Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

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NSF Grantees Poster Session

Foundationsince 2019. The program offers seminar-type lectures supplemented with activities designed to helpgraduate students develop critical skills for research-based careers. The program is focused on graduateengineering students but is open to graduate students from all programs. Students also choose mentorsfrom within and outside the university with the goal of increasing their sense of belonging to the field andtheir identities as research engineers. As part of this program, a pilot study is in progress, aimed atperforming a full-scale network analysis of student interactions. A web-based survey was administered tocollect information about students in and outside the College of Engineering who participate in the GRIDprogram sessions. The survey was

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cynthia Kay Pickering, Arizona State University; Caroline Vaningen-Dunn, Arizona State University; Maria A. Reyes, Phoenix College

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Diversity, NSF Grantees Poster Session

servedas a consulting engineer on several freeway projects statewide. She was awarded a Masters in PublicAdministration from Harvard University’s Kennedy School of Government as a result of her passion forpublic policy and technical background. Ms. Reyes is the author and contributing writer of more than20 academic publications with an emphasis on the social and cultural pedagogies of minorities in STEMenvironments. American c Society for Engineering Education, 2021 Work-focused Experiential Learning to Increase STEM Student Retention and Graduation at Two-year Hispanic-serving InstitutionsAbstractWith support from the National Science Foundation’s Division of Undergraduate Education

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kimberly A. Luthi, Embry-Riddle Aeronautical University - Worldwide; Lisa Macon, Valencia College; Mohua Kar, Valencia College

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Diversity, NSF Grantees Poster Session

. In developing the intervention activities, the investigative team consideredbest practices from a large body of literature on improving the retention and graduation rates ofunderrepresented minority students in STEM to address the following research question:Research Question. Does peer-led team learning through recitation labs in engineering coursesincrease students’ mathematics confidence, mathematics efficacy, engineering identity, andpersistence in engineering pathways?The team constructed the activities based on studies that highlighted the need for active andcollaborative learning environments to engage underrepresented minorities, specifically femalestudents, in engineering fields. These activities had high indicators for support to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Carroll, University of Michigan; Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Matthew Charles Graham ; Madison E. Andrews, University of Texas at Austin; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University; Maura J. Borrego, University of Texas at Austin

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NSF Grantees Poster Session

teaching practices, and the use of technology and innovative pedagogies on student learn- ing and success. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.Dr. Matthew Charles GrahamMadison E. Andrews, University of Texas at Austin Madison Andrews is a STEM Education doctoral student, Mechanical Engineering master’s student, and graduate research assistant for the Center for Engineering Education at the University of Texas at Austin. She received her B.S. in Mechanical Engineering from Clemson University in 2017.Dr. Jenefer Husman, University of Oregon Jenefer Husman received a doctoral degree

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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NSF Grantees Poster Session

implementation of the solution(s); 3)Collection of data on the feasibility of implementing the solution(s) in typical delivery settingsby intended users; and 4) Conducting a pilot study to examine the promise of generating theintended outcomes [12].Description of Study Site and ParticipantsThe data presented in this paper were collected from five regional community college partnerswhose primary emphasis is on 2-year degrees and workforce certificates, in addition to limitedBachelor’s degrees in nursing, secondary education, and business. The missions of these statecolleges is to support the needs of the local community and prepare students for workplacesuccess.Pre-Research ActivitiesThe research team conducted a comprehensive literature review in the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign; Evan Ko, University of Illinois at Urbana - Champaign; Jeanne L. Sanders, University of Nevada, Reno

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NSF Grantees Poster Session

’ scholarship investigated stu- dent teams in engineering, faculty communities of practice, and the intersectionality of multiple identity dimensions. Her research interests include diversity and inclusion in STEM, intersectionality, teamwork and communication skills, assessment, and identity construction. Her teaching philosophy focuses on student centered approaches such as culturally relevant pedagogy. Dr. Cross’ complimentary professional activities promote inclusive excellence through collaboration.Mr. Joseph Francis Mirabelli, University of Illinois at Urbana - Champaign Joseph Mirabelli is an Educational Psychology graduate student at the University of Illinois at Urbana- Champaign with a focus in Engineering

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

Tagged Topics

Diversity, NSF Grantees Poster Session

the department as morewelcoming for White, male and US-born students than for students with any of the otherremaining identities. Perceptions of climate were related negatively to reports of bias andpositively to perceived faculty support and safety. Positive peer relations were stronglypositively related to engineering identity; microaggressions weakly negatively related. Studentswished for more diverse and inclusive faculty and found peer relations while working in groupsto be particularly important to their identification with their disciplines.This survey study was augmented by a qualitative study that involved sixteen focus groups andsix individual interviews in the exploration of undergraduate engineering students’ perceptionsof their