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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Walter C Lee, Virginia Tech; Malini Josiam, Virginia Tech; Taylor Y Johnson, Virginia Tech; Janice Leshay Hall, Florida International University; Artre Reginald Turner, Virginia Tech

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Diversity, NSF Grantees Poster Session

Paper ID #36916Board 378: Responsive Support Structures for Marginalized Students inEngineering: Insights from Years 1–3Dr. Walter C. Lee, Virginia Tech Dr. Walter Lee is an Associate Professor in the Department of Engineering Education at Virginia Tech and the Director for Research in the Center for the Enhancement of Engineering Diversity (or CEED). He is broadly interested in inclusion, diversity, and educational equity—particularly as it relates to students from groups that are historically underrepresented or marginalized in engineering. Lee received his Ph.D. in engineering education from Virginia Tech; his M.S. in

Conference Session

NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Matthew W. Ohland, Purdue University, West Lafayette; Richard A. Layton; Marisa K. Orr, Clemson University; Russell Andrew Long, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Joseph Roy, American Society for Engineering Education (ASEE)

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Paper ID #37329Board 394: Sustaining and Scaling the Impact of the MIDFIELD project atthe American Society for Engineering Education (Year 1)Dr. Susan M Lord, University of San Diego Susan Lord is Professor and Chair of Integrated Engineering at the University of San Diego. She received a BS from Cornell University in Materials Science and Electrical Engineering (EE) and MS and PhD in EE from Stanford University. Her research focuses on the study and promotion of equity in engineering including student pathways and inclusive teaching. She has won best paper awards from the Journal of Engineering Education, IEEE Transactions

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Zeynep Ezgi Durak, Washington State University; Bernard J. Van Wie, Washington State University; David B. Thiessen, Washington State University; Prashanta Dutta, Washington State University; Olusola Adesope, Washington State University; Kitana Kaiphanliam, Washington State University; Olivia Reynolds, Washington State University; Carah Elyssa Watson, Campbell University; Oluwafemi Johnson Ajeigbe, Washington State University; Natalie Kallish; Jacqueline Gartner, Ph.D., Campbell University; Aminul Islam Khan, Washington State University

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NSF Grantees Poster Session

into the process to assistchemical engineering graduate students in obtaining robust results suitable for extending PhDthesis work to include fundamental and applied modeling along with experimental results. Wepresent up-to-date results on our latest module concept in creating a microfluidics glucosemonitoring system consisting of a flow chamber and a cell phone-based spectrophotometer.Finally, we conclude next steps for sustainability and continuation of the project, and lessonslearned on strategies for mass production for prospective large-scale distribution.IntroductionIntroducing active learning techniques into classrooms has evidential proof that it has positiveimpact on student learning [1]–[4]. Promoting active learning in undergraduate

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt Ph.D., University of Tennessee, Knoxville; Daniel Patrick Mountain, University of Tennessee, Knoxville; Courtney June Faber, University of Tennessee, Knoxville

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NSF Grantees Poster Session

integrating engineering practices into the science curriculum [1]. Inaddition, in 2018, 46% of high schools reported offering at least one stand-alone engineeringcourse [2]. However, less than 20% of the teachers who are currently teaching these standaloneengineering courses have a major or minor in engineering or an engineering-related discipline,and the majority are not certified to teach engineering [3]. In addition, it was reported in 2018that only 3% of elementary teachers, 10% of middle school science teachers, and 13% of highschool science teachers had completed even a single course in engineering [2].Research has demonstrated that the perceptions that K-12 teachers hold about engineers andengineering are often inaccurate. When K-12 teachers

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Karen L. Webber, University of Georgia; Amy Stich, University of Georgia; Matthew Grandstaff, University of Georgia; Collin Case, University of Georgia

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NSF Grantees Poster Session

competence, in particular related to professionalism andcommunication. Student perceptions are detailed, and implications for engineering educationare discussed. IntroductionConnections between college degree completion and successful entry into the workforce is a goalfor educators and external stakeholders alike. Postsecondary leaders and federal and statepolicymakers have identified STEM fields as critical for economic competitiveness [1], [2],including ASEE’s efforts to advocate for key priorities in science and technology legislation [3].College officials are also focused on curricular and co-curricular efforts to ensure STEM studentsuccess. To this end, work-related experiential activities (WREAs) such

Conference Session

NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

, specifically: 1) the ways in which a brief ecological belonging intervention should becustomized for different course contexts; 2) the key mechanisms underpinning how theintervention supports proximal and distal student outcomes; and 3) the efficacy and mechanismsby which course onboarding strategies involving leadership messaging and community learningprocesses are successful across varied course, departmental, and university contexts intransforming each targeted course.In this paper, we focus on the third component and describe our process for building buy-in withleadership and faculty regarding this intervention. As a part of this process, we have gatheredsurvey information to understand instructor willingness to use this intervention in their

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Edward J. Berger, Purdue University, West Lafayette; Jannatul Bushra; Ann Shivers-McNair

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Diversity, NSF Grantees Poster Session

ongoing pandemic andtraumatic campus events. We also present emerging themes from qualitative analysis of theinterviews. We expect the implications of this work to guide instructors and administrators indeveloping more motivating and interactive engineering courses and makerspace experiences fordiverse students.Keywords: Engineering identity; sense of belonging; digital badges; makerspacesIntroductionThe development of engineering identity is a vital goal of engineering education. Engineeringrole identity, a subject-related role identity framework related to students’ performance, interestin subjects, and perceived recognition by others [1], is important because it can impact students’persistence and retention in engineering [2]. The extent to

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi, P.E., National Science Foundation; Alexander T. Grey, University of Connecticut

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Diversity, NSF Grantees Poster Session

neurodiversities to increased creativityand innovation, as well as the ability to visualize complex systems. Both REU programs areinspired by the strengths-based approach to neurodiversity. This model builds an environmentwhich plays to a neurodiverse student’s strengths, rather than mitigating their challenges.This presentation will provide an overview of the sites and present three datasets: 1) the impactof the programs on the participants’ confidence as engineering students, 2) how the programsimpacted the participants’ views of their neurodiversity, and 3) the profound effect exposure toacademic research has on these non-traditional learners to understand engineering topics andexpand their knowledge base. Consistently, these neurodiverse students

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

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UpdateAbstractThis paper provides an update on our research exploring the college experience of science,technology, engineering, and math (STEM) college students with attention-deficit/ hyperactivitydisorder (ADHD). Individuals with ADHD make up a growing fraction of college students.Despite their increasing college presence, little is known about their college experiences andacademic success. This project involves three sequential studies guided by the social model ofdisability. Study 1 is a quantitative analysis investigating the relationship between pre-collegefactors, college experiences, and academic success of college students with ADHD. Study 2 is ascoping literature review of the college experiences of these students, and Study 3 is aqualitative

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Erica Cline; Menaka Abraham; Sarah Alaei; Heather Dillon, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Jutta Beneken Heller; Zaher Kmail; Seung-Jin Lee, University of Washington, Tacoma; Eva Yihua Ma; Marc Nahmani; Amanda K Sesko; Ka Yee Yeung

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NahmaniAmanda SeskoKa Yee Yeung ©American Society for Engineering Education, 2023 ACCESS in STEM: An S-STEM Project at University of WashingtonTacoma Supporting Economically Disadvantaged STEM-Interested Students in their First Two YearsAbstractAchieving Change in our Communities for Equity and Student Success (ACCESS) in STEM atthe University of Washington Tacoma started as a Track 1 S-STEM program in 2018 and hassupported 69 students to date. This year we received Track 2 funding and welcomed our fifthcohort to campus, with funding to support ~32 additional students through 2026. University ofWashington Tacoma is an Asian American and Native American Pacific Islander-servinginstitution (AANAPISI

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Weiling Cai, Rowan University; Chenchen Huang, Rowan University; Cheng Zhu, Rowan University; LuoBin Cui

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NSF Grantees Poster Session

formalization dueto stereotyped design guidelines. Furthermore, the current engineering curriculum designgenerally lacks the connection/cohesion among different subjects (e.g., material mechanics,structural mechanics, hydraulic mechanics, soil mechanics) for geotechnical engineeringeducation [1]. It hinders geotechnical students’ ability to gain the comprehensiveunderstanding of interdisciplinary study and further affects the ability of creative problemsolving. To address this issue, game-based learning might provide an alternative approach tostimulate the engineering creativity of geotechnical students. Creativity which is the essence of engineering can be neither explicitly taught nortrained in the traditional curriculum of geotechnical

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Tariq Khraishi, University of New Mexico; Kristine Denman, University of New Mexico

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Diversity, NSF Grantees Poster Session

participate in SL/CE: paidinternships or through taking credit hours that counts towards their degree.Literature Review:Although there are not a lot of journal papers on the topics of SL/CE, there are many conferencepapers, especially published in ASEE conference, that address these topics. For example, Koh(2020) [1], developed a “Community Engaged Design” course as a senior design capstone in asmall liberal arts college. Students were able to address pedestrian safety in their community bycoming up with a prototype for a system which detected and warned drivers of the presence ofbicyclists. Jordan (2014) [2] took their service learning all the way to Haiti by working with thelocals there to establish a solar project that can offer sustainability for

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Jessica Santangelo, Hofstra University; Lynn A. Albers, Hofstra University; Margaret A Hunter, Hofstra University; Kristin Weingartner; Rosebud Elijah, Hofstra University; Richard Cohen, Nassau Community College; Scott T Lefurgy; Rakhi Agarwal; Lisa Filippi, Hofstra University

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NSF Grantees Poster Session

and Mentoring (iAM) Program to Promote Access to STEM ProfessionsBackgroundThe Integrated Achievement and Mentoring (iAM) Program at Hofstra University (HU) respondsto the challenge of retaining a diverse STEM student population [1]. This achievement-focusedprogram provides students early access to the hidden curriculum and contextualizes supportservices in a model that is inclusive, promotes belonging, and develops student identity locally inthe STEM community and globally as part of the University community. This is an NSFScholarships in STEM (S-STEM) Track 3 (multi-institution)-funded Program built on thetheoretical framework of legitimate peripheral participation with an emphasis on inclusivity,community, and belonging

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan ; Shanna R. Daly, University of Michigan; Jesse Austin-Breneman

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Diversity, NSF Grantees Poster Session

MakerspaceAbstractAcademic makerspaces are physical locations that help support engineering classroominstruction and provide exposure to workplace skills like prototyping and design. Makerspaceproponents have championed equitable makerspaces as sites for increased access to tools andknowledge in science and engineering [1]. However, this promise is yet to be realized, with anemerging body of work critiquing the notion they are delivering equitable benefits to all students[2]–[4]. This literature finds that access is not sufficient for true democratization, which cannotbe reached without the full participation of a diverse student population. Hagerty et al. [5], definefull participation as characterized by individuals’ sense of belonging in these spaces.To further

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Michael J. Prince, Bucknell University; Jenefer Husman, University of Oregon; Matthew Charles Graham; Ariel Chasen, University of Texas, Austin

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NSF Grantees Poster Session

workshop to educate STEM instructors on what active learning is and ways to implement itinto their classrooms. Additionally, this workshop sought to provide instructors with evidence-based strategies that focused on reducing student resistance to active learning. This study used aconducted randomized control trial to investigate the impact of this workshop on: (1) how thisworkshop impacted STEM instructors’ attitudes towards using active learning, (2) theirbehaviors in using active learning, and (3) their use of strategies for reducing student resistanceto active learning. We collected data from 173 instructors and 1676 students. This paper focuses on our preliminary results as well as next steps for the project. Thusfar, we have analyzed

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Franny Howes, Oregon Institute of Technology

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NSF Grantees Poster Session

average scoresin all nine outcomes. The largest improvement was observed in lab data interpretation, followedby lab data analysis and lab data presentation. Even with the improvement in their late labs, theengineering undergraduates in the needs improvement group still struggle with addressingtechnical audience expectations, lab data interpretation, effective conclusion writing, and ideadevelopment, even with instructions and productive feedback from the lab instructors and/orteaching assistants.1. IntroductionEngineering undergraduates often said the hands-on engineering laboratories were one of thebest experiences in the engineering curriculum; however, writing lab reports was considered oneof the worst experiences. Writing is known as a

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Cecilé Sadler, Massachusetts Institute of Technology

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Diversity, NSF Grantees Poster Session

enrollment increases in U.S. undergraduate computing departments, representation ofhistorically excluded groups remains low [1]. This lack of diversity is evident in academic andworkplace cultures and manifests in biased and/or harmful technologies that negatively impactand exclude non-dominant identities [2], [3][4]–[6]. The Alliance for Identity-InclusiveComputing Education (AiiCE, pronounced “ace”) aims to increase the entry, retention, andcourse/degree completion rates of high-school and undergraduate students from groups that arehistorically marginalized in computing [7], [8].Our collective impact approach to broaden participation aims to transform high-school andpostsecondary computer science (CS) education by convening national leaders in K

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Rebecca A Bates, Minnesota State University, Mankato; Lisa Benson, Clemson University; Randi Sims, Clemson University; Kelsey Watts, Clemson University; Karin Jensen, University of Michigan; Evan Ko, University of Illinois, Urbana - Champaign; Gary Lichtenstein, Arizona State University

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Diversity, NSF Grantees Poster Session

the community throughmultiple forms of peer review as well as their individual scholarship. More detailed descriptionof the processes as well as related research questions and synthesis can be found in [1] - [6].The proposal reviewing process incorporates the practice of forming small groups, collaborativecreation of reviews, and joint training. A key difference between the proposal review andmanuscript review experiences is the culminating experience of a mock panel review session forproposal reviewing, wherein participants take on typical panel roles of lead discussant, scribe fornote taking, and prepared reviewer. To facilitate forming full panels, quads were used rather thantriads, consisting of a mentor and three mentees. Quad mentors

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Ashley Seamon; Marcus James; Zoe Mouchantaf; Omar Ashour, Pennsylvania State University, Behrend

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Diversity, NSF Grantees Poster Session

same issues in the 3D manufacturing simulation while solving the same problemsand proposing qualitative solutions to improve the overall system. Data was collected for theoutside-the-classroom and inside-the-classroom groups in Fall 2021 and Fall 2022, respectively.The results of this study indicated no statistically significant difference in motivation, moduleusability score, engineering identity, self-assessment, or performance between the two groups.1 IntroductionWith the growing prevalence of online learning in today’s society, it has become increasinglyimportant for professors to ensure that lessons and class activities remain engaging andinteractive for their students. Thus, the goal of this study is to compare the results of

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Mohammad Ilbeigi, Stevens Institute of Technology ; Diana Bairaktarova, Virginia Tech; Romina Ehsani

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NSF Grantees Poster Session

outcomesirrespective of academic discipline [1-2]. Despite these findings, the existing constructionengineering programs, for the most part, rarely offer a systematic approach to allow students todevelop a deep understanding of the engineering core concepts and discover systematic solutionsfor fundamental problems. Without properly understanding these core concepts, contextualizedin domain-specific settings, students are not able to develop a holistic view that will help them torecognize the big picture and think outside the box to come up with creative solutions for arisingproblems [3]. An essential element to address this need that is missing in traditional content-centered and didactic teaching methods is an opportunity for active exploration and

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Zachary Riggins del Rosario, Olin College

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Engineers Targeting the Consequences ofVariabilityAbstractVariability is an unavoidable reality. Physical phenomena such as loading conditions, materialproperties, and human behavior all exhibit variability. Engineers must deal with this variabilitywhen designing solutions. Unfortunately, an extensive body of human subjects research suggeststhat people—including engineers—consistently fail to understand variability. This deficit view ofworking with data is focused on statistical inference; identifying stable patterns in data.However, engineering concerns are not identical to statistical concerns! In this paper, we reportresults from two studies: Qualitative Study 1 of practicing engineers (n=24) identified thebehavior of targeting the consequences

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Ashley Lytle; Maxine Fontaine, Stevens Institute of Technology ; Frank T. Fisher, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

for supporting S-STEM student retention and graduationA recent self-study at Stevens Institute of Technology revealed that our 2nd and 3rd year retention ratesfor low-income STEM students are lower than those for our non-low income STEM student body. Toaddress this finding, the goal of our S-STEM program is to implement evidence-based best practices toincrease retention and graduation rates of low-income academically talented STEM students to levels thatmatch our overall STEM population. To accomplish this goal, we are seeking to: 1. implement best-practices with regards to cohort development and faculty, peer, and alumni mentoring programs to support the ADAPT Scholars, 2. develop targeted enrichment and mentoring activities

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut; Connie Mosher Syharat, University of Connecticut; Todd Campbell, University of Connecticut

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Diversity, NSF Grantees Poster Session

. In the field of engineering, morespecifically, programs are often characterized by their narrow focus on and rigid adherence tostandardized ways of thinking and traditional modes of instruction and assessment [1, 2]. Thisone-size-fits-all model of teaching and learning limits opportunities not only for traditionallearners to engage in interactive learning and creative problem solving but also for studentswhose ways of thinking fall outside of the typical range. While accommodations such asextended time on exams and assistance with notetaking may provide some form of equity forthese students [3-5], they fail to address the underlying mismatch between the unique abilities ofneurodivergent students and the demands of the traditional educational

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Thomas M. Katona, California Polytechnic State University, San Luis Obispo; Sarah E. Zappe, Pennsylvania State University; Cade Robert Creason, California Polytechnic State University, San Luis Obispo

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NSF Grantees Poster Session

engineering being amongst the most active participants in embeddingentrepreneurship into curricular and cocurricular activities [1]. Well-developed and theoreticallygrounded educational interventions have been shown to increase entrepreneurial skills andperception among students [1] - [4]. Organizations including the National Science Foundationthrough the Lean Launch Curriculum and I-Corps program, VentureWell through curriculumdevelopment grants and their E-Team program, and the Kern Family Foundation through theKern Entrepreneurial Education Network (KEEN) have provided significant funding to embedand transform entrepreneurial teaching and practice into colleges of engineering [5] - [7]. Thisactivity combines with an added emphasis among

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Xumin Liu, Rochester Institute of Technology; Erik Golen

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NSF Grantees Poster Session

, exploration, visualization, pre-processing, feature engineering,feature selection, and data mining 6 . We designed the two types of assignments for each topic andused several datasets published on Kaggle, including data about the Titanic disaster, iris flowers,the US census, carseat sales, advertising, automobile, house rentals, and COVIDvaccinations. Figure 1: A snippet of Google Colab Assignment for the Feature Selection TopicIn the Google Colab Assignments, students were required to write Python code to accomplish agiven task. Each assignment included a template Google Colab Python notebook file, which wasread-shared with students. Data science tasks were decomposed into steps, where each step wasdescribed in a text block, along with

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Lilian Leung, University of Southern Callifornia

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Diversity, NSF Grantees Poster Session

car. While there were challenges and learnings, the integrationwas successful, and the students were able to fully utilize MPADs capabilities with their own RCcar design and demonstrate a self-driving scale car. This article will discuss the implementation,testing details, experiences gained and future work.1. IntroductionRadio Controlled (RC) cars are a great way for prospective engineers to learn real-world technicalskills. The low cost and shorter turnaround time allow for rapid development and testing and caneffectively teach many of the same principles as real cars. At XYZ University, ABC is anintroductory design course where remote-controlled scale cars were designed, analyzed, built, andtested by groups of students. Each group was

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Elliott Clement, Oregon State University; Sarah Oman; James L. Huff, Harding University; Shane A. Brown, P.E., Oregon State University

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NSF Grantees Poster Session

with three engineering students and will constitute the base for further researchfocusing on student and professional engagement in design activity across different engineeringfields.IntroductionThis paper presents the initial results from a wider study funded through the NSF RFE program(Award #) exploring engineering students' engagement and motivation in capstone designactivities. While ample research has studied the structures and professional implications ofcapstone design courses, as well as the complex nature of engineering design activity[1]–[3],little research has been done on investigating academic engineering settings, and how and whystudents engage in engineering design in such settings.Our investigation is informed by the

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Susan Bobbitt Nolen; Dominic J Dal Bello, Allan Hancock College; James M Widmann, California Polytechnic State University, San Luis Obispo; Michael J. Prince, Bucknell University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez

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from Carnegie Mellon University (1993) and ©American Society for Engineering Education, 2023 Understanding Context: Propagation and Effectiveness of the Concept Warehouse in Mechanical Engineering at Five Diverse Institutions and Beyond – Results from Year 4It has been shown that active learning strategies have a positive effect on student retention,engagement, and performance, and can reduce the performance gap for underrepresentedstudents [1-8]. One form of active learning, concept-based learning, is used to “foster students'understanding of deeper concepts rather than just factual knowledge” [3]; the effectiveness ofthis approach has also been well established. Despite the

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

, including those who remain in theprogram after transfer, are supported with annual scholarships of up to $6000, depending onfinancial need. In addition to scholarship money, students participate in a variety of programactivities throughout the school year in the form of academic seminars, extracurricular events,professional development, faculty mentoring, peer mentoring, academic advising, andundergraduate research opportunities. Noteworthy elements of the program in years three and fourinclude 1) the selection and award of the fourth and final cohort entering the program, 2) atransition of leadership to a new principal investigator for the program at the two-college, and 3)the increase in number of students who have continued with the program

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Dan DelVescovo, Oakland University; Darlene Groomes, Oakland University; Bianca Bryant; Laila Guessous, Oakland University

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Diversity, NSF Grantees Poster Session

University WISE@OU NSF ADVANCE Partnerships for Adaptation, Implementation, and Dissemination (PAID) grant. She is also in charge of faculty mentoring in the School of Engineering and Computer Science at OU. ©American Society for Engineering Education, 2023 Enriching the REU experience through student-led outreach activitiesIntroductionThe benefits of undergraduate student experiences are well known. Students participating inresearch experience for undergraduates (REU) programs report increased skills and self-confidence, a greater sense of empowerment as learners and more motivation to pursue science orengineering careers and graduate degrees [1-8]. REU programs