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The ASEE Computing & Information Technology Division (CITD) has been around for several decades, and continues to be a strong sponsor of many papers and sessions at the annual international ASEE conference as well as regional annual ASEE conferences. This paper will study the impact of the papers presented at the annual international ASEE conferences by looking at the number of times each paper has been cited, as well as the number of times each paper has been downloaded. The results of this study will be set in the context of a similar set of statistics for a similar organization, the Special Interest Group for Information Technology Education, a SIG of the ACM. This self-study will help ASEE-CITD members better understand their position within the larger IT community. [ABSTRACT FROM AUTHOR]

Engineering problems are ill-defined, require assumptions, and have multiple unique solutions. Although most industry engineers solve ill-defined problems in groups, students typically only practice this in engineering design courses. Our research aims to expand these experiences to engineering science courses. Currently, most engineering science courses assign 'classic' textbook problems, where they are given certain physical parameters of a system, and are told to calculate an unknown value. Ill-defined modeling problems provide students with more opportunities to utilize engineering judgment when compared to traditional textbook problems, and when these problems are solved in a group setting, it is both a better representation of how engineering is performed in the industry, and can help students better understand the class concepts. This paper examines groups of students solving an ill-defined modeling task that asks students to design a portable pool lift. When working in a group, students have the opportunity to help each other understand what was taught in class, along with the ability to push back on other students' ideas. This will prepare students for their future career, lead to knowledge creation and help solidify concepts taught in class. This full paper analyzes data (approximately 15.5 hours) that was collected in the form of recordings of zoom meetings of two groups that were tasked with solving an ill-defined modeling problem in a second year statics course. Using comparative coding, we categorized how students spent time when working in their group. Results show students alternate between negotiating tasks, comparing assumptions, and aiding each other in understanding course concepts. Implications of this work include forming a better understanding of how students make decisions, judgments and build knowledge when working together on an ill-defined modeling problem. Similarly, the results may assist professors in iterating on assignment design to further engage students in knowledge creating and engineering judgment practices. [ABSTRACT FROM AUTHOR]

The growing field of machine learning (ML) and artificial intelligence (AI) presents a unique and unexplored case within persistence research, meaning it is unclear how past findings from engineering will apply to this developing field. We conduct an exploratory study to gain an initial understanding of persistence in this field and identify fruitful directions for future work. One factor that has been shown to predict persistence in engineering is belonging; we study belonging through the lens of confidence, and discuss how attention to social belonging confidence may help to increase diversity in the profession. In this research paper, we conduct a small set of interviews with students in ML/AI courses. Thematic analysis of these interviews revealed initial differences in how students see a career in ML/AI, which diverge based on interest and programming confidence. We identified how exposure and initiation, the interpretation of ML and AI field boundaries, and beliefs of the skills required to succeed may influence students' intentions to persist. We discuss differences in how students describe being motivated by social belonging and the importance of close mentorship. We motivate further persistence research in ML/AI with particular focus on social belonging and close mentorship, the role of intersectional identity, and introductory ML/AI courses. [ABSTRACT FROM AUTHOR]

Considerable concern has emerged over the potential use of AI tools by students for completing assignments in their classes. Reactions in academia have been mixed, with some describing such use of AI tools as "cheating" while others compare it to the use of calculators and see it as the impetus for enabling deeper learning by students. To analyze some of these issues, the recently released AI tool ChatGPT was used to respond to actual Discussion Board questions in our online cybersecurity classes. ChatGPT was also asked to write a Python program to develop a backpropagation Neural Network for XOR. The results were excellent, both for answering the Discussion Board Questions and for writing code. Four findings emerged from this effort: 1) ChatGPT does an exceptional job of answering questions and generating code, 2) it is not clear how student submissions generated with AI should be graded, 3) along with the AI tools themselves, tools have been developed that can detect whether AI was used to generate a student submission but with a high rate of false positives, and 4) despite these three findings, students could and should be encouraged to collaborate with AI tools, similar to the way they would collaborate with other students. These results led to four conclusions: 1) ethically, the use of tools such as ChatGPT without acknowledging that they have been used is cheating, 2) it will be impossible to stop students from using tools like ChatGPT, but unacknowledged use can be detected, albeit with a very high percentage of false positives, 3) use of AI tools should be encouraged rather than discouraged, and 4) higher education should focus on new methods and mechanisms for assessing student learning that take advantage of the AI tools. [ABSTRACT FROM AUTHOR]

The Materials Processing course at Northeastern University enrolls both Master's level students with a concentration in Materials and undergraduates who select the course as an elective for their combined BS/MS degree. For the term project, students work in teams to research and write a journal-quality review article detailing the state of the art for a particular process. This study aimed to assess students' information literacy (IL) skills as demonstrated in this term project to identify IL skills with which graduate and upper-level undergraduate students may need more support. A secondary goal was to examine any differences in information between the undergraduate and graduate students, many of whom speak English as a second language. A customized version of the VALUE rubric for Information Literacy was used to assess a sample of 25 term projects from two semesters spanning 2021-2022. A Mechanical Engineering faculty member rated half the criteria that required more subject matter expertise. An Engineering Librarian rated the other half of the criteria which are more research oriented. This method resulted in substantial time savings and increased expertise in overall ratings. Results indicate the students in aggregate were most skilled in choosing sources related to the research question and selecting those sources based on multiple criteria. Students were least skilled in the proper citation of sources and in communicating and synthesizing literature information into a coherent argument. Two outcomes that were strongly related to high report grades were being able to properly paraphrase literature information as well as properly synthesize it into an argument. These last two outcomes were particularly weak for teams consisting solely or primarily of graduate students. It is recommended that undergraduate students receive reinforcement of library research skills, while graduate students require additional instruction in paraphrasing, synthesis of ideas, and ethical attribution. Additional research is needed to examine the IL background of international students. [ABSTRACT FROM AUTHOR]

In this paper, we report on a series of research projects that together motivate a larger idea: the design of lightweight, scalable, and relational learning experiences for overcoming system-level challenges in education. We start by discussing Exploratory Reading Groups, a program designed to expose students to the creative aspects of computer science and to enhance intrinsic motivation and purpose for learning through exploratory reading of research papers. Unlike traditional graduate student reading groups which focus on depth, our reading groups are designed for a broad exploration of ideas. More importantly for this paper, they are designed to be lightweight in time commitment, to be scalable and student-driven, and to foster supportive peer relationships. As we ran this program, we found that these design parameters not only led to our original goal of supporting creative exploration, but also resulted in the unexpected emergent benefit of facilitating student entry into undergraduate research experiences. There were three reasons for this. First, the lightweight nature of the program (~1-2 hours a week for 4 weeks) lowered entry barriers for busy students. Second, the scalable and student-driven nature of the program circumvented the obstacles of limited faculty time or staff resources common to many programs. Third, the relational nature of the program facilitated knowledge sharing and relational networks that helped to overcome the many systemic misalignments at the root of faculty-perceived barriers to undergraduate research, findings that came out of a series of interviews we conducted with STEM faculty on barriers to undergraduate research. We conclude by proposing that the design of lightweight, scalable, and relational learning experiences may be an effective approach to overcoming system-level challenges in education and discuss a few examples of what that might look like and future directions. [ABSTRACT FROM AUTHOR]

A cost-effective, secure, and portable electronic instrumentation equipment is used in Experiment Centric Pedagogy (ECP), formerly known as Mobile Hands-On Studio Technology and Pedagogy, as a teaching method for STEM subjects both inside and outside of the classroom. Since the Spring of 2020, ECP has been integrated into two Industrial Engineering (IE) courses: Thermodynamics and Materials Engineering. This has been done in various ways, including through student use at home and in-class demonstrations and teaching labs. During the most recent academic session (Fall 2021-Spring 2022), the effects of practical home-based experimentation and lab activities on students' attitudes, interests, and performance were examined for the Engineering Thermodynamics course. The outcomes of a survey known as the Motivated Strategies for Learning Questionnaires (MLSQ), which was given to 51 students, demonstrated better improvements in the student's motivation, epistemic, and perceptual curiosity, three crucial characteristics linked to their success. Along with the MLSQ, the Classroom Observation Protocol for Undergraduate Students (COPUS) assesses active learning in Industrial Engineering courses, and quantitative and qualitative data on the significant components of student achievement were gathered. Results obtained show that using ECP has improved students' awareness of material properties and increased their interest in learning about the thermodynamics concept of heat transfer in connection to various solid materials. [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]

The present paper assessed the attributes that could influence career decisions among undergraduate engineering students in Singapore. The social cognitive career theory (SCCT) was employed as the theoretical guideline for the investigation. This paper was directed by three main research questions: (1) How do self-efficacy (SE), outcome expectation (OE), social support (SS), barriers (BR), and interests (IN) affect career decisions among engineering students? (2) How do SS, OE, SS, BR, IN, and career goals (CG) correlate? (3) Are there any differences in the psychological factors between freshmen and senior undergraduate students? 27 participants were recruited from an internationally recognized research institution in Singapore. Kruskal-Wallis ANOVA, Spearman rank-order correlation, and Mann-Whitney U tests were implemented to analyze the collected data. Results from this paper revealed that outcome expectations and interests significantly influenced career decisions, while self-efficacy, social support, and barriers did not have a significant effect. Moreover, there were significant correlations among psychological factors, except between career goals and self-efficacy. No significant differences between freshmen and senior engineering students were found in the psychological factors. Limitations and potential directions for future research are explored in greater depth. [ABSTRACT FROM AUTHOR]

This work-in-progress paper shares ongoing findings from a mixed-methods systematic literature review that seeks to examine the retention of women in the engineering professoriate. We identified literature from EBSCOHost and Engineering Village that discussed women in the engineering professoriate in relation to either retention or persistence or both, as explicitly stated in their abstract. Following an initial review of 191 titles, 48 papers passed our inclusion criteria; further qualitative analysis of abstracts yielded 31 papers, which underwent a full paper review. Our ongoing findings suggest the following: a) research on the retention of women in engineering professoriate is being supported by grants and funding opportunities; b) the reviewed literature documented six barriers faced by women in the engineering professoriate: isolation of women faculty, work/life balance, inequitable distribution of service, underrepresentation of women faculty, implicit bias, and departmental resources; and c) although journal scholarship on this topic is not limited to popular engineering education publishing venues, conference scholarship are mainly from those popular in the field, such as the ASEE Annual Conference and the Frontiers in Education Conference. Future work will share the extent to which the reviewed literature discussed interventions to recruit or retain women in the engineering professoriate, and whether these interventions vary by the type of institution. [ABSTRACT FROM AUTHOR]

This systematic literature review is a theory/methods paper that addresses the state of current literature in engineering education applying narrative inquiry. As areas of research within engineering education have become more exploratory, qualitative research has focused on understanding the engineering student experience through inclusion of students' personal perspectives. One qualitative research method that has been found to be beneficial in this goal is the incorporation of narrative inquiry, which utilizes narrative theory to collect stories from engineering students. Literature reviews in narrative research have not yet specifically focused on the use of this methodology in engineering education. To address this gap, we conducted a systematic literature review by searching across four databases: Google Scholar, SCOPUS, Web of Science, and ERIC, for the terms "storytelling", "story-driven learning", and "narrative", and paired each of these terms with the search terms "engineering education" and "entrepreneurial mindset". The search resulted in 309 unique articles. The papers were screened by title, abstract, and full paper based on the following criteria: written after 2010, original research papers, related to engineering or entrepreneurship, and content focused on undergraduate students. Papers were limited to post-2010 due to Karan Watson's discussion about the potential impact of stories to encourage change at the 2010 ASEE Conference. A total of 33 papers remained after the screening process. We then classified the papers based on various parameters, including populations of interest, methods of data collection and analysis, and underlying themes identified through the application of narrative inquiry. We found that narrative inquiry studies often focus on underrepresented groups of engineering students or students involved in a specific intervention or experience. We identified three narrative data collection methods with individual interviewing used 70% of the time, likely due to the intimate and personal approach this method allows. Narrative analysis methods were more diverse, though thematic analysis and qualitative coding were the most commonly used throughout the papers, which may be due to their flexibility and applicability to many types of scenarios. We suggest that due to the limited work in the area of narrative inquiry in engineering education, more research should be done to collect and interpret students' stories to better highlight the engineering student experience. [ABSTRACT FROM AUTHOR]

Entrepreneurship programs in higher education are typically housed under the umbrella of a business department or an engineering department. Within these departments and, within their university ecosystems more broadly, an oft stated goal is to develop within their students an "Entrepreneurial Mindset". However, this is often a somewhat nebulously defined concept. Many definitions of the Entrepreneurial Mindset include a mish-mash of skills, cognitive processes, habits, and worldviews. While this broad conceptualization of a mindset can be useful in marketing terminology, it lacks the specificity needed to allow for rigorous assessment. This Work-In-Progress paper will explore one approach to developing a rigorous definition of the Entrepreneurial Mindset as a cognitive construct, a method for quantitatively measuring development of the mindset through students' journey through an entrepreneurship program, and methods for qualitative analysis to better understand the nuances of how student perceptions, actions, and behavioral changes as they relate to entrepreneurial experiences within higher education. For entrepreneurship programs to have meaningful impact it is vital that they clearly define the mindset they are trying to instill in students. Further, these programs require a clear definition of the Entrepreneurial Mindset in order to engage in quality assessment of the educational impacts their programs are having. These two factors, clear definition of the desired mindset and high-quality assessment, must be present to allow for self-reflection on program impacts and to provide a framework for determining educational outcomes. We will present survey instruments for assessing the Entrepreneurial Mindset, or at least our definition of the Entrepreneurial Mindset, a semi-structured interview protocol, methodology for determining the vision of the Entrepreneurial Mindset that most applies to a given institution, and finally the initial analysis of 213 pre/post surveys collected during the fall semester 2021. Initial results are positive and significant for one of the three courses where the survey was deployed. The remaining two courses with substantially smaller class sizes have not yet reached a sufficiently large dataset to draw conclusions from. We will also discuss how inclusivity, race, and gender considerations can help guide the creation of instruments and definitions related to the Entrepreneurial Mindset. These assessment instruments were all deployed at a Michigan State University in 2020-2022. [ABSTRACT FROM AUTHOR]

The ideology of depoliticization in engineering refers to the pervasive belief that engineering work is technical, should be carried out objectively, and should be devoid of social bias. This research paper offers a description of the development and validation of a survey instrument measuring the degree to which students believe in the ideology of depoliticization in engineering, a first step in understanding the role this ideology plays in teaching and learning, marginalization, and exclusion in engineering. I begin by describing the development of survey items related to the ideology of depoliticization in engineering. I also describe the process of establishing various forms of validity in survey design. During the scale validation process, 162 first- and second-year engineering students at a large, Midwestern research intensive institution completed online versions of the Depoliticization in Engineering scale. I used confirmatory factor analysis to establish construct validity for the scale. Results from the quantitative analysis indicate excellent model fit and offer support for the validity of the Depoliticization in Engineering instrument. [ABSTRACT FROM AUTHOR]

This paper makes a case for the importance of moral imagination in ethics instruction. Incremental imagination exercises can effectively include important components of real-life ethical decisions, including the inner conflict between reflexive and cognitive responses during the decision process and perspectives that differ from personal experiences. Ethics discussions can be enriched through stretching a student's capacity to imagine increasingly distant situations and perspectives while accounting for a variety of possible outcomes and impacts. It is important to make the imaginative leap incremental so that students can relate to and imagine themselves in the scenario. This differs from some instruction methods by incorporating reflexive responses, divergent thought processes, and an understanding of an individual's decision process. Examples are provided that relate student experiences to future decisions, demonstrate how experience and time can affect decisions, and show the impacts of perspectives and decision processes on ethical decisions. [ABSTRACT FROM AUTHOR]

In this work-in-progress research paper, we discuss our approaches to undergraduate mentoring strategies towards neurodivergent student's conducting undergraduate STEM research. Despite the increase in STEM students who report disabilities, few resources are available to train mentors to work with this population. The neurodivergent community is often inappropriately perceived to have disadvantages with STEM-based research and face exacerbated challenges when pursuing undergraduate research with STEM faculty. We investigate different mentoring strategies that support neurodivergent STEM undergraduate researchers to thrive. First, we created a survey (see Appendix A) for the undergraduate research community, and we will recruit local participants to understand our research questions. The goal of the survey is to provide a first look at (1) what mentoring processes/approaches promote thriving for neurodivergent students? and (2) which strategies create a cohesive mentoring strategy to promote thriving for the entire neurodiverse community? Next, we will use the survey to identify interview candidates including professors, neurodivergent students, and neurotypical students to explore and understand various factors that empower thriving neurodivergent STEM undergraduate researchers. Increasing the success of neurodivergent STEM undergraduate students through mentorship not only broadens participation in STEM but also provides more role models for current and future students. [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]

Despite the significant link between curricula and accreditation, there is limited research on engineering educators' perspectives on accreditation related to ethics and societal impacts. This full research paper addresses the following research questions: (1) What are faculty members' perspectives on the role of accreditation in engineering ethics education? (2) How, if at all, does accreditation influence their teaching practices? This research was designed to understand the influence that accreditation, as an external force, has on ethics education via the educators tasked with teaching it. This study employed an exploratory qualitative approach and drew on semistructured interviews that probed participants' ethics teaching practices and perspectives, including the influences and motivations related to their instruction. Interviews were completed with 20 engineering ethics educators who represented a range of engineering disciplines across 17 institutions in the United States. Inductive analysis of the transcripts indicated a bifurcated response to accreditation in the context of ethics and societal impacts education. On one hand, accreditation drove the integration of ethics in the curriculum and signaled its importance in engineering. On the other hand, accreditation was perceived to reduce ethics education to a matter of compliance, create an outsize pressure on those tasked with teaching ethics, and impinge academic freedom. The findings pointed to the varying and sometimes conflicting perspectives on accreditation. An understanding of how accreditation can either spur or stifle educators' engagement in ethics instruction has implications for faculty motivation. The findings also highlight the need to think beyond accreditation in justifying and supporting the inclusion of ethics and societal impacts in engineering education. [ABSTRACT FROM AUTHOR]

In this paper, we explore the mental health of science, engineering, and math (SEM) graduate students using quantitative analysis on the survey data provided by the Healthy Minds Network (HMN): Research on Adolescent and Young Adult Mental Health group, coined the Healthy Minds Study (HMS). The aim of the study is to answer the following research questions: (1) How has the mental health of SEM graduate students, measured by depression, suicidal ideation, anxiety, and flourishing, changed over the past three academic years? (2) What role, if any, does the climate of SEM programs, measured by the proxies of campus environment, encouraging dialogue, prioritizing mental health, and receptive administration, have on SEM graduate students' self-reported mental health measures of depression, suicidal ideation, anxiety, and flourishing, when accounting for students' gender, race, international student status, degree, and discipline? Attention to the mental health of students in higher education has grown in recent years. Prior work has shown that several factors can influence an individuals' mental health, including, but not limited to, a students' demographics, social factors, available resources, values, motivation, and more. The purpose of this study, however, is to focus specifically on how the culture of SEM programs influences SEM graduate students' mental health. In this context, mental health refers to one's mental and emotional well-being. Therefore, this paper will leverage previous work that has indicated the role of academic disciplines' cultures on mental health. SEM graduate students are of interest because they are understudied in the literature despite being more likely to report mental health problems. In addition, graduate students have a variety of academic and personal experiences that are different from undergraduate students due to their roles as students, instructors, and researchers, resulting in a different acculturation process. In addition, this process can impact students of diverse backgrounds inequitably, with minoritized students facing more negative mental health consequences and feeling like they are less supported than their non-marginalized peers. This study explored measures of program climate to assess how students' perceptions of diversity, equity, and inclusion efforts impact SEM students' self-reported mental health. In this work, we performed a quantitative analysis on the Health Minds Network (HMN) data on SEM graduate students. We calculated bivariate statistics and developed regression models for each of the four outcome measures while accounting for relevant demographic measures. We first show that there have been changes in students' self-reported mental health, with the general trend of increasing mental health problems. In terms of program climate, our regressions found that students' beliefs about the climate had a statistically significant influence over their reported mental health measures, and that these experiences varied for different demographic groups. The results from our work highlight areas of focus for future research. Furthermore, this work can help enable SEM graduate students, faculty, and staff to reflect on the changes in the past years and to use these results to promote change at individual, program, and systematic levels to improve SEM graduate students' mental health. [ABSTRACT FROM AUTHOR]

ASEE / TELPhE have offered numerous papers, proposed many approaches, and reported on many programs and initiatives to promote and implement technological and engineering literacy. Overall, these focused on increasing the understanding of engineering and technology among K-12, undergraduates who were not engineering or technology majors, and the citizenry. These comprised K-12 STEM initiatives, success stories from faculty who established general education courses and other initiatives on engineering and technology topics for non-engineering students at their respective institutions, and reports developed in conjunction with national bodies and associations through study and focus groups with the over-arching objective being to present the need for technological and engineering literacy as a positive and beneficial initiative. The hoped-for outcome was that those who experienced this initiative, regardless of its context, would be enjoined as advocates for the importance of technological and engineering literacy as they moved among the citizenry locally, nationally, and internationally. To this end, the division developed a pedagogy, researched history, offered definitions, developed theories, recorded data, and published studies, and offered some excellent examples of "Why?" concluding with a 2021 white paper, "Future Directions for Technological and Engineering Literacy and the Philosophy of Engineering" [1] proposing eight actions through which to discuss and assess: • How to promote the "importance of" the message; • How to get the "benefits of" rationale listened to; • How to establish civic "recognition / acceptance" that technological and engineering literacy is a "constituent part" of many activities and decisions; • How to present the discussion of technological and engineering literacy in a "publicly accessible" context? This paper considers these questions vis-à-vis moving technological and engineering literacy / philosophy of engineering into mainstream conversation. [ABSTRACT FROM AUTHOR]

Engineering leadership (EL) research publication has seen significant growth coinciding with the ever-increasing recognition that leadership development is an essential component of undergraduate engineering student development. To support the continued growth of this nascent field, reflection on past research history combined with recognition of current and future challenges is vital to developing a relevant research agenda. Such a research agenda may inform future growth by meeting intellectual demand with relevant insights informed by prior work. An end-goal of the EL research enterprise is strengthening the field's impact on the EL community and the engineering education field more broadly. 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). The purpose of this paper is to report the results of the 2022 ASEE LEAD special session entitled Imagining the Research Agenda for ASEE LEAD. This special session was hosted by LEAD and brought together a diverse group of thought leaders from the EL community to provide an interactive opportunity to imagine the future of ASEE LEAD's research agenda. To identify the current state of the ASEE LEAD research agenda, the session considered the recently published book New Directions for Student Leadership: No. 173. Student leadership development in engineering and a review paper of all articles related to leadership published at the ASEE annual conference between 1996 and 2021. Interactive small group design activities built on this foundational knowledge to imagine future directions for the Division's research agenda over the next 5-10 years. Following the session, a thematic analysis of session artifacts helped synthesize a set of priorities for the Division's research agenda. All artifacts were digitized and then independently analyzed by two of the session facilitators to independently identify themes across the artifacts. The facilitators then convened to adjudicate discrepancies until a common set of themes emerged. These results informed the ASEE LEAD executive committee's path forward and formulation of the 2023 ASEE LEAD call for papers. For EL researchers, this paper provides insights into relevant research topics that may be considered in the coming years. For EL educators and practitioners, this paper frames the current state of the community's knowledge gaps and provides insights into the discipline's future directions. [ABSTRACT FROM AUTHOR]

This Complete Evidence-Based Practice paper describes a two-semester STEM-focused English composition sequence developed as part of an Engineering Learning Community (ELC) at a public urban research university. To create a course that achieves the goals of the standard twocourse composition sequence taught to all students and prepares engineering students for writing challenges in their field, the English Department designed a two-course composition sequence for the students enrolled in the ELC. The engineering version of Composition I and II teaches traditional core writing skills, including rhetorical analysis, informational literacy, critical reading, and the importance of drafting and revision. In addition to these skills, students learn key writing and research skills for their major, including scientific citation formats, how to read and interpret scientific papers, and how to present technical information clearly and in a range of formats. Key assignments include the completion of a design report in the first semester and a technical report in the second semester. Finally, course readings have been chosen in order to prompt discussion of the role of the scientist in society. Conclusions are drawn from seven years of basic data collected about the class, including D/F/Withdraw (D/F/W) rates, Faculty Course Questionnaire (FCQ) scores, and FCQ comments in order to assess student reception of the course. It was found that the ELC composition sections compared to regular composition sections taught by the same instructor had lower D/F/W rates and higher FCQ scores. In addition, numerous student comments identified the scientific content as adding particular value to the course. Future work will include more formal outcome assessment, including surveys administered to graduating seniors, alumni of the program, and writing assessments. [ABSTRACT FROM AUTHOR]

Assessment plays an important role in education, and there is no exception in engineering ethics education. However, although there have been efforts to evaluate students' learning in engineering ethics classrooms, relatively limited efforts have been made to utilize valid and reliable assessment instruments to evaluate students' achievement of learning objectives in engineering ethics education. It may be partly due to the limited number of instruments specifically designed for engineering ethics education. In this paper, we report our review of the papers that have reported the development and validation study of assessment instruments for engineering ethics interventions. We searched for papers published in representative journals and conference proceedings in the field of engineering education and engineering ethics. As a result, eight different assessment instruments specifically designed for engineering contexts have been found. We found that the majority of the papers reported an individual-level assessment instrument, which aims at measuring individual students' qualities or characteristics. We also found a change in the trend in the subject of the assessment instrument. While the early efforts in developing assessment instruments focused mostly on assessing engineering students' reasoning skills, more recent publications introduce assessment instruments designed for measuring students' attitudes or qualities related to broader societal considerations, such as social responsibility and community engagement, as well as diversity and inclusion and social justice considerations. Based on the review, we briefly discuss opportunities in the new assessment instrument development effort. [ABSTRACT FROM AUTHOR]

Communication is an important part of our everyday life. It allows us to share knowledge, information, and skill sets with people around us. Many professionals are likely aware that effective communication can lead to faster success and the resolution of many outstanding problems in a university working environment, however, the knowledge of students' communication styles is lacking. In most cases, proper communication does not take place or is not available due to a lack of information. For example, instructors may not know the predominant communication style of the class and, in most cases, may not fully understand their own communication style. This paper will address four different communication styles and compare their differences to help instructors understand how to communicate with their students more effectively. The purpose of this paper is to determine the differences in the communication styles between engineering students and instructors through a survey, then, use the results to better equip the instructor in adapting the communication of the course to the class communication style. The results of this paper will demonstrate trends in communication styles between engineering students and instructors. In addition, survey results will be analyzed and discussed. This paper will help instructors facilitate improved communication with students both in verbal and written communication, thereby increasing the effectiveness of teaching and learning. [ABSTRACT FROM AUTHOR]

Globally, the aviation industry including the airlines, maintenance, and manufacturing has faced an unprecedented crisis during the COVID-19 pandemic. Aviation training in Indonesia is no exception in experiencing the pandemic's negative impacts, such as disruptions in aviation training, mental health issues, and economic uncertainty. Teachers were forced to adjust instruction from in-person training to online or hybrid learning. This shift increases much concern, especially on the training effectiveness and the quality of its outcome. Perceptions of instructors need to be examined to gain a clearer understanding of the effectiveness and whether there were positive or negative consequences as well as costs from the aforementioned changes. The researchers of this study conducted seven semi-structured interviews with aviation maintenance instructors in Indonesia to determine the challenges of changing teaching methods during COVID-19. Moreover, a questionnaire was collected from 83 students in four maintenance training programs to investigate the COVID-19 learning method changes in their practical skills as learning outcomes. The Incorporation of Technology (T), Individual (I), Pedagogical (P), and Enabling Condition (EC) or 'TIPEC' Framework and Resilience Engineering Framework will be utilized as the basis to develop the questionnaire and to analyze the results of how the students responded to the new learning method. In the end, this study suggested the most effective teaching methods that can improve practical skilled aviation maintenance professionals in Indonesia during the pandemic situation. [ABSTRACT FROM AUTHOR]

Subject or liaison librarians are frequently asked to provide information literacy instruction in their assigned departments. However, not much in the literature explores how else librarians can support faculty teaching needs beyond information literacy. This paper compares the results of two separate studies conducted by the author that examined the teaching needs of faculty from business and engineering. Business faculty were interviewed as part of a multi-site study in 2018 led by Ithaka S+R, while the engineering faculty study was done separately by the author in 2020. Interview transcripts from both studies were coded and analyzed to discover any overlap in teaching needs between business and engineering faculty and how the library and librarian fit into the narrative. Ultimately three core themes emerged: student literature research skills, project-based learning, and electronic access to materials and resources. Recommendations for additional research and future librarian collaborations, as well as faculty outreach, are prescribed. [ABSTRACT FROM AUTHOR]

This study investigates the current potential for artificial intelligence (AI) to support personalized learning (PL). Personalized learning can provide a customized learning environment to support student learning processes based on individual needs, competencies, and interests. One way to conduct personalized learning is by using a recommender system that employs deep learning, an AI technique. To date, a limited number of researchers have discussed the application of deep learning methods to develop advanced recommenders in personalized learning environments. This study examines the literature that describes deep learning as a recommender system to support personalized learning environments. This initial phase of the project seeks to synthesize the issues and opportunities associated with personalized learning experiences and the potential of using deep learning to support the process. Because the topic intersects the education and information technology (IT) fields, we selected three databases for this literature review project: Scopus, ERIC, and Engineering Village. We used the phrase "deep learning recommender system for personalized learning environments" as our search string. We focused only on papers that experts had evaluated in the field to ensure accuracy. Therefore, terms such as "peer review," "literature review," and "systematic review" were added to the original search string. The initial search results included 409 documents. After applying inclusion/exclusion criteria, 20 papers emerged as the focus of this study. Thematic analysis was used to look for various themes to identify how deep learning methods are used in education and their potential to inform personalized learning environments. The analysis process utilized Mendeley and NVivo to quickly capture themes by focusing on six features to peruse within the articles. The features involved research questions, goals of studies, research methodology, research design, primary outcomes, and limitations. We then generated three themes from the six features in the analysis phase of the 20 papers. The first theme categorized the type of study into primary and secondary studies. These categories identify the types of studies that employed deep learning methods in the development of a recommender system and their integration with personalized learning. The second theme, recommender system (RS) techniques, highlighted the AI methodologies most frequently utilized in previous research. And the third theme was a list of e-learning platforms that applied RS for personalized learning. The main findings revealed that the deep learning method was effective in big data analysis due to its ability to forecast students' achievements, behaviors, and future paths. Therefore, we considered that deep learning could be widely applied as a technique to develop recommender systems to support personalized learning environments. Furthermore, because we found that only a few studies have investigated the implementation of this AI technology, researchers will have a great opportunity to explore deep learning to develop more innovative solutions in educational fields. [ABSTRACT FROM AUTHOR]

With general computing technology being easily accessible to any individual, concerns arise when academic testing is implemented. These concerns include the potential effect on academic integrity, veracity and tenability, through the act of cheating. Mobile phones are as common as textbooks in the classroom. Microcomputers the size of a fingernail, with the ability to compute, display, and output information to a user are no longer an assumptive prognostication of an outdated science fiction reader. COVID-19 brought with it a shift to remote, online learning, both in high schools and colleges, where acts of academic dishonesty abounded. There is a dire need to address the issue of cheating in academia, especially those facets of academia conducted remotely. Students who cheat may be unprepared for college-level coursework or lack true disciplinary skills needed to enter the workforce. The result is that colleges and universities may need to increase spending to better monitor testing, as well as enhance remedial services to students who enter college unprepared. Increased cost remedies may be passed on to future students through increased tuition costs. This paper provides a review of the topic of technology and its role in academic cheating, in addition to concise conclusions for the educator. Special attention is given to the current and future possibility of microelectronic technology being used in deceitful academic acts. In addition, based on the results of the literature survey conducted for this work, recommendations for future research in this area are discussed at length. Educators face a seeming dichotomy: persist in traditional anti-cheating educational structures, advancing anti-cheating technology and jurisprudence; or, embrace technological progress and encourage the cooperative use of student technology in learning. Finally, we propose incorporating Agile approaches in education as a potential solution. [ABSTRACT FROM AUTHOR]

There has been an increase in overall accessibility (a11y) for students with blind/visual impairments (BVI) at colleges and universities across the country. However, there is a lack of details in content that is made accessible, which can help inform accessibility compliance guidelines for specialized areas of study. While the general a11y guidelines are helpful for many students at a baseline, creating accessible content in many engineering disciplines is difficult and a desire still exists to do more to support students with BVI. Ideally, accessible content should help a student learn the material so that the student can use those skills in other courses or in the workforce. However, it is entirely possible that accessible content can pass the minimum requirements to be compliant with ADA requirements, but remain non-functional for effective student learning. The current paper outlines what barriers exist for students with BVI in engineering despite baseline accessibility compliance and performs a short literature review of the current assistive technologies that exist to overcome these barriers. The paper discusses some conclusions and possible future steps towards specialized guidelines for engineering course materials that are better suited for the discipline as a whole. [ABSTRACT FROM AUTHOR]

Industry 4.0 is a new paradigm in the technology world. Through this project a set of research problems in the realm of Industry 4.0 are presented to the students. Research problems are selected broadly from the domain of Industry 4.0 which includes current and emerging technologies. Students are also given the opportunity to select the topics, however, they need to receive the instructor's approval. During the project, students conduct literature reviews on the selected topics. The cohort size of the pilot class is 23 students; ten teams with two students each, and one team with three students. The objectives and deliverables of the project are clearly stated in advance to keep students informed. The objective of this project is to incorporate Industry 4.0 skills and knowledge to the students in addition to learn the methods to stay current in industry. The project deliverables are (1) students will present their work to the rest of the class, and (2) submit a reflective paper on their experience. This paper will discuss the setup of research problems, survey results of the student experience before and after working on the project, and summary of findings on the student experience from the reflective papers. Reflective papers serve as a tool both to summarize the student experience and for continuous improvement in the context of this project and future studies. [ABSTRACT FROM AUTHOR]

This conference paper provides an update on the Early Research Scholars Program (ERSP) background, structure, and implementation at the University of Illinois Chicago (UIC), developed at the University of California San Diego and funded by the National Science Foundation Improving Undergraduate STEM Education program. The program aims to support retention of students from marginalized backgrounds in the fields of computer science, and electrical and computer engineering. This paper provides program updates, including data from the 2022-2023 academic year and preliminary results from a reflection study that began in Spring 2020. The reflection study examined the impact of the ERSP on a student's computing and engineering identity development based on student reflection responses. In this paper, we also discuss student demographics, retention rates, and changes made to the program's curriculum at UIC. The evaluation results from the last three years of the program are also shared, which show how students are impacted by the program, as well as areas for improvement. Preliminary results show that the program has positively impacted students' computing or engineering identity development for at least three identity dimensions: recognition, competence, and community. [ABSTRACT FROM AUTHOR]

This work-in-progress research study aims to examine what research was conducted pertaining to engineering librarianship from 2015-2019 (pre-pandemic) with a particular focus on methodology. Peer-reviewed articles published between 2015-2019 were surveyed to identify who is performing research in engineering librarianship, what research methods are being used, if the studies are repeatable, and if the methods chosen are appropriate for the research question under investigation. Each paper that matched the inclusion criteria was examined and information was extracted relating to authorship, journal published in, research design, method, and analysis, as well as research question and instrument (when relevant). Simple statistical analysis will be conducted to derive patterns around research papers in engineering librarianship during this 5-year period. This paper will report the in-progress results of this comprehensive literature review. [ABSTRACT FROM AUTHOR]

The American Society of Civil Engineers (ASCE) employs a systematic approach to aligning the civil engineering profession's needs with its education and practice standards. The primary tools involved in this approach are the Civil Engineering Body of Knowledge (CEBOK) and the program criteria for ABET-accredited civil engineering programs, which are developed with substantial community review and input. Both the CEBOK and the Civil Engineering Program Criteria (CEPC) are reviewed by ASCE committees and revised, if deemed necessary, on an eight-year cycle. In May 2019, ASCE published the Civil Engineering Body of Knowledge, 3rd Edition (CEBOK3). ASCE then convened a Civil Engineering Program Criteria Task Committee (CEPCTC) in January 2020 to review the current ABET Civil Engineering Program Criteria and propose revisions, if needed, based on (1) the publication of the CEBOK3, (2) a major revision to the EAC/ABET General Criteria which became effective for reviews during the 2019-2020 accreditation cycle, and (3) compliance with guidance from EAC/ABET on curricular topics and faculty qualifications. This paper is the third in a series to describe the efforts by ASCE and the CEPCTC in reviewing and revising the Civil Engineering Program Criteria. The first paper, presented at the 2021 ASEE National Conference, documented the formation of CEPCTC and its development of an initial draft of proposed CEPC revisions. The second paper, presented at the 2022 ASEE National Conference, focused on a) the solicitation and collection of feedback from a broad community of stakeholders regarding the initial 2021 draft of proposed CEPC changes, and b) further revisions to the proposed CEPC in response to that feedback. This third paper describes the changes to the CEPC resulting from the first phase of the ongoing ABET review and approval process and focuses on the development of commentary and training materials to support the proposed CEPC implementation and use. These materials support programs and program evaluators (PEVs). Although not officially part of the CEPC, these supplementary materials help explain the intent of the CEPC and offer best practices, references to literature, PEV training, and other helpful resources. This paper will aid in understanding and implementing the revised Civil Engineering Program Criteria by the education and professional communities. It is also hoped that ABET's Member Societies might be encouraged by this series of papers to share their approaches to program criteria development, thereby fostering a "best practices" dialogue for the betterment of the engineering profession. [ABSTRACT FROM AUTHOR]

As societies rely increasingly on computers for critical functions, the importance of cybersecurity becomes ever more paramount. Even in recent months there have been attacks that halted oil production, disrupted online learning at the height of COVID, and put medical records at risk at prominent hospitals. This constant threat of privacy leaks and infrastructure disruption has led to an increase in the adoption of artificial intelligence (AI) techniques, mainly machine learning (ML), in state-of-the-art cybersecurity approaches. Oftentimes, these techniques are borrowed from other disciplines without context and devoid of the depth of understanding as to why such techniques are best suited to solve the problem at hand. This is largely due to the fact that in many ways cybersecurity curricula have failed to keep up with advances in cybersecurity research and integrating AI and ML into cybersecurity curricula is extremely difficult. To address this gap, we propose a new methodology to integrate AI and ML techniques into cybersecurity education curricula. Our methodology consists of four components: i) Analysis of Literature which aims to understand the prevalence of AI and ML in cybersecurity research, ii) Analysis of Cybersecurity Curriculum that intends to determine the materials already present in the curriculum and the possible intersection points in the curricula for the new AI material, iii) Design of Adaptable Modules that aims to design highly adaptable modules that can be directly used by cybersecurity educators where new AI material can naturally supplement/substitute for concepts or material already present in the cybersecurity curriculum, and iv) Curriculum Level Evaluation that aims to evaluate the effectiveness of the proposed methodology from both student and instructor perspectives. In this paper, we focus on the first component of our methodology - Analysis of Literature and systematically analyze over 5000 papers that were published in the top cybersecurity conferences during the last five years. Our results clearly indicate that more than 78% of the cybersecurity papers mention AI terminology. To determine the prevalence of the use of AI, we randomly selected 300 papers and performed a thorough analysis. Our results show that more than 19% of the papers implement ML techniques. These findings suggest that AI and ML techniques should be considered for future integration into cybersecurity curriculum to better align with advancements in the field. [ABSTRACT FROM AUTHOR]

Currently and historically, women are underrepresented in engineering. Engineering education research (EER) has explored possible explanations as to why this phenomenon persists, including but not limited to hinderances to identity development, lack of belongingness, and the epistemological underpinnings that are fundamental to engineering education. In this paper, we will focus specifically on these epistemological foundations in relation to women's epistemologies and how different ideas about knowledge and learning relate to why women are underrepresented in engineering. In the space of engineering education, we strive to create an environment that fosters inclusive epistemologies for students to succeed. However, educational research suggests that women's epistemologies fundamentally differ from men's because of factors like socialization, cultural influences, and experiences of marginalization that are common for women. Because engineering began as an exclusively middle-class white male field and remains male-dominated, male epistemologies shape the default pathways to understanding in engineering education. Women's epistemologies may differ from fundamental ways of knowing that engineering education is built on. Based on this difference, we believe there is an epistemological mismatch between women and the engineering field. To begin to investigate this claim, we conducted a literature review as part of a larger study to understand what has been studied in EER regarding women's epistemologies. The purpose of this paper is to explore the landscape of women's epistemologies in recent EER. Our guiding research question is: "How have women's epistemologies been studied in published engineering education research?". To begin this literature review, we searched through the ASEE conference proceedings database (also known as PEER) for student women's epistemologies from 2016 to 2021. We chose this time frame to focus on current research of epistemologies in EER. The keywords used in the search were "Epistemology + Women + Engineering." We focused on engineering students to highlight the epistemologies that relate to learning rather than teaching. Once a preliminary set of articles was identified, we performed secondary and tertiary rounds of exclusion to scope the range of articles included in the study that addressed the research question. We performed a categorical analysis to compare each article across multiple groupings of attributes. The result of this literature review was a table, in which we extracted information from the papers based on seven categories: framework, methodology, population, instrument, main result, related concepts, and unit of analysis. This table allows for easy access to each paper to understand the main points of the study and whether or not the authors related epistemologies to other concepts in EER, including student outcomes. A highlight of our results concerns the "unit of analysis" category, which shows how student epistemologies have been studied from a multitude of perspectives, including program-level effects on student epistemologies to individual-level epistemological differences between students. As a result, the single word of epistemology has come to possess a multitude of meanings in EER. Future work involves analyzing these units of analysis to create a unified language around student epistemologies in engineering to better the field's understanding of the topic. [ABSTRACT FROM AUTHOR]

Current and historical sociopolitical national events have brought diversity, equity, and inclusion (DEI) to the forefront of discussion in academia. In response to this surge in social awareness of DEI, universities nationwide put forth plans and proposals for inclusive campus communities and initiatives to promote diversity. Educators, including engineering faculty, play a critical role in guiding students through these complex conversations. Based on this responsibility, we need to understand the state of faculty's knowledge levels and willingness to engage in these topics. The purpose of this study is to perform a systematic literature review of engineering education journals and conference proceedings to answer the research question: What themes emerge in current and previous EER on engineering faculty readiness to address DEI topics in their programs and classrooms? Our literature review consisted of a search through three conference-paper and five journalarticle databases for faculty beliefs about DEI from 2000 to 2021. Any student-centered studies and non-engineering faculty studies were excluded. Once a preliminary set of articles was found, we performed secondary and tertiary rounds of exclusion to compile a set of 22 articles that addressed our research question. This limited number of articles demonstrates that faculty beliefs about DEI are not commonly studied or discussed in engineering education research (EER). Because DEI is an essential topic in education and engineering, this result suggests a significant gap in EER community knowledge. With this gap in mind, we thematically analyzed the 22 articles that met the inclusion criteria to understand what faculty beliefs EER has focused on. The main result of this analysis was our proposed model, the Problematization-to-Action Continuum (PTAC), which highlights faculty's readiness to make change efforts toward promoting DEI. The PTAC model is a single-axis continuum that contains three defined points (each end and the center). On one end, engineering faculty do not acknowledge there are problems concerning DEI, and there are no actions taken toward bettering these issues. In the center, faculty acknowledge that there are problems but feel they lack knowledge to take actionable steps to alleviate them. On the other end, faculty recognize patterns of inequity and actively intervene to promote inclusive practices. The largest grouping of papers on the PTAC (N=11 of 22) was located at the center of the model, revealing that there is an acknowledgement of the need for increased DEI efforts, but little action has been taken toward these efforts. Overall, this literature review showed that there is an understanding of the responsibility to act regarding DEI efforts but a lack of knowledge or resources to execute and sustain DEI practices and policies. Future work involves investigating faculty's role in action plans for DEI policy change. By addressing faculty's role in these initiatives, we can support engineering faculty to engage in meaningful dialogue with all stakeholders and implement research-based strategies for improving DEI in their local academic institutions. The collective impact of strategically including faculty in DEI efforts will further the national conversation about the importance of DEI to make lasting change in our educational system. [ABSTRACT FROM AUTHOR]