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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Robert Weissbach, Indiana University - Purdue University, Indianapolis; Ruth Camille Pflueger, Pennsylvania State University, Behrend ; Immanuel Edinbarough, P.E., The University of Texas, Rio Grande Valley; Corinne C. Renguette, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Gamini P. Mendis, Pennsylvania State University, Behrend ; Matthew Rothrock; Annwesa Dasgupta; Johanna Bodenhamer, IUPUI

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Diversity, NSF Grantees Poster Session

Paper ID #38796Board 317: Improving Undergraduate STEM Writing: A CollaborationBetween Instructors and Writing Center Directors to Improve Peer-WritingTutor FeedbackDr. Robert Weissbach, Indiana University - Purdue University, Indianapolis Robert Weissbach is currently chair of the department of engineering technology at IUPUI. From 1998 - 2016 he was with Penn State Behrend as a faculty member in Electrical and Computer Engineering Technology. His research interests are in renewable energy, energy storage, and engineering education.Ms. Ruth Camille Pflueger, Pennsylvania State University, Behrend Ruth Pflueger has been the

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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

Paper ID #38622Board 216: Areas of Improvement and Difficulty with Lab Report Writingin the Lower-Division Engineering Laboratory Courses across ThreeUniversitiesDr. Dave Kim, Washington State University, Vancouver Dr. Dave Kim is Professor and Mechanical Engineering Program Coordinator in the School of Engineer- ing and Computer Science at Washington State University Vancouver. His teaching and research have been in the areas of engineering materials, fracture mechanics, and manufacturing processes. In par- ticular, he has been very active in pedagogical research in the area of writing pedagogy in engineering laboratory

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University, Bozeman; Douglas J. Hacker, University of Utah; Christine Johnson

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NSF Grantees Poster Session

Paper ID #36941Board 205: A Web-Based Writing Exercise Employing Directed Line ofReasoning Feedback for a Course on Electric Circuit AnalysisProf. James P. Becker, Montana State University, BozemanDr. Douglas J. Hacker, University of Utah Dr. Hacker is Professor Emeritus in the Department of Educational Psychology and participated in both the Learning Sciences Program and the Reading and Literacy Program.Christine Johnson ©American Society for Engineering Education, 2023 Web-Based Writing Exercises for a Course on Electric Circuit AnalysisAbstractThe use of writing-based exercises in a circuit analysis

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Matthew Allan Moss, University of South Florida; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

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NSF Grantees Poster Session

“surroundings” in an engineeringclassroom. We posed an open-ended reflection question to engineering undergraduates at a largeUS university about their classroom surroundings and its impact on their learning andcomprehension. The reflection prompt defined surroundings as the “conditions and objects thatsurround you.” This reflection question was part of an NSF-funded study on the use of weeklyreflection in a flipped fluid mechanics course to drive metacognitive development and lifelonglearning skills. During class, students were encouraged to collaborate with their peers duringproblem solving to achieve collective understanding and interact with the instructor. Based on aninductive, emergent content analysis of the reflection data with two analysts, we

Conference Session

NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Rasim Guldiken, University of South Florida

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Diversity, NSF Grantees Poster Session

university about their classroom surroundings and its impact on their learning andcomprehension. The reflection prompt defined surroundings as the “conditions and objects thatsurround you.” This reflection question was part of an NSF-funded study on the use of weeklyreflection in a flipped fluid mechanics course to drive metacognitive development and lifelonglearning skills. During class, students were encouraged to collaborate with their peers duringproblem solving to achieve collective understanding and interact with the instructor. Based on aninductive, emergent content analysis of the reflection data with two analysts, we obtained anunexpected result. Specifically, the most-frequently mentioned positive classroom “surroundings”was “peers” (46

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Aakash Gautam, San Francisco State University; Shasta Ihorn; Ilmi Yoon; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University

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Diversity, NSF Grantees Poster Session

sought to understand the student’s level ofconfidence in their ability to write programs and the importance they placed on programming intheir future career.Following the semester-long introductory programming classes, we conducted a week-longworkshop for a small group of students who were part of the ANON project. We report on the twoworkshops that we conducted in January 2022 and January 2023. The data contains reflectionsnoted down by the instructor and near-peer mentors during the workshop. We also report on thedata from the pre-workshop and a post-workshop survey.FindingsFirst, we report on the confidence and interest of students enrolled in introductory programmingcourses. We draw upon their response to list topics in introductory computer

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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

). Responses to prompts on the applicationwere used by the leadership team during online interviews.Scholars entered the program at the beginning of their second term at HU. They enrolled in theSTEM Writing and Metacognition Seminar course meeting weekly. Scholars were assigned tomentoring “squads” composed of peer mentors (successful STEM students) and a faculty mentor,meeting biweekly throughout each semester. They participated in All Program events three timeseach year (beginning of Fall semester, beginning and end of Spring semester), as well asacademic and career-centered workshops hosted by the iAM Program in partnership with therelevant unit (e.g., Center for Academic Excellence, Center for Career Design andDevelopment). Scholars networked with

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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

working with their mentees. All mentees increased their confidence forparticipating in mock review panels and writing grants, with most saying that their confidenceimproved greatly. Both mentees and mentors also felt that there was a significant connectionbetween their peer reviewing skills and their ability to conduct engineering education research.The majority of program participants felt that the workload was reasonable and that the activitieswere well-paced within the program.Although both mentees and mentors indicated positive feelings for the program overall, manyalso felt that program logistics could be improved. The largest issue between both mentors andmentees was the clarity of instructions given by the project team. Many felt that

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Hilda Cecilia Contreras Aguirre, New Mexico State University; Nicole Delgado, New Mexico State University; Luis Rodolfo Garcia Carrillo, New Mexico State University

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Diversity, NSF Grantees Poster Session

their College DegreeAbstractThis study explains a National Science Foundation (NSF) funded program established at aHispanic-Serving Institution (HSI). The Research-Oriented Learning Experiences (ROLE)program’s goal is to improve Latinx undergraduate students’ research skills while buildingstrong connections with other peers and near-peer mentors. Funded under the NSF BroadeningParticipation in Engineering Program, the ROLE program seeks to encourage Latinx students tobecome involved in research activities in Engineering, where students can experience andperform research through hands-on activities. As a theoretical framework, the Resilience Cycleguided this study with the rationale that Latinx as minority students face numerous challengesand

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Shasta Ihorn, San Francisco State University; Anagha Kulkarni, San Francisco State University; Michael Savvides, San Francisco State University; Ilmi Yoon

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Diversity, NSF Grantees Poster Session

diversity.4 The program consists of five classes,unique to the minor, that span across two academic years (4 semesters) and relies on the use ofcohort-based program structure, near-peer mentoring, and project-driven learning. The cohortstructure allows for close relationships to form, combatting the social isolation that historicallymarginalized students may feel in CS classes. Peer mentoring benefits students by offeringfurther academic, social, and professional development support within the program. Project-based learning provides strong ties to students’ major area(s) of study (primarily biology andbiochemistry) and supports students’ future success in fields that are becoming increasingly data-driven.1 Finally, the minor program courses focus

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Chrysanthe Preza, The University of Memphis; Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis

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Diversity, NSF Grantees Poster Session

compriseundergraduate and graduate students at different stages of their studies, and all participatingstudents are graded and receive credit toward their degree for at least two years. Students choosefrom a wide variety of VIP teams based on personal interest. Participation in VIP teams providesthe time and context for students to [5]: • acquire in-depth experience and insights within their field of study; • learn and practice research and professional skills; • make substantial contributions to real-world projects; and • experience different roles on large, multi-disciplinary teams.The VIP structure provides opportunities for students to develop leadership and collaborationskills through peer support and peer management, which provide students

Conference Session

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

Trina C. Kershaw, University of Massachusetts, Dartmouth; Susan Thomson Tripathy, University of Massachusetts, Lowell; Hong Liu, University of Massachusetts, Dartmouth; Kavitha Chandra, University of Massachusetts, Lowell

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Diversity, NSF Grantees Poster Session

Next stepsDuring the Spring 2023 semester, we continued to support students as they progress on theirprojects. As of May 2023, we conducted three workshops to support students as they work onone of their final products, writing and presenting an academic paper. The first workshop wasfocused on tools to organize the literature review, such as summary tables and synthesis matrices(cf. [18]). The second workshop revisited the Message Box [22] to help teams think of theiraudience for the academic paper, and also provided an opportunity for peer review, which allowsfor critique and revision of their work, the sixth feature of gold-standard PjBL [19]. The thirdworkshop focused on effectively presenting research via spoken presentations and posters

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

andalignment of the existing instrument with the needs, perspectives, and experiences of a diverseset of design instructors and design students; and revise the instrument to ensure its broaderapplicability across engineering contexts. Each co-creation workshop tasks participants to reflectbefore, during, and after the workshop on views of empathy in engineering design. The sessionsthemselves have involved peer dialogue, critique, and co-construction of empathy models.At the time of this writing, we have led two co-creation workshops, each including two separategroups based on scheduling needs. As an example, we share the design of the initial co-creationworkshop here. The first half of the initial co-creation workshop asked participants to respond

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Tonisha B. Lane, Virginia Tech; David Bruce Lewis, University of South Florida; Johnny C. Woods Jr., Virginia Tech; Rebecca Steele, Virginia Tech

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NSF Grantees Poster Session

National Academy of Engineering. The S-STEM program engages students inan interdisciplinary approach to managing nitrogen that incorporates biology, geosciences, andengineering. The program integrated research opportunities, community engagement,coursework, and faculty and peer mentoring strategies to support student success. S-STEMscholars engage in biweekly meetings that include roundtables with scientists and engineers fromacademic, government and industry. Students also engage in presentations of their own thesisprojects, writing workshops, and discussions with community partners.ParticipantsTwelve graduate women students participated in this study. Although the program focuses onSTEM broadly, our participants account for graduate women

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Katherine Acton, University of St. Thomas; Deborah Besser P.E., University of St. Thomas; Kundan Nepal, University of St. Thomas; Jennifer E. Holte, University of St. Thomas

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Diversity, NSF Grantees Poster Session

model, combined withscholarship support, has been shown to have the potential to overcome the challenges of limitedconnection to peers and institutions that transfer students often encounter [2].The APEX program also includes a focus on providing formal and informal opportunities fortransfer students to engage with faculty and other students. Mentoring is a proven practice forsupporting low-income STEM students’ retention and has especially been shown to benefitcommunity college transfer students [3]. Comprehensive mentoring has been shown to helpstudents navigate the curriculum, the co-curriculum, and the “hidden curriculum” – the“unwritten, often unspoken norms, values, expectations, behaviors, codes of conduct” that are“not transparent or

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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

gains in career competencies by gender, race/ethnicity, and financial aid status.Analyses revealed no significant differences by financial aid status (student receiving need-basedaid = yes/no), and only one item showed significant difference by race/ethnicity. On the itemlearning how to write better, Asian students reported higher value than all others (ANOVAF=4.018, p=.018). Analyses by gender revealed three items with statistically significantdifferences. As shown in Table III, women reported that their WREAs helped them withdeveloping their skills as a leader, learning how to write better, and learning how to work withpeople from diverse backgrounds more than their male peers. Table III

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Robert Deters, Embry-Riddle Aeronautical University, Worldwide; Brent Terwilliger, Embry-Riddle Aeronautical University, Worldwide; Emily Faulconer, University of Florida; Kelly A George, Embry-Riddle Aeronautical University, Worldwide

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NSF Grantees Poster Session

from Northcentral University (2012), as well as a Master’s of Aeronautical Science (2005) and B.S. in Aerospace Studies (2000) from ERAU. He has more than 10 years of experience in defense contracting, supporting several federal-level customers, including the U.S. Postal Service for automated sortation tech- nologies and the U.S. Air Force, Army, and Navy on a wide variety of simulation and training programs. As a tenured faculty member at ERAU, Dr. Terwilliger has authored more than 25 peer-reviewed pub- lications, presented research findings at international venues, and provided unmanned systems expertise across a variety of televised, print, and digital media. He currently serves as a board member of the Asso

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Manuel A. Jimenez, University of Puerto Rico Mayaguez; Luisa Guillemard, University of Puerto Rico, Mayaguez ; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez ; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez ; Nayda G. Santiago P.E., University of Puerto Rico, Mayaguez ; Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez ; Pedro O. Quintero; Anidza Valentin, University of Puerto Rico, Mayaguez ; Nelson Cardona-Martinez, University of Puerto Rico, Mayaguez ; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayagüez

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Diversity, NSF Grantees Poster Session

tools and services, includingmentorship, professional readiness training, research opportunities, scholarships, and peer-mentor activities. These efforts have led to impressive outcomes, including a significant increasein retention and persistence rates, increased graduation rates having quad-fold those observed inthe general student population, and an impressive record of engagements in industry, research,and leadership experiences. This paper discusses the program structure and outcomes from fiveperspectives that include background experiences, the structure of provided services, the resultsof their execution, the elements of knowledge derived from its application, and the challengesexperienced throughout its implementation.I

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Tech; Philip J. Parker, P.E., University of Wisconsin, Platteville

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NSF Grantees Poster Session

approach.We have hired a digital marketing agency that specializes in website design and social media,and content marketing to begin work on some of these recommendations.Team Science TrainingAs interdisciplinary science continues to expand, scientists are increasingly working in largerand more diverse teams [3]. This particular team participated in the Teaming Readiness Survey,which evaluates a team's performance across key competencies. The survey feedback indicatedthat the team values the diversity of knowledge and experience among its members, with allmembers reporting that they learn from each other. Additionally, team members expressedfeeling respected by their peers and energized by their conversations and teamwork, as well as bythe project's

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Donald W. Mueller Jr. P.E., Purdue University, Fort Wayne; Josue Njock Libii, Purdue University, Fort Wayne; Donna Dea Holland, Purdue University, Fort Wayne; Omonowo David Momoh, Purdue University, Fort Wayne; Peter A Ng, Purdue University, Fort Wayne; Reynaldo Pablo; Suleiman A. Ashur, Purdue University, Fort Wayne

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NSF Grantees Poster Session

senior-levelstudents [1,6]. Students were recruited as rising juniors in three cohorts consisting of eight, eight,and ten students from 2017-2019. These students comprised the core of a Student LearningCommunity (SLC). The SLC met to every two-weeks with activities designed to promotesuccessful academic habits and professional development as well as foster a sense-of-belongingand provide opportunity for both peer and faculty mentorship. Learning communities, especiallyfor first-year students, have proven to be effective at improving retention [7,8].A Faculty Learning Community (FLC) was also formed, and the group participated in acomprehensive program designed to increase interactions between faculty and students, supportstudent retention

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2023 ASEE Annual Conference & Exposition

Authors

Katerina Goseva-Popstojanova, West Virginia University; Erin Carll, University of Washington; Robin A.M. Hensel, West Virginia University

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Diversity, NSF Grantees Poster Session

to increase the annual enrollment of students in the B.S. and Area of Emphasis inCybersecurity at West Virginia University. Specifically, the enrollment has more than doubled inonly two years (from 2020 to 2022). Furthermore, the ACCESS scholarship recipients havegreater diversity than their peers enrolled in the cybersecurity field at West Virginia University.Over the last three years, the ACCESS program provided numerous co-curricular activities andstudent support services and has strengthen its partnerships with employers from the public andprivate sectors. Students’ feedback, which was provided via anonymous surveys and focusgroups discussions conducted by an external evaluation team, was overwhelmingly positive andhighlighted numerous

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, New Jersey Institute of Technology; Pramod Abichandani, New Jersey Institute of Technology; Heydi L. Dominguez, New Jersey Institute of Technology; Craig Iaboni; Kevin Alexander Nino

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NSF Grantees Poster Session

Relevance, where students recognized how their project experience wouldprepare them for college and be useful to their college experience; Content Relevance, wherestudents found the content of their projects aligned with and useful to their personal interests,although some students struggled with the connection between the programming tasks andreal- world applications; and Context Relevance, where students identified connectionsbetween the project content and personal or real-world scenarios, finding the contentpersonally relevant to their day-to- day life. 3ConfidenceThe study found that teacher and peer support can impact students’ confidence

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Nivedita Kumar, Florida International University; Mark Allen Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Jacqueline Faith Sullivan, University of Central Florida; Maimuna Begum Kali, Florida International University; Bailey Bond-Trittipo, Florida International University

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NSF Grantees Poster Session

requirement of full-time status (12+ credits in fall/spring) became problematic for students whoneeded fewer than 12 credits in their last semester to graduate. Other students had scheduling challenges(e.g., 15 credits in one semester but 11 in the other), that threatened their eligibility. In Flit-GAP, after thefirst semester, the requirement for full-time status is interpreted to allow for these cases in which studentsare making progress toward graduation but cannot register for 12 credits in a particular semester .Common Program ActivitiesFlit-GAP provides positive, peer group cohorts for junior, senior, and eventually graduate-level students.Student development and support activities combine social and educational events to help these

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Oludare Adegbola Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Hannah Abedoh, Morgan State University; Mehdi Shokouhian, Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks ; Krishna Bista; Uttam Gaulee; Md Mahmudur Rahman, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University

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Diversity, NSF Grantees Poster Session

been actively involved in basic educational and instructional re- search by infusing several interactive and active learning techniques in classroom to teach introductory programming courses with a goal to improve the retention rate in the CS department. Dr. Rahman has published a book, two book chapters and around seventy articles in peer-reviewed journals and confer- ence proceedings, such as IEEE Transaction on Information Technology in Biomedicine, Computerized Medical Imaging and Graphics, etc. and presented his works in numerous conferences and workshops, such as ICPR, CBMS, CLEF, CIVR, HISB, SPIE, BIBE, IEEE FIE, etc. His current research is focusing on Crowdsourcing and Deep learning techniques and their

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

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Diversity, NSF Grantees Poster Session

study the effectiveness of online lab experiences with the goal of improvingstudent success and self-efficacy. Online lab sessions must offer active learning experiences,which may include ample opportunities for students to interact with their peers and instructors,and tackle real problems by experiencing trials and errors. This research on the online labs cangreatly contribute to enhancing EE engineering student learning. Further, it will address thecritical component of EE engineering - experiential learning - with a lot of hands-on lab learningexperiences that can lead to a deeper understanding of engineering concepts. Well-designedonline labs can help students maintain enthusiasm for engineering fresh and can also increase theretention rate

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NSF Grantees Poster Session

Collection

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

incoming first-year engineering students participating in a Summer Bridge Program (SBP)[11]. During the workshop, we presented students with scenarios (i.e. Your first round of tests didnot go well and your usual studying habits are not working) to respond to through individualwritten response, small group written response and discussion, and a facilitated large groupdiscussion. The scenarios spanned six domains: academic performance, faculty and staffinteractions, extracurricular involvement, peer-group interactions, professional development, andspecial circumstances. We prompted the students to write down how they thought they wouldrespond to the four scenarios they were given. For example, one student’s individual writtenresponse to the

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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

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Diversity, NSF Grantees Poster Session

instructors’ department heads and peerreview committees summarizing their innovations to ensure their efforts were recognized; andwe tried to offer co-design of instructional innovations with peer mentorship to offset thelimitations with instructors’ limited time.In Spring 2023, we worked with two instructors from our initial cohort who were interested inimplementing ABP into their current courses. In the poster that will accompany this paper, wewill summarize additional data which will be collected throughout the Spring 2023 semester,including feedback from instructor check-ins.Future work and conclusionsGiven this paper was written during the first year of a three-year project, we have focused ondescribing our piloting efforts and preliminary

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Lisa Ospitale, Stony Brook University

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Diversity, NSF Grantees Poster Session

, the inclusion of these skill refinementprograms is especially important. Other programs have also reported on the effectiveness ofprofessional development activities on the enhancement of the REU experience for students fromdiverse backgrounds.(3,4) The Center for Inclusive Education oversees the REU summerprogramming activities by using a multidisciplinary approach while collaborating with otherareas of campus. REU students participate in both a 9-week Research Methods Seminar and aGraduate Prep Class that focuses on writing a personal statement for graduate schoolapplications. These workshops were taught by Stony Brook Graduate students. This led to thedevelopment of near-peer relationships over the course of the summer.Each week students

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NSF Grantees Poster Session

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2023 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois, Urbana Champaign; Elizabeth Ann McNeela, University of Illinois, Urbana Champaign; Thomas Tran, University of Illinois, Urbana-Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

both the pre- and post- survey. The last two questionsof the survey asked gender identity and age. Gender identity options included (a) man, (b) woman, (c)non-binary, (d) prefer not to answer, and a write in option. Students participating identified as 50% menand 50% women. Average age of the student respondents was 16.8 ± 1.5 years.Definitions of a soft robot In the free response section of the survey, participants were asked “What is asoft robot?”. Overall, students had reasonable ideas about what soft robots were and their uniquefeatures compared to traditional robots. Table 1 shows a summary of pre- and post- survey responses forthis question. While in the post survey, no one answered “I don’t know”, it is important to note that 4