Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Janice McCain, Howard University; Lorraine Fleming, Howard University; Dawn Williams, Howard University; Kimarie Engerman, University of the Virgin Islands

Tagged Divisions

Educational Research and Methods

engineering programs believe that pursuingan engineering degree is what they are supposed to do. At the same time, they do so whilemaintaining good academic standing. Other students will proceed with their programs withdiligence even when things do not go as planned. One example of a student that persisteddespite not being at the top of his class was found in Brian*, a male petroleum engineeringmajor. During his second year, he indicated that he was very committed to getting a degree inengineering. He pointed to the number of times that he had to retake some of his courses, andhis insistence that “I will stay here as many years as I have to, to get my petroleum degree”, astestimony to his persistence. In the end, he declared, “if I wasn’t committed

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Kelly Crittenden, Louisiana Tech University; Galen Turner, Louisiana Tech University; Alicia Boudreaux, Louisiana Tech University; James Nelson, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

demonstrating how diverse teams can often provide better solutions to problems. One teacher wrote: “I am so excited to think about the possibility of teaching students that have had a real hands-on experience.” Another teacher put it this way: “One of the questions that students often ask is ‘when am I ever going to use this?’ Some ask a similar question, ‘what can you do with a math or science degree besides teach?’ This project will help answer these questions for my students.” One principal commented about their teachers being excited about the project: “When these teachers learned that Tech was planning this project, without hesitation, they wanted to participate. In fact, they already have ideas on

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Rachel Wasserman, Illinois Institute of Technology IPRO Program

Tagged Divisions

Educational Research and Methods

the first trial semester (Fall 2006) indicate that students who attended and did notattend the games were similar on most demographic and experience variables. However, studentswho attended the games had higher average GPA, and felt more positive about the IPRO theywere joining; they were also more likely to feel positive about their team functioning at week 5.However, participation in the games was not associated with any difference in mastering theknowledge base in teamwork, or in their self-assessed competence in teamwork at the end of thesemester. At the team level, teams where at least one member attended the games weresomewhat more likely to submit good initial project plans, and significantly more likely tosubmit a good Midterm Report

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Cher Cornett, East Tennessee State University

Tagged Divisions

Educational Research and Methods

nationalcompetition that recognizes excellence in creativity for advertising and advertising arts. This isan important and very high-profile event in most communities where advertising is produced.Agencies and creative professionals who receive recognition in the ADDY Awards gain statuswith their clients and within the community as recognized experts in their field. A track record ofaward-winning work becomes part of a company’s marketing and public relations plan helpingthem attract more business and higher-profile clients. Continuing success in the ADDYcompetition can have a direct relationship to a company’s bottom line.In the Tri-Cities, planning for this event starts in September with a request for proposal (RFP) forsubmission of a marketing campaign

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Linda Lindsley, Arizona State University; Veronica Burrows, Arizona State University

Tagged Divisions

Educational Research and Methods

video) in order to put them in a more‘readable’ format, but the outcomes were essentially the same. For instance, the answer to onequestion regarding assumptions for an air tank purging question was: “Assumptions: Shape of tank, Location of valves: hot air input top right, cold air output left bottom. It has quantitative temperatures. We have five temperature measuring devices throughout the tank. One at input, output, and three inside. Plan: Create a flow control valve on input and output. Use the flow control valves to regulate input and output volume. We have reached our equilibrium when the output temperature is the same as the input temperature

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Victoria Robson, Virginia Tech; Vinod Lohani, Virginia Tech; Tanner Bateman, Virginia Tech

Tagged Divisions

Educational Research and Methods

). He received a Ph.D. in civil engineering from Virginia Tech in 1995. His areas of research include engineering education, international collaboration, and hydrology & water resources.Tanner Bateman, Virginia Tech Tanner Bateman is a graduate student in Industrial Organizational Psychology at Virginia Tech. His masters thesis examines the exploration of a motivation traits framework. Throughout his tenure at Virginia Tech, Tanner has taught Introduction to Psychology and worked in the Institutional Research and Planning Analysis Office. In addition, he currently serves as graduate assistant to the Director of Academic Assessment

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Godfrey, University of Auckland; Gerard Rowe, University of Auckland

Tagged Divisions

Educational Research and Methods

demonstrate, calculate, show, using required skills or knowledge solve, examine, modify Analysis Seeing patterns, organisation of parts, Question cues: analyse, identification of components explain, compare, order Synthesis Use old ideas to create new ones, relate Question cues: modify, knowledge from several areas, predict, draw design, formulate, rearrange, conclusions, generalise from given facts plan, create / combine Evaluation Assess value of theories, make choices based Question cues: assess, decide, on reasoned argument, verify value of

Conference Session

The Critical First Year in Engineering Education

Collection

2007 Annual Conference & Exposition

Authors

Jamie Medoff, University of Maryland-Baltimore County; Anne Spence, University of Maryland-Baltimore County

Tagged Divisions

Educational Research and Methods

the undergraduates and thegraduates were assigned one to two teachers to assist throughout the school year inimplementing activities and serving as resources to curriculum in the STEM fields.The roles and responsibilities of the undergraduates and the graduate students variedslightly. Although both the graduate and undergraduate fellows spent 10 hours in theclassroom, the undergraduates spent additional 5 hours for developing curriculum andactivities, whereas the graduates spent 10 additional hours. The graduate fellows werealso required to meet with their assigned undergraduate fellows on a biweekly basis indiscussing activities and plans that they were implementing in the classroom. Everyactivity was required to be recorded in a specified

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Hillary Hart, University of Texas-Austin; Christy Moore, University of Texas-Austin

Tagged Divisions

Educational Research and Methods

: Gathering the DataIntroductionFor the past several years, faculty at the University of Texas at Austin have been developingweb-based educational modules designed to help Engineering faculty integrate the teaching ofethics into their existing courses. These undergraduate educational modules, known collectivelyas PRiME (Professional Responsibility Modules in Engineering), cover topics such asProfessional Ethics, Ethical Leadership, and Credibility of Sources and are already being used byfaculty at UT and elsewhere: http://www.engr.utexas.edu/ethics/primeModules.cfm. Inspired bythe success of these undergraduate modules, several faculty have outlined a plan to expand theeducational offerings by creating, with the help of a grant from the National

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Larissa Pchenitchnaia, Texas A&M University; Debra Fowler, Texas A&M University; Nancy Simpson, Texas A&M University

Tagged Divisions

Educational Research and Methods

Page 12.1340.3for planning, scheduling, monitoring, and constructively intervening across a set ofnumerous interacting activities to realize a stated goal at a predetermined time. A fourthsubject is less well defined than the previous three, yet it is probably the most frequentlymentioned. The fourth subject stresses the value of perceiving a system as a set ofinterconnected components whose pattern of interconnections may reveal importantcharacteristics to people who must make decisions about interventions intended toimprove the performance of the system. Several decades ago, the subject wasoptimistically, and perhaps arrogantly, labeled general systems theory22,23. The name hasdropped from favor, but the essence of the subject is cited by

Conference Session

Service Learning Courses

Collection

2007 Annual Conference & Exposition

Authors

Laura Lund, University of Pittsburgh; Dan Budny, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

, marking ¼ mile distances along routes, and developing maps which can be distributed within the neighborhoods.C. Hazelwood Initiative The Hazelwood Initiative (HI) is an organization who’s mission is dedicated to the betterment of the Hazelwood neighborhood. HI was the driving force that lead to the development of the "Master Development Planning in Hazelwood and Junction Hollow" document which set forth a plan to work towards their goal. It's office is located at 5125 Second Avenue in Hazelwood. Project: Design of an accessible entrance to the Hazelwood Post Office. The team will document the existing entrance and its accessibility obstacles with photographs, measurements and interviews and provide a

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven; Jean Nocito-Gobel, University of New Haven; W. David Harding, University of New Haven

Tagged Divisions

Educational Research and Methods

essential to provide the topical developmentrequired to prepare students for upper-level courses in the specific engineering disciplines. Page 12.1401.5 Figure 2The overall objectives of the MEFSC are the following: • to enhance recruiting • to improve student retention in the first year • to foster a multidisciplinary (systems) perspective early in students’ development • to improve professional skills needed for engineering practice, including communication, project planning, problem-solving, team-work • to better integrate math and

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Monica Cardella, Center for the Advancement of Scholarships on Engineering Education (CASEE); Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

Definition/DescriptionKnowledge Base Cognitive Resources: Mathematical Content KnowledgeProblem Solving Strategies Global or local strategies learned from mathematics coursesUse of Resources Social Resource: Peers, Experts Material Resources: textbooks, time, computers Use of Resources: metacognitive processes such as planning and monitoringBeliefs and Affects Beliefs about mathematics and one’s mathematical ability, Feelings towards mathematics, Emotions or feelings experiencedMathematical Practices Activities or actions that mathematicians engage in

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Tuba Pinar Yildirim, University of Pittsburgh; Joel Townsend, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh; Harvey Wolfe, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

The project was completed as part of a course. Two teams of four people each worked through semester.Product Realization Capstone Working in multidisciplinary design teams from engineering Project and business, students take a product from concept to business plan. In doing this, they address issues of market analysis, design, manufacturing design, and production planning. Two teams of five people worked on the project for a semester.Two student teams per project were taped. The tapes were then experimentally observed withtwo sets of raters observing

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Kelli Higley, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Jonna Kulikowich, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

. Page 12.586.2Since Polya’s seminal work in mathematics,2 the utility of learning and using a sequence of stepsduring problem-solving has been widely accepted. Although several specific models exist, ageneric 4-step model captures most: (1) Represent the Problem, (2) Goal Setting and Planning,(3) Execute the Plan, and (4) Evaluate the Solution. In the first step, problem representation, thestudent must read the problem statement and discern the objective. There are instructionalinterventions for engineering education that are grounded in this theoretical model of problem-solving. For example, Gray et al.3 developed a systematic approach to solving Statics andDynamics problems. In this intervention, it is recommended that students be taught the

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Patrick Tebbe, Minnesota State University-Mankato; Stewart Ross, Minnesota State University-Mankato; Brian Weninger, Minnesota State University-Mankato; Sharon Kvamme, Minnesota State University-Mankato; Jess Boardman, Minnesota State University-Mankato

Tagged Divisions

Educational Research and Methods

Minnesota State.Sharon Kvamme, Minnesota State University-Mankato Sharon Kvamme is a graduating senior in the Mechanical Engineering program at Minnesota State University, Mankato. She is a McNair scholar and currently serves as President of the local SWE student chapter. Sharon plans to continue her education at the graduate level in the thermal-fluids area.Jess Boardman, Minnesota State University-Mankato Jess Boardman is a graduating senior in the Mechanical Engineering program at Minnesota State University, Mankato. He currently serves as the President of the local ASHRAE student chapter and plans to continue working at McNeilus Truck Manufacturing (MTM) following graduation

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Educational Research and Methods

interactions will ensue. Furthermore,faculty may also wish to diagnose whether their application of an active learning method isworking as planned. One way to assess active learning is to assess the depth of the studentinteractions. These interactions may be assessed by recording, transcribing, and analyzingstudent dialogues. Our question is: What important design features for active learning sessions can be identified by the use of brief analyses of student dialogue?This case study examines the student dialogues in four sequential active learning sessions. Ineach session, a student team was recorded and their conversation transcribed. The transcriptionwas reviewed and the observations were used to improve the design of the next session

Conference Session

Student Teams And Project Based Learning / The Critical First Year in Engineering Education / Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Tamara Moore, University Of Minnesota; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

work on the engineering task. Moore, et al. 9 and Diefes-Dux, et Page 12.1296.3al.8 provide more information about the framework and development of these team activities.The problem statement introduces students to the task. It is written in such a way as to make thestudents define for themselves the problem a client needs solved. The students must assess thesituation to create a plan of action to successfully meet the client’s needs. The problem solvingsession requires that a group of students go through multiple iterations of testing and revisingtheir solution to ensure that their procedure or algorithm will be useful to the client7

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

Laboratory for Responsible Manufacturing (LRM) at Northeastern University since September 1999. She has also been employed as an Assistant Professor by Yildiz Technical University till February 2006. Dr. Kongar is currently an Assistant Professor at Bridgeport University and a Part-Time Researcher in the Center for Industrial Ecology at Yale University. Her research interests include the areas of supply chain management, logistics, environmentally conscious manufacturing, product recovery, disassembly systems, production planning and scheduling and multiple criteria decision making. She has co-authored several technical papers presented at various national and international

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Rose Marra, University of Missouri; Barbara Bogue, Pennsylvania State University; Demei Shen, University of Missouri; Kelly Rodgers, University of Missouri

Tagged Divisions

Educational Research and Methods

instrument to collect data on the reasons engineering students decide to transfer outof engineering. In addition to gathering basic demographic data (e.g. engineering major studentintended to complete, University GPA, et.) the instrument gathers data on the following topics:reasons for initially pursuing an engineering major, high school preparation, intended transferdestination (e.g. which college, work, military), career plans, participation in collegeextracurricular activities, factors that impacted respondents decision to leave engineeringincluding a rating of the significance of each contributing factor. Sample questions related tolevel of confidence (Figure 1) and factors in the decision to leave (Figure 2) are

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Dennis Gouran, Pennsylvania State University; Laura L. Pauley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

criteria: engineering knowledge, general knowledge,continuous learning, quality orientation, initiative, innovation, cultural adaptability, analysis andjudgment, planning, communication, teamwork, integrity, professional impact, and customerfocus. They mapped these fourteen competencies to each of the ABET abilities in a matrix.13Each ABET ability was mapped to more than one underlying competency. Approximately fiveitems were developed to measure each competency. For our study, we were particularlyinterested in the communication competency items.Around the same time, another group developed a framework to assess ABET criteria 3a-3kstudent outcome criteria based on Bloom’s taxonomy.17, 18 This project was supported in part byNSF funding,19 and the

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Educational Research and Methods

undergraduateeducation is central to the institution's planning, budgeting, and personnel decisions. Onsuch campuses, information about learning outcomes is seen as an integral part ofdecision making, and avidly sought.9. Through assessment, educators meet responsibilities to students and to thepublic. There is a compelling public stake in education. As educators, we have aresponsibility to the publics that support or depend on us to provide information about theways in which our students meet goals and expectations. But that responsibility goesbeyond the reporting of such information; our deeper obligation -- to ourselves, ourstudents, and society -- is to improve. Those to whom educators are accountable have acorresponding obligation to support such

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Gretchen Molina, University of Puerto Rico-Mayagüez; Asmaa Idrisu, George Mason University; Alexandra Medina-Borja, University of Puerto Rico-Mayaguez; Amelia Marian, West University of Timisoara

Tagged Divisions

Educational Research and Methods

behavior of a system arises from the interaction of its agents over time (i.e. dynamic complexity); • Discover and represent feedback processes (both positive and negative) hypothesized to underlie observed patterns of system behavior; • Identify stock and flow relationships; • Recognize delays and understand their impact; • Identify nonlinearities; • Recognize and challenge the boundaries of mental (and formal) models.”III. Methodology The tasks A number of evaluative testing studies [e.g.2,15,16] have attempted to link systemsthinking/system dynamics education with important skills such as efficientcommunication, planning, problem solving, and organizational development skills.Above all, it has been claimed

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Christine Co, Oklahoma State University; Bear Turner, Oklahoma State University

Tagged Divisions

Educational Research and Methods

AC 2007-262: COMMUNICATION AS A PROXY MEASURE FOR STUDENT"DESIGN ABILITY" IN CAPSTONE DESIGN COURSESAlan Cheville, Oklahoma State UniversityChristine Co, Oklahoma State University Christine Co is a fifth year senior in the Electrical and Computer program at Oklahoma State University who is receiving her BSEE in December, 2006. In 2007 she plans to fulfill her lifelong interest by attending medical school to become an opthamologist where she can combine her medical training with her undergraduate engineering degree. Christine would like to thank the National Science Foundation for supporting a summer REU fellowship in engineering education.Bear Turner, Oklahoma State University Darren

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Manuel Jimenez, University of Puerto Rico-Mayaguez; Ana Nieves, University of Puerto Rico-Mayaguez; Cristina Pomales-Garcia, University of Puerto Rico-Mayagüez; Nayda Santiago Santiago, University of Puerto Rico-Mayaguez; José Vega, University of Puerto Rico-Mayaguez; Vilma Lopez, University of Puerto Rico-Mayaguez

Tagged Divisions

Educational Research and Methods

, in the information task, (4) the level of planning and priorities by the information seeker inrelation to their information tasks, (5) the pros and cons or the effects on effectiveness, efficiencyand productivity of information tasks switching, and (6) serendipity by the information seekerthat is prompted by visual information cues and the tension with the planning and priority goals.According to the researcher findings, multitasking information behaviors may allow users tocope with the complex everyday world in which they live.Friedman and Deek13 have approached the theme trying to answer the questions of whetherinnovation and new technology developments impact or not education and how education couldtake advantage of new technologies. In

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

P.K. Imbrie, Purdue University; Joe Jien-Jou Lin; Tayo Oladunni, Purdue University, West Lafayette; Kenneth Reid

Tagged Divisions

Educational Research and Methods

for Model 2 includes subscales of items with significantly larger weightvalues from the previous study. The resulting subscales selected based on the weighting valuesare: planning (from meta-cognition scale), motivation (from career), dysfunctional belief(from career), leadership (from leadership), deep learning (from learning type) and surfacelearning (from learning type). Ultimately, Model 2 contains fifty nine items from six of theaforementioned subscales. The input for a third model, Model 3, includes individual input items with higher weightvalues without considering their scale or subscale classification. Based on the weightinformation obtained from previous all-item combination model, forty nine items wereselected to include in this

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Christa Lynch, Arizona State University; Jonathan Hilpert, Arizona State University; mary ann Duggan, Arizona State University

Tagged Divisions

Educational Research and Methods

(SPOCK) [16], an established measure of student study strategies. MethodsParticipants 171 engineering students from multiple sections of an introductory engineering classat a large southwestern university were recruited to participate in the study; 91 completed theonline survey for a 53% response rate. Over 70% of the participants were male and in theirfirst year at the university. The majority (90%, n =80) are or plan to become engineeringmajors.Procedure Data for the current study were collected via an online survey constructed usingpopular web-based data collection software. Scales were randomized within this software.Because the target sample of the study consisted of undergraduate

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

David Jonassen, University of Missouri; Sanjay Rebello, Kansas State University; Carlos Wexler, University of Missouri; Zdeslav Hrepic, Fort Hays State University; Gregory Triplett, University of Missouri

Tagged Divisions

Educational Research and Methods

. Psychonomic Bulletin & Review, 6 (4), 58-597.Loewenstein, J., Thompson, L., & Gentner, D. (2003). Analogical learning in negotiation teams: Comparing cases promotes learning and transfer. Academy of Management Learning and Education, 2 (2), 119-127.Reusser, K. (1993). Tutoring systems and pedagogical theory: representational tools for understanding, planning, and reflection in problem solving. In: Lajoie, S. P., and Derry, S. J. (eds.), Computers as Cognitive Tools, Lawrence Erlbaum, Hillsdale, NJ, pp. 143–178.Schoenfeld, A.H., & Herrmann, D.J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental Psychology: Learning, memory

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Benson Tongue, University of California-Berkeley

Tagged Divisions

Educational Research and Methods

significanceof the class in real-world engineering (eventually including commentary from professionalengineers), as well as the class’s relevance with respect to other areas within the mechanical Page 12.515.10engineering curriculum.This page can list prerequisites, estimated work load, places to get help, related books and/orinternet sites, and complementary classes the student might find of interest in the event thathe or she enjoyed this class.Interests PageAs the name indicates, the aim of this page is to permit the student to plan their way thoughmechanical engineering in a way that emphasizes their own particular interests. The pageprovides information

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Deborah Kilgore, University of Washington; Debbie Chachra, Franklin W. Olin College of Engineering; Heidi Loshbaugh, Colorado School of Mines; Janice McCain, Howard University; Marcus Jones, Howard University; Ken Yasuhara, University of Washington

Tagged Divisions

Educational Research and Methods

has recently been appointed to develop a diversity plan for CSM, and has experience in international education, corporate training and coaching, and academic editing.Janice McCain, Howard University JANICE McCAIN is a research associate at the Center for the Advancement of Engineering Education (CAEE) at Howard University. Her areas of interest include persistence and motivation, retention of minority students in higher education, and international economic development, particularly as it relates to women in Africa.Marcus Jones, Howard University MARCUS JONES is an Educational Psychology doctoral student at Howard University. Marcus is a graduate research assistant for the Center