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Displaying results 61 - 90 of 183 in total
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Amy B Chan Hilton, University of Southern Indiana
Tagged Topics
Diversity, NSF Grantees Poster Session
Faculty Communities Exploring Data and Sharing Their StoriesMotivation and Project OverviewThis NSF Improving Undergraduate STEM Education (IUSE: EHR) Institutional andCommunity Transformation (ICT) capacity-building project is designed to support faculty tocollaboratively explore questions on student learning and success in introductory and gatewayundergraduate STEM courses, such as early engineering courses as well as prerequisite math andscience courses. The project is motivating faculty to consider evidence-based teaching strategiesby including them as co-designers of learning analytics tools and storytellers inspired by the dataand their reflections. Learning analytics uses data about learners and learning to draw
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Li Liu, California State University, Northridge; Andy Lin; Taeyou Jung, California State University, Northridge; Mauro Carassai, California State University, Northridge
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NSF Grantees Poster Session
thepersistence of students enrolled in a minority-serving institute in STEM majors and themotivation to pursue a STEM career, particularly in careers at the human-technology frontier.References[1] World Health Organization and United Nations Children’s Fund. Global report on assistive technology. World Health Organization, 2022.[2] A. Manduca, E. Iverson, M. Luxenberg, R. Macdonald, D. McConnell, D. Mogk, and B. Tewksbury. Improving undergraduate stem education: The efficacy of discipline-based professional development. Science Advances, 3(2):e1600193, 2017.[3] K. Shinohara, N. Jacobo, W. Pratt, and J. Wobbrock. Design for social accessibility method cards: Engaging users and reflecting on social scenarios for accessible design
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Anna Marti-Subirana, Phoenix College; Frank S Marfai, Phoenix College; Elena Ortiz Zuazaga; Robin Cotter, Phoenix College
Tagged Topics
NSF Grantees Poster Session
durability of the optimal treatment at different temperatures. Applying thetreatment at different temperatures will assess the durability of it in natural environmentaltemperature conditions (extreme temperatures and day/night temperature changes).The impact that this project may have on whether or not students consider previous majorchoices and decide instead to pursue an engineering major has not yet been assessed.AcknowledgementsThanks are given to our students, colleagues, partners, and institution for their supportand for making this educational intervention possible. This work is supported by NSFgrant HRD-1832547 (STEM-CURE Program). Any conclusions or recommendationsstated in this paper are those of the authors and do not necessarily reflect
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Lizzie Santiago, West Virginia University; Daniel Augusto Kestering, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; D. Jake Follmer, West Virginia University
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NSF Grantees Poster Session
engineering at the level of college algebra.Enrollment in the Introduction to Engineering Reasoning course occurred during the new studentorientation events that were scheduled during the summer months prior to the beginning of thefirst school semester. 3Metacognitive Intervention The metacognitive intervention was based on three major components: a conceptualintroduction to important concepts related to self-regulated learning, prompting of metacognitivemonitoring during problem-solving, and reflection-on-learning activities. The design andimplementation of the intervention work was based on Zimmerman’s self-regulated learningmodel and
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Lisa Bosman, Purdue University; Jason Ostanek, Purdue University, West Lafayette; Walter D. Leon-Salas, Purdue University, West Lafayette; Jose M Garcia, Purdue University; Aishani Sakalabhaktula, Purdue University, West Lafayette
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NSF Grantees Poster Session
. Sunghwan Lee1, and Dr. Daniel Leon-Salas1 1 Purdue University (West Lafayette, IN, USA) * Corresponding Author (lbosman@purdue.edu)1. IntroductionThe NSF REU Site program context was entrepreneurial development and applied energy researchwhere participants were introduced to a graduate school like experience by simultaneously gainingentrepreneurial training via customer discovery interviews, market analysis, and patent research,and at the same time conducting lab research within the energy field.Data collection methods included weekly photovoice reflections, retrospective surveys, and focusgroups. The focus of data collection was to assess student
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Yanxia Jia, Arcadia University; Tiantian Wang, The University of Texas at San Antonio; Chaomei Chen, Drexel University; Yu-Fang Jin, The University of Texas at San Antonio
Tagged Topics
NSF Grantees Poster Session
Mathematics(STEM) fields, and developing a diverse, skilled workforce for STEM careers.Annually, the National Science Foundation (NSF) awards approximately 170-190REU grants. The funding for REU sites often reflects current trends in research.Our study aims to examine REU sites’ contributions in terms of scholarlypublications and student training over the past six years. Additionally, we explorethe research themes of these REU sites and compare them with those in the Webof Science (WoS) database.The NSF award database provides details about 3,500 REU awards, includingproject titles, abstracts, funding periods, and NSF directories. All REU awardinformation is reformatted into the WoS citation format for thorough analysisusing a literature analysis
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Julie M. Smith, CSEdResearch.org; Monica McGill, Institute for Advanced Engineering; Jacob Koressel; Bryan Twarek
Tagged Topics
Diversity, NSF Grantees Poster Session
about the students who were interviewed; note thatthe gender and race/ethnicity were free response questions in the application form, so thecategories chosen reflect participants’ self-designation. Participant Gender Race/Ethnicity 1 Female Hispanic 2 Female White 3 Male Hispanic 4 Male Asian 5 Female White 6 (Transgender) Female Caucasian 7 Male White
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tracie Ferreira, University of Massachusetts Dartmouth; Shakhnoza Kayumova, University of Massachusetts Dartmouth
Tagged Topics
Diversity, NSF Grantees Poster Session
-efficacy and engineeringidentity, thereby facilitating the transition of LIAT undergraduates to graduate-level programs;and (3) it aspires to cultivate leaders proficient in technology, entrepreneurship, and innovation,who will contribute to and fortify the economy of the South Coast of New England—a regionnoted for its diversity and post-industrial economic challenges marked by significant poverty.ResultsIn its inaugural year, the AccEL program generated a large applicant pool, with 46% of eligiblestudents applying, the cohort included 8 eligible female students and a substantial number fromunderrepresented racial/ethnic backgrounds. Eight M.S. students were successfully recruited intothe first cohort of AccEL S-STEM scholars, reflecting
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Krishna Pakala, Boise State University; Eric Jankowski, Boise State University; Sara Hagenah; Anne Hamby, Boise State University; Brooke Ward, Boise State University
Tagged Topics
NSF Grantees Poster Session
highlighted the increased sense of communitythey felt with their peers. Interviews highlighted how students reconsidered their professionalidentity within the major when they spoke about their feelings relating to imposter syndrome andhailed this as a unique opportunity in their engineering education to reflect on their engineeringidentity and purpose in the field. Students indicated it influenced their sense of belonging asthey talked about how participation in this workshop and story performance challengedstereotypes and broadened their perspective of what it means to be an engineer and whichtypes of people get to become engineers. Students experienced a boost in confidence in boththeir writing and public speaking abilities and a result of sharing
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Joseph Roy Teahen, Michigan Technological University; Daniel Masker, Michigan Technological University; Leo C. Ureel II, Michigan Technological University; Laura E Brown, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University
Tagged Topics
NSF Grantees Poster Session
antipatterns, once specified, have zerofalse positives or negatives across languages. Total coverage will be evaluated per languageby the reduction of language-specific regex use.AcknowledgementsThis work was funded by the National Science Foundation award #2142309. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the NSF.References[1] L. C. Ureel II and C. Wallace, “WebTA: Automated iterative critique of student programming assignments,” in 2015 IEEE Frontiers in Education Conference (FIE), pp. 1–9, IEEE, 2015.[2] L. C. Ureel and C. R. Wallace, “WebTA: Online Code Critique and Assignment Feedback,” in Proceedings of the 49th ACM Technical
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University
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NSF Grantees Poster Session
century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.Mr. Talha Naqash, Utah State University Mr.Talha Naqash is currently pursuing his doctoral studies in Engineering Education at Utah State University. With a profound educational background spanning multiple disciplines, he holds an MS in Telecommunication and networking. His extensive research contributions are reflected in numerous publications and presentations at prestigious IEEE & ASEE conferences, Wiley’s, and Springer Journals. His research primarily revolves around understanding Cognitive Engagement Analysis, Assessing Methods in Engineering Education, and
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Nadia N. Kellam, Arizona State University; Susannah C. Davis, University of New Mexico; Kristen Ferris, University of New Mexico ; Madeleine Jennings, Arizona State University; Katharine Getz, Pennsylvania State University; Earl E. Lee, Arizona State University; Vanessa Svihla, University of Texas at Austin
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NSF Grantees Poster Session
, we acknowledge that as a team primarilycomprising white women and nonbinary people, we come from a place of privilege in society.We continuously work to critically reflect on our intersectional identities and leverage ourprivilege to work towards greater justice, as well as create an inclusive community. In telling thestory of our design, we share ways we have embodied this value.In this design case, we first describe the context in which we designed the GATHER CoT,including some early ideas that shaped our focal narrative, which illustrates key decisions wemade in the process of designing an arts-based kickoff event that we hoped would begin formingtrust and community, the bedrock of GATHER. While we made many design decisions, in thiscase
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Isil Anakok, Virginia Polytechnic Institute and State University; Justin L Hess, Purdue University, West Lafayette; Sowmya Panuganti, Purdue Engineering Education; Brent K Jesiek, Purdue University, West Lafayette; Andrew Katz, Virginia Polytechnic Institute and State University
Tagged Topics
Diversity, NSF Grantees Poster Session
improve the sense of belonging and mitigate tokenism,” Clin. Imaging, p. 109987, 2023.[7] I. Anakok, J. Hess, S. Panuganti, and A. Katz, “WIP: Exploring Faculty Members’ Conceptualizations of Diversity, Equity, and Inclusion in Engineering Education,” in 2023 IEEE Frontiers in Education Conference (FIE), IEEE, 2023, pp. 1–5.[8] M. S. Tooley and E. E. Umphress, “Work in progress - the ethics of diversity: Addressing diversity issues in undergraduate engineering ethics education,” in 2009 39th IEEE Frontiers in Education Conference, Oct. 2009, pp. 1–3. doi: 10.1109/FIE.2009.5350838.[9] A. R. Bielefeldt, M. Polmear, C. Swan, D. Knight, and N. E. Canney, “Variations in Reflections as a Method for Teaching and Assessment of
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee at Knoxville
Tagged Topics
NSF Grantees Poster Session
end of the time for that topic to be discussed. For example, Dr. Peters and Dr.Johnson on Team Y close the current discussion (a venue) by acknowledging that time is up andproposing a plan to revisit it next meeting: Dr. Johnson says, “I know we only have 7 more minutes. Should we kind of reflect more on these, make a decision next week, probably?” Dr. Peters adds, “exactly what I was going to say, let's make it we'll make it as we will make a decision next week, and then in the seven minutes remaining, I will slide over the Teams [Microsoft software].”Uptaking Critiques and IdeasUptake are the actions, responses, and questions to critiques/concerns, comments, questions, andideas that are brought up by team
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin
Tagged Topics
Diversity, NSF Grantees Poster Session
0.29 I feel a sense of BELONGING to the department 5.44 6.73 0.08* * statistically significant at p≤ 0.1 level ** statistically significant at the p≤ 0.05 levelThese findings indicate that the social engagement events impacted student sense of belonging inthe makerspace and engineering department. Student data revealed that students felt like amember and part of the engineering makerspace after participation in these events and an explicitsense of belonging in the department.Table 2: Student Demographics and Belonging Change summarizes the major and demographicinformation of the students who completed both pre and post surveys. Authors calculated a“belonging change” score which reflects the difference
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sylvia L. Mendez, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Billyde Brown; Ray Phillips, American Society for Engineering Education; Jennifer Tygret; Taelor Malcolm, Georgia Institute of Technology
Tagged Topics
Diversity, NSF Grantees Poster Session
IMPACTSmentoring program. Reflexivity is integral in qualitative research because it forces theconsideration and exposure of researcher bias through analytical reflection and dialogue (Watt,2007). The team agreed that expanding the mentoring model was valuable, although theyexpressed concern about the effect on peer relationships among the mentees when white womenwere included. Per the guidance of Lincoln and Guba (1985), the positionality of the researchteam must be clarified, as it directly influences the administration of the study, as well as theprincipal findings and interpretations. The team includes a demographically diverse group ofmen and women who hold professor, administrator, and graduate student roles in various highereducation institutions
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Katherine R. McCance, The University of Texas at San Antonio; Vanessa Ann Sansone, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Arturo Montoya, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio
Tagged Topics
Diversity, NSF Grantees Poster Session
is underway, with plans to expand to the College of Sciences.Outcomes will be measured using interviews, surveys, reflective writings, and peer teachingobservations. Educational Research This poster will highlight an IRB-approved qualitative study that is being conducted aspart of the grant project. The research is guided by the HSI servingness framework [7]. Theoverall purpose of the research is to understand the ways in which the university is serving itsSTEM students, using a mirror approach [13] to study and self-reflect on the institution, herebyfocusing on the organization as the main unit of analysis. Findings from this research willdirectly inform plans and actions to revise policies and
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Rifatul Himel, Utah State University; Zain ul Abideen, Utah State University
Tagged Topics
NSF Grantees Poster Session
was mentored by experienced researchers at a mid-sized public universitylocated in the western United States. There were 24 students (16 females, and 8 males) from20 institutions across 15 different states, who participated in the program working on 13research projects.One of the questions found within the entry and exit surveys asked each participant to describetheir perception of EED research. Two researchers were involved in the data analysis to findthemes that identify the participants’ understanding of engineering education research. About88% of the participants claimed that their views on EED research have changed afterparticipating in the program. Five themes were identified reflecting perceptions about EEDresearch before and after REU
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Scott Streiner, University of Pittsburgh; Daniel D. Burkey, University of Connecticut; Kevin D. Dahm, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology; Tori Wagner, University of Connecticut
Tagged Topics
NSF Grantees Poster Session
- throughmultimedia simulation, role-playing games, case-based learning, and review of other, fictionalizedcases - can give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss theramifications of various decisions in authentic contexts. Ultimately the goal is to better prepareyoung engineers to tackle current and future challenges that have tended to be underemphasizedin traditional engineering curricula.The overall research question for this project is “In what ways can experiential, game-basedapproaches to engineering ethics improve students' ethical reasoning skills?” The authors havedeveloped a suite of game-based ethical interventions
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Denise M. Driscoll, Purdue University, West Lafayette; Thomas Harris, National Society of Black Engineers; Maeve Drummond Oakes, Purdue University
Tagged Topics
Diversity, NSF Grantees Poster Session
NSBE SEEK mentors–and capture the synergies acrossboth parts of the REM program.Overall, the REM program has helped to increase the number of Blacks and otherunderrepresented groups in engineering. Reflecting the applicant pool, CISTAR has been able toattract a diverse cohort of engineering students (~75% are Black; ~50% are female) who arecurious about research, but also want to spend part of their summer “giving back” by mentoringkids. Similarly, the partnership has helped NSBE SEEK offer their SEEK mentors, who arepassionate about mentoring kids, an option to spend part of their summer learning research skillsthat will help them grow professionally. Most importantly, the REM program is a win forparticipating students who want to have two
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Juan Salinas, The University of Texas Rio Grande Valley; Griselda Salinas; Elizabeth Salinas, The University of Texas Rio Grande Valley; Yocelin Chavez; Virginia Santana; Sherlyn De Alva; Sheila Cardenas Vazquez
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NSF Grantees Poster Session
and excellence ineducation. Garcia, Nuñez, and Sansone’s (2019) also recommended ethnographic research tounderstand structures of servingness. The researchers utilized metrics on the sense of belongingand community engagement advanced by Mitchneck (2022) in the operationalization of Garcia,Nuñez, and Sansone’s (2019) multidimensional conceptual framework of servingness. Throughcritical reflection and reflexivity, the researchers used these metrics to assess the impact of theinternal processes and methods of the family-centered theory of change and the navigation ofinstitutional, pragmatic mechanisms that led to equitable outcomes among participants.IntroductionIn this study, we (authors/practitioners) engaged in deep critical reflection
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
John Ray Morelock, University of Georgia; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Chaturved Janaki, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia
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Diversity, NSF Grantees Poster Session
six kinds of validation that must be considered in boththe making and handling of qualitative data. Table 1 defines these dimensions in greater detail. Table 1: An overview of the Q3 framework for qualitative research quality Form of Key Concern in Making Data Key Concerns in Handling Data Validation Theoretical Does the research process Do researchers’ interpretations fully Validation wholly capture everything the reflect the coherence and complexity researchers want to learn about of the social reality under the social reality under investigation? investigation? Procedural Do the research procedures
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Huihui Qi, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Curt Schurgers, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Maziar Ghazinejad, University of California, San Diego; Minju Kim, University of California, San Diego; Zongnan Wang, University of California, San Diego; Nathan Delson, eGrove Education
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NSF Grantees Poster Session
, students were asked to reflect on whether the oral examschanged their learning strategies. Overall, results show a quite even distribution of students’agreement level on how they find interactions during the oral assessment(s) changed theirlearning strategies. 29.4% of students agreed/strongly agreed on the prompt, while 38.1% ofstudents didn’t have a preference, and 32.4% of the students disagreed/strongly disagreed.Results showed that more URM students, FG students, and students with lower GPAs (C andbelow C) reported oral exams caused a more significant change in their learning strategycompared to the non-URM students, non-FG students, and higher and middle GPA (A and B)students. Thirty-eight percent of URM students agreed or strongly agreed
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Dominic J Dal Bello, Allan Hancock College; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Eva Schiorring, STEMEVAL; Sean Marc Gottlieb, Allan Hancock College; Sarah Hulick, Cabrillo College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Marcella Klein Williams, Oxnard College; Justin William Miller, Oxnard College; Franco Javier Mancini, Santa Barbara City College; Joe Selzler, Ventura College
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Diversity, NSF Grantees Poster Session
analyzing alliance Embedded Tutor data.In addition, the authors are indebted to Dr. Jane Lehr, Director, Office of Student Research,Director, CSU-LSAMP at Cal Poly, and Professor, Ethnic Studies and Women’s, Gender &Queer Studies, California Polytechnic University San Luis Obispo.The project team also appreciates the assistance of Briante Meeks, Grants AdministrativeAssistant, Allan Hancock College, for general support of the project.This material is based upon work supported by the National Science Foundation under AwardNo. 2110112. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.7. References[1] Foundation
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jennifer Hasler, Georgia Institute of Technology
Tagged Topics
NSF Grantees Poster Session
required lecture nuggets. The hands-on part of the course is seen as the primaryfunction of the class, which is in contrast to cases where laboratory exercises are seen as a sideeffort of the class or something required for accreditation. Students are motivated by theavailability of time to work through technical issues as a community with their design systemphysically present.These project-based assignments tend to focus on higher-level learning, particularly synthesis /creation and reflection of the measured results. Each project is written in IEEE format with a hardpage limit (e.g. 4 or 9 pages) depending on the exercise particularly to require students tofine-tune their submission and encourage reflection on the hands-on experience
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Rebecca Thomas, Bucknell University; Michael S Thompson, Bucknell University
Tagged Topics
NSF Grantees Poster Session
Figure 3). We haveadapted the language used in the literature, replacing the term ‘capability’ with ‘opportunity’ and‘functioning’ with ‘achievement’ since this makes the framework more approachable forengineering educators. The list below comprises our working definitions: • Opportunities (capabilities) are a person's real freedoms or affordance to achieve a life they desire, including their capacities—both innate and learned—and the beings and doings that contribute to their identity. • Outcomes are included since they represent the current paradigm. They are educational milestones that reflect goals of the program and processes students go through in engineering education. • Achievements (functionings
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Valentina Kuskova, University of Notre Dame; Nitesh Chawla; Sugana Chawla, University of Notre Dame; Danielle Wood, University of Notre Dame; Ann-Marie Conrado, University of Notre Dame
Tagged Topics
Diversity, NSF Grantees Poster Session
summers (2022, 2023) of dataenabled researchers to examine the impacts of the C-EEEM on smaller subgroups by aggregatingthe two cohorts, thereby increasing statistical power.In the first year of the C-EEEM replication (2022), researchers began with data collectionprotocols and instruments developed in the original pilot at the University of Notre Dame, whichwere then modified slightly [1, 4, 5, 18-21]. Instruments included weekly check-in surveys forteam feedback, prompts to encourage reflection on the experiences, and the main post-internshipsurvey instrument. The original instruments reflected researchers’ consistent interest of theimpact of the C-EEEM on STEM-learning experiences for students generally andunderrepresented groups in particular
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Kerry Meyers, University of Notre Dame
Tagged Topics
Diversity, NSF Grantees Poster Session
replication (2022), researchers began with data collectionprotocols and instruments developed in the original pilot at the University of Notre Dame, whichwere then modified slightly [1, 4, 5, 18-21]. Instruments included weekly check-in surveys forteam feedback, prompts to encourage reflection on the experiences, and the main post-internshipsurvey instrument. The original instruments reflected researchers’ consistent interest of theimpact of the C-EEEM on STEM-learning experiences for students generally andunderrepresented groups in particular; these integrated considerations informed by research onhigh impact practices for STEM motivation and retention, as well as those for facilitatinginnovation ecosystems and place attachment [3-12, 22, 23
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Todd Jeffrey Freeborn, The University of Alabama; Sarah T Dunlap, The University of Alabama; Debra Moehle McCallum
Tagged Topics
NSF Grantees Poster Session
a reflection to a guided "3-2-1" prompt. After the tour of Brno, this prompt was: o What were the 3 most interesting pieces of Czech culture or history you learned from these sites? o What are 2 questions you have after these tours you would like to learn more about? o Share 1 picture of an artifact or piece of art that you found most compelling and give a brief paragraph of its history (or the artist’s biography). A similar prompt was provided after travel to Prague (and all other trips for the remainder of the summer). These reflections aimed to increase the active engagement of the students in the sites and history in which they were being
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kaitlin Mallouk, Rowan University; Juan M Cruz, Rowan University; Stephanie Farrell, Rowan University; Abagael Anne Riley, Rowan University
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Diversity, NSF Grantees Poster Session
number PRO-2022-237.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.2221511. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] Nielsen, N., & National Research Council (U.S.). Planning Committee on Evidence onSelected Innovations in Undergraduate STEM Education. (2011). Promising practices inundergraduate science, technology, engineering, and mathematics education: Summary of twoworkshops. National Academies Press.[2] National Research Council. (2011). Expanding Underrepresented Minority Participation:America’s Science and Technology