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  1. ASEE (Ed.)
    The purpose of this study was to measure the neurocognitive effects of think aloud when engineering students were designing. Thinking aloud is a commonly applied protocol in engineering design education research. The process involves students verbalizing what they are thinking as they perform a task. Students are asked to say what comes into their mind. This often includes what they are looking at, thinking, doing, and feeling. It provides insight into the student’s mental state and their cognitive processes when developing design ideas. Think aloud provides a richer understanding about how, what and why students’ design compared to solely evaluating their final product or performance. The results show that Ericsson and Simon's claim that there is no interference due to think-aloud is not supported by this study and more research is required to untangle the effect of think-aloud. 
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  2. ASEE (Ed.)
    The purpose of the research presented in this poster was to measure the change in neurocognitive processing that occurs from concept mapping in students’ brains. The research question is what are the effects of concept mapping on students’ neurocognition when developing design problem statements? We explored changes in students’ prefrontal cortex (PFC). The PFC is the neural basis of working memory and higher order cognitive processing, such as sustained attention, reasoning, and evaluations. Specific regions of interest in the PFC are illustrated. 
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  3. ASEE (Ed.)
    This Work-In-Progress paper discusses the design of two surveys as part of a study to investigate the impact of Engineers Without Borders USA (EWB-USA) undergraduate experiences on professional preparation. The overall investigation will use a sequential mixed-methods approach consisting of surveys followed by interviews for each of two populations: alumni of EWB-USA undergraduate experiences and individuals who have interacted professionally with EWB-USA alumni. The surveys are of a retrospective design, based on a number of frameworks from ABET, ASCE, and the community-engagement literature. These non-psychometric instruments were iteratively developed in collaboration with a wide range of stakeholders and tested to support their validity. Anticipated results include descriptive statistics, informational graphics, and group comparisons. This paper aims to create awareness of the overall study and provide a platform to share information related to the surveys in a timely manner. 
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  4. ASEE Manufacturing Division (Ed.)
    The manufacturing workspace and the technician workforce that supports that space tomorrow is an important issue to deal with today. As Industry 4.0 is absorbed into manufacturing facilities around the country, engineering technicians working in these facilities adjust to make tomorrow today. The National Science Foundation has supported the Florida Advanced Technological Education Center (FLATE) contiguously since 2004. FLATE's intent is to craft a manufacturing workforce that makes Florida manufacturers globally competitive. FLATE crafted and the Florida Department of Education now supported two-year Engineering Technology degree (A.S. ET) is the vehicle for manufacturing education in Florida. The degree is offered in over 85% of the colleges in the Florida College System (FCS) and has over 2,000 students enrolled statewide. The current NSF-supported project is to conduct an I4.0-focused Caucus of manufacturers and ET degree college faculty to collectively identify skill issues that will affect manufacturing production efficiency and product reliability. The project team initially used the nine Industry 4.0 (I4.0) technology areas identified by the Boston Consulting Group and selected four that will directly impact starting technicians working in companies that are already implementing Industry 4.0 technologies: (1) Autonomous Robots, (2) Simulation, (3) Industrial Internet of Things and (4) Additive/Subtractive Manufacturing and Advanced Materials. Technician skills are defined as those needed to set up, operate, troubleshoot, and maintain production and process equipment. Specific skills that fall in the I4.0 technologies identified as relevant for starting technicians were defined to be those that will be needed in the next 3-5 years. Initial questionnaire responses and subsequent data analysis detail are provided. Identified skills gaps as recognized by the manufacturers and faculty are provided and discussed. 
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  5. Manufacturing Division Program Committee of ASEE (Ed.)
    The two-year (60 semester credit hour) Engineering Technology (ET) Associate of Science (AS) degree program is available to students in 23 of the 25 Florida State Colleges that offer technician preparation degrees. As of 2020 there were over 2,000 students enrolled in this course of study. The degree has a Core set of courses completed in the first year followed by a set of specialized courses in year 2. The program has a high percentage of students working in industry during their course of study and enjoys an over 90% industry employment placement of its graduates. Graduates can also seamlessly articulate into an B.S. program offered in the Florida State College System as well as pursue a B.S. Engineering Technology degree that also leads to a Professional Engineers License. To maintain this rewarding ET career path, the Florida Advanced Technological Education Center (FLATE) with support from the Florida Department of Education, the National Science Foundation, and the National Institute of Standards and Technology, NIST, supported Manufacturing Extension Partnership (MEP) interacts directly with manufacturers, college technical faculty, and college upper administration to assure the ET degree program focus is manufacturing industry impact within each college service region. 
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