Search

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]

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

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]

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]

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 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]

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]

This research paper presents an automated, randomized grading system to support active learning activities and studies its effectiveness in second year (i.e., sophomore-level) engineering programming course. Formative assessment is an essential tool to both the instructor as well as the learner to measure course and concept progression. Further, immediate feedback is known to facilitate student learning, but is not widely adopted. As more classes convert to flipped-style modalities and dedicate significant portions of time to active learning activities, it is important to ensure that students are coming to class prepared. This paper addresses a method to increase opportunities for assessment that includes rapid feedback to the learner. Online quizzes are one example of a method for providing immediate feedback and gauging student preparedness. However, such a system has its own set of limitations. This paper presents a system to generate randomized assessments for each student from a bank of questions that can be quickly graded and returned to students. The system supports automatic grading of multiple-choice questions and tallying open-response questions marked by the instructor. After scanning in the completed assessments, students are emailed their result with the marked and corrected version as a file attachment. To evaluate this system, a second year programming course at a small, undergraduate-only midwestern institution was modified to include brief quizzes on daily readings in order to increase time for in-class assignments. The quizzes were distributed during the first few minutes of each class meeting, and students were typically emailed their results within an hour after the completion of the lecture. This system was also used for the two in-class examinations and final examination. Results from the exams indicate that the group of "lost" students constituting the bottom 10% of the class, were supported and brought into the passing grade range. Results from the final exam show a strong improvement of the mean from 77% to 85%. This paper compares exam performance and student-self evaluations between the courses. A discussion of the system and how it facilitates near-immediate feedback and supports flipped classrooms or specifications-based grading schemes concludes the paper [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]

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]

Textbook reading over many decades for higher education students is commonly reported at 30% or less. The objective of this paper is to integrate an existing static textbook with modern web tools to increase student interaction. Using a web-based platform called Perusall (perusall.com), students in a graduate course in fluid mechanics annotated a traditional textbook and journal papers. Students' questions about or comments on the readings were awarded a fraction of the total grade for the course. Features used to engage students in textbook readings will be discussed as well as example responses, scoring, inter-student discussions, faculty intervention, and end of semester survey. The quantity and quality of comments were graded using machine-learning algorithms built into the platform. Each comment was auto-graded on a 0, 1, or 2-point scale, the machine scoring agree very well with the professional judgment of the instructor. The spacing of comments across each assignment was accounted for also, which helps insure reading of the entire assignment. [ABSTRACT FROM AUTHOR]

In the fall of 2017, an engineering educator with many years of experience offered a course to incoming doctoral students. The course was focused on helping the students explore approaches to reading published scholarship and develop their own scholarly reading practice. The course was taken by a student who documented her experiences in a reflection journal. Against this backdrop, this paper uses intertwined autobiographical perspective of the student and the educator in relation to the course to shed light broadly on learning and instructional design in the context of scholarly reading. This paper contributes to the body of knowledge on the learning trajectories associated with emerging scholars becoming capable, critical, and generous readers of published disciplinary scholarship. For example, the student is shown to have experienced a realization of accumulated knowledge and skill, confronted questions of the self, identity, and belonging, and discovered personal reading strategies as she navigated learning how to read academic research. In addition, this paper provides insight into the considerations involved in designing learning experiences that help emerging scholars become capable, critical, and generous readers of published disciplinary scholarship. Specifically, we note the potential importance of considering the synergy between individual and group contributions, the balance between seriousness and lightheartedness, and the need for both opportunities to learn and opportunities to be aware of learning. [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]

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]

This research paper focuses on understanding conference participation in a department of engineering education. The Engineering Education community has developed several spaces in the United States and internationally to continuously discuss the trends of the field. However, we wanted to explore if people were participating in diverse conferences beyond the traditional conferences in the field. Nevertheless, engineering educators come from a very broad range of backgrounds, including different engineering disciplines, education, and social sciences. The purpose of this paper is to better understand what type of conferences members of an engineering education department typically attend. Data collected quantitatively in an engineering education department. Results suggest members of the engineering education department are most familiar and attend the traditional conferences in the field (i.e. ASEE, FIE). Among the reasons for making a decision to attend a conference funding and location of the conference were the most important reasons, beyond quality of the conference and speakers participating. This research paper will be presented as a traditional lecture, however, it will include a portion of the conversation focused on the audience (mini-demonstration). To do that, we expect the audience to engage during the talk by using real-time feedback (e.g. Polleverywhere) and paper surveys (for those that don't have access to technology) to gather their preferences on attending conferences and see how those preferences contrast to the findings of our study. [ABSTRACT FROM AUTHOR]

This paper discusses the proposed quantitative analyses of phosphate along selected sites of the Yangtze River (the Shanghai tributary). Phosphates are major nutrients in the eco-system; consequently, excessive phosphates result in algal bloom that changes dissolved oxygen levels in the aquatic system. The research initiative identifies five sites selected for their differences in population densities and land utilization. Samples from each site will be analyzed for phosphate content to ascertain if there are correlations between population densities and land utilization with respect to phosphate content. Samples were acquired from sparsely populated environments, industrial environments, and densely populated area. The samples were en-route to the United States; consequently, analyses of the sample started early February and have been performed for phosphates during February which are included in this paper. The early research projects of this nature / type during the freshman year of the student college-years motivates and increases the student's interest in science and engineering disciplines and encourages them to pursue further education in these fields. This paper will focus on the Preliminary Phosphate Study (FIA) and discuss the results of the experiments and the detection conditions performed. Future work would involve measurement of other nutrients such as nitrate and potassium levels and comparisons made to see if there is correlation between the nutrients and the sites tested so far in this work. Also future paper would discuss and present how this type of early research study increases interest, teamwork, leadership abilities in the freshman minority and international students. Background: The study presented in this paper discusses the research performed by an international student dealing with the data collected from his hometown, while studying science and engineering at a College in the USA, performing the research under the direction and guidance of the faculty at the college in the USA. The research project involves an international student from China, studying the amount of phosphates and any other toxic material in Zhejiang River (within 10-20 miles of Shanghai, China) and its environmental impact on rural and urban areas, and any other possible unforeseen and unexpected impacts. Food and its availability is of major concern in various regions of the world, especially in the underdeveloped communities. Furthermore if the water is used downstream for farming, there might be additional concerns. This also impacts the quality and life of aquatic creatures (especially fish) and wildlife. The water samples are taken at various locations of the river. They are then shipped to the college in the USA. The laboratory experiments are performed to analyze each sample at this college. The laboratory results are analyzed and conclusions are drawn based on the data from the lab experiments. [ABSTRACT FROM AUTHOR]

Student engineers need both excellent technical training and critical skills to put their training to its best uses. At Colorado School of Mines we are experimenting with a series of learning experiences to help students use their technical skills thoughtfully and overcome technical instrumentalism, which we define as the idea that technical skills alone can solve all the practical problems that they encounter. In these experiences, students work with members of Colombian artisanal and small-scale gold mining (ASGM) communities and Colombian students to address geological hazards that endanger miners. This sequenced set of experiences was designed so that students would engage with communities to better understand the complex social, technical, and environmental risks that miners confront and then propose and, in some cases, develop projects to reduce those risks. In this paper we describe the first two phases of this experience. Further research on this learning experience will be necessary to understand its effects for all parties involved. [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]

The Engineering Libraries Division (ELD) of ASEE has been in existence since 1967, and since then, members of this division have been active participants in the programs of the ASEE annual conference. In this survey, we will present a descriptive analysis of articles published in the Proceedings of ASEE. Data was collected from the ELD webpage, the ASEE Proceedings webpage, and from Ei Compendex for the last 40 years (1976-2016). This study is based on bibliometric analysis and includes the use of visualization techniques with Sci2 Tool software. Although it is recognized that publishing policies for the Proceedings by the ELD Division and ASEE have changed throughout the years, this study aims to present an analysis of the papers published during this period. [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]

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

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

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

Despite their growing population, the number of American Indian and Alaska Native (AI/AN) students enrolling in engineering baccalaureate programs has remained static, and representation in the workforce has followed suit. This ongoing dilemma, cast alongside the continuing paucity of AI/AN success in academic engineering programs, prompts a review of engineering education research conducted with AI/AN populations. In this manuscript, papers dealing exclusively with AI/AN populations were systematically selected out of the body of work included in ASEE conference proceedings since 2005. These were then analyzed for the extent to which they accounted for the complexity of AI/AN lived experiences using a framework developed from Tribal Critical Race Theory. Results indicated that extant work does largely center Indigenous paradigms and do include outcomes tied to AI/AN communities, while not contextualizing the effects of colonization or accounting for the legal/political character of AI/AN identity. This manuscript therefore offers an analysis of recent work through a critical theoretical lens in an attempt to identify areas of focus where future work may have the most impact on engaging more AI/AN students to pursue engineering education and careers. [ABSTRACT FROM AUTHOR]