument. After administering the instrument and analyzing the results, faculty members have a better idea of the skill set of students in the course and can adjust course instruction appropriately. Furthermore, there will be evidence to examine the extent to which students are prepared related to free body diagrams at the end of a core engineering science course. [ABSTRACT FROM AUTHOR]

This case study investigates the extent to which industry supplied computer-aided design (CAD) curriculum and team project-based learning impacts undergraduate engineering technology students' engineering design, problem-solving, communication, and group participation skills. Evidence for the study comes from nine mechanical and one electrical engineering technology students enrolled in an upper level design course. Instructional materials included a SOLIDWORKS supplied CAD guide and a team project. Part three of the Classroom Activities and Outcomes Survey measured the extent to which the students believed they had made progress in a variety of learning and skill development areas as a result of taking the course. Results indicate that the sequential use of the industry supplied CAD curriculum and the team-based project will produce learning gains in vital engineering skills for engineering technology students. The results support the belief that active and collaborative instructional methods are more effective than the more conventional instructor-led lecture-based. The techniques used and the outcomes from have implications for not only curriculum but also ABET accreditation, who requires institutions to demonstrate that their graduates develop 11 competencies. Three of which are included in this case study. The intent of this paper is to provide a resource for engineering technology educators and administrators on classroom instructional materials that will produce outcomes aligned with ABET accreditation requirements. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the ways that ethics and societal impacts (ESI) are taught and assessed in senior capstone design courses by engineering faculty. A national survey was conducted in spring 2016 that asked engineering and computing faculty to report the types of courses where they incorporated ESI. Among the 1216 respondents who incorporated these topics into one or more courses, 486 (40%) indicated that they taught these topics in capstone design across a range of disciplines. The ESI topics taught by over half of the capstone design instructors included: professional practice issues, safety, engineering decisions in the face of uncertainty, and engineering codes of ethics. On average, individuals (n=212) reported using five different methods to teach students about ESI in their capstone courses, most commonly: engineering design projects (70%), in-class discussions (58%), case studies (58%), examples of professional scenarios (57%), and lectures (55%). This range of methods appears to involve the cognitive, affective, social, and psychomotor domains of learning, which has been proposed as providing an effective way to improve ethical reasoning. For assessment of ESI learning, an average of two methods were used per course with a maximum of 8 methods reported; 10% did not assess ESI knowledge. The most commonly used assessment methods were: group-based written assignments (47%), individual reflections (33%), and individual homework assignments graded with a rubric (31%). Instructor satisfaction with the ability to assess the outcomes of societal context and ethics instruction was weakly correlated with the number of assessment methods used (correl. coeff. 0.25). Among all survey respondents 62% believed that undergraduate students in their program learned about ESI via capstone design, the most commonly identified course type. The results of this study indicate that ethical and societal impact issues can be readily incorporated into capstone design courses in any discipline, and provides examples of effective teaching and assessment methods. [ABSTRACT FROM AUTHOR]

This evidence-based practice paper presents a four year longitudinal study following the first cohort of first-year engineering students that was exposed to the "Design Your Process to become a "World Class" Engineering Student" (DYP) program at a four year institution. Many students enter the engineering disciplines vastly unprepared to be successful in the rigors of engineering academia. Student retention numbers in engineering are low and some researchers attribute this low retention rate to a lack of academic skills needed to be academically successful. Typically, approaches to increase the nature and quality of engineering undergraduate education experience are focused on instructional and/or curricular changes. A recently developed innovative approach, called the DYP program, is different in that it focuses on what the students can do themselves to become self-regulated students and therefore are not only more likely to graduate with an engineering degree but also with a higher quality, e. g. with a higher GPA. The DYP program synthesizes what has been shown in the research literature to be effective and what should be done in first-year engineering seminars into a comprehensive, scalable and easyto- implement approach. The main components of the approach are: 1. Coverage of student development topics in a first-year engineering course/lab/seminar to facilitate new students' growth, instilling positive change, and developing strategies that will enhance student success. 2. Building upon the student development topics introduced in the course/lab/seminar, students are asked to design their own individual process to be successful in graduating with an engineering degree and write a reflective comprehensive report at the end of the course. Previously published results reported a positive impact on first-year engineering student retention and performance after the first year of implementation of the DYP program. The results of the four-year longitudinal study confirm an increase in overall GPA and persistence for the first-year, but more remarkably it shows that the DYP program has a long term sustainable effect on student success. Results show statistically significant differences in GPA and persistence rates between the DYP cohort and control cohort for all years. The DYP cohort showed higher overall GPAs: +0.53 year one, +0.33 year two, +0.31 year three and +0.26 year four (p<0.001, except for year four where p<0.005, N=156 for DYP cohort at year one, N=193 for control cohort at year one). Comparing persistence rates between the cohorts also show a positive impact for the DYP student cohort. Students exposed to the DYP program showed higher persistence rates by 11% and 10% for the first and second year and by 16% for the third year compared to the control cohort. All increases in persistence are significant (p<0.05). Comparing how many students graduated with a Bachelor's degree in any engineering major after four years at the institution reveals that the cohort exposed to the DYP program had 24 students graduated after four years compared to 10 in the comparison cohort. [ABSTRACT FROM AUTHOR]

An introductory computer engineering course where students learn about combinational and sequential circuits is fundamental to any Electrical and Computer Engineering (ECE) curriculum. Many of these courses are taught using a hardware description language (HDL) such as Verilog or VHDL. However, younger students traditionally struggle with HDLs due to their abstract nature. The students are used to designing with traditional logic gates and structures, but are often confused by the software-like interface that an HDL provides. This creates a disconnection between the student's experience in the classroom where the students learn with one method (visually with gates and structures) and in labs or projects where they are asked to implement designs using text descriptors. Often times a student's frustration with HDLs leads to them being disinterested in digital systems or even computer engineering as a major. This paper will describe the transition of an introductory Computer Engineering course from primarily using Verilog for its assignments to instead using a combination of schematic capture (which is very similar to what they see in class) and Verilog. With this course's redesign, the author saw the student's self-reported confidence in their design skills improve by 44% (from 41% to 85%) and their interest in taking additional computer engineering courses improve by 10% (from 66% to 76%). [ABSTRACT FROM AUTHOR]

ENGR 102 HS is a dual credit, introduction to engineering course offered in 38 high schools across Arizona and Southern California. ENGR 102 HS is taught by high school teachers in public, charter and private high schools. Since its pilot effort in academic year 2008-09, the ENGR 102 HS program has provided 2,131 high school juniors and seniors with three units of college credit while they explore the field of engineering as a possible career choice. Many young people do not understand what engineering is and the creative work that engineers do. This is why a dual credit introduction to engineering course offered to high school students is so important. ENGR 102 HS curriculum focuses on presenting engineering as a helping profession that improves the human condition. Engineering service learning and biomedical projects are presented to pique the interest of a broad population of students. ENGR 102 HS allows students to try hands-on, design and build projects while still in high school where the risk is low and teacher scaffolding and contact time is high. This broad approach to an introduction to engineering course at the high school level is important to attracting the most diverse, brightest, and creative problem-solvers into the profession. This paper will briefly describe the ENGR 102 HS course curriculum. Five years of student course evaluation survey data (2011-2012 to 2015-2016) for 1469 students both female (N= 289) and male (N=1180) were explored. Statistically significant differences were found in the overall engineering self-efficacy of male and female students using independent sample t-tests. Univariate Analysis of Variance also revealed gender differences in the importance of various elements of self-efficacy to a student's interest in becoming an engineer. Specifically, selfefficacy in traditional STEM coursework predicted interest in becoming an engineer for male but not female students. For female students, experience in the ENGR 102 HS course was found to predict interest in becoming an engineer. This finding demonstrates the positive impact the ENGR 102 HS course has on female students. [ABSTRACT FROM AUTHOR]

This complete research paper describes the efficacy of first-year retention interventions focused on engineering identity that were developed for a common Introduction to Engineering course. This research aims to improve retention rates where presently about half of the engineering undergraduate students exit or drop out1. The American Society of Engineering Education (ASEE) has indicated that engineering universities should develop retention programs to reduce these numbers1-3. One of the main recommendations is to develop first-year retention programs1-3. At one university, two engineering professors developed first-year retention interventions into the common Introduction to Engineering course they teach. The main interventions employed included refocusing the course on engineering identity. To measure if these interventions were effective, an engineering identity pre and post survey was given to four common Introduction to Engineering courses, which comprised of 169 high school and undergraduate students who completed the courses taught in 2016. The survey instrument used in this study was largely adopted from Prybutok, Patrick, Borrego, Seepersad, and Kiristis4 who completed a similar study. This paper discusses the quantitative results from these engineering identity pre and post surveys. Engineering factors that significantly improved from the pre to the post surveys included: performance/competence, design efficacy, recognition by others, and recognition by self. The other engineering factors measured that were found to not have significantly improved included: interest, creativity, caring, and major selection. These interventions improved the students' engineering identities. Future work should include conducting a paired survey where the participants' pre and post survey results are connected. Future work should also include analyzing the qualitative data provided in these surveys. [ABSTRACT FROM AUTHOR]