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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Corin L. Bowen, California State University, Los Angeles; Elizabeth Ann Strehl, University of Michigan; Sabrina Olson, University of Michigan; Ricardo Elias, California State University, Los Angeles

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NSF Grantees Poster Session

curricula at many universities is any acknowledgementof macroethics, the ways in which engineering impacts society positively and negatively [1]. Forexample, aviation makes the world a smaller place, but aircraft emissions also contribute toclimate change [2], [3]. Satellite internet megaconstallations provide internet access to placesthat were previously unconnected, but also contribute to light pollution that negatively impactsastronomy [4]–[6]. And, many career pathways in the aerospace industry relate to military andweapons technology design, development, operations or maintenance, resulting in significantmacroethical dilemmas regarding the interconnections between engineering and violence [7], [8].Without putting aerospace engineering in its

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

instructional resources) for theintroduction to circuits course.In year 1, we developed and refined modules on (1) conflict minerals and (2) the circulareconomy and electric vehicle (EV) batteries. We piloted both modules in one of the principalinvestigator’s (PI’s) classes at the University of San Diego (USD) a small private institution withabout 20 students and one module at the other PI’s large public institution (University ofMichigan) with over 150 students. We developed a survey which we administer at the beginningand end of the semester to assess students’ attitudes toward social responsibility and engineering.We will use student feedback to refine the modules and explore the experiences of theengineering instructors and students who engage with

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Julie Aldridge, The Ohio State University; Nicole Else-Quest, University of North Carolina at Chapel Hill; So Yoon Yoon, University of Cincinnati; Joe Roy, American Society for Engineering Education

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Diversity, NSF Grantees Poster Session

,including gender, race/ethnicity, and sexual orientation [1], considered within the context ofengineering doctoral education. Drawing on organizational climate research and intersectionalitytheory, the project aims to use a student-centered approach to shed light on the specificorganizational climate present in doctoral engineering department by engaging with studentsfrom diverse groups. We aim to answer three research questions: 1. What focused climates arepresent in doctoral engineering departments? 2. How do climate perceptions differ byintersecting social categories? 3. How do climate perceptions relate to organizationalcommitment to degree completion? For this project, we intend to reintroduce organizational climate science into

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan Solnosky P.E., Pennsylvania State University; Roy B. Clariana, Pennsylvania State University

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NSF Grantees Poster Session

(40% vs. 39%) and especially like peers in the other group (72%). These findings show thatwriting-to-learn with GIKS with immediate network feedback improves conceptual knowledgeas expected but at the cost of detail.Keywords: Writing to learn, conceptual knowledge, group networks, architectural engineering,quantify written work.Introduction Conceptual understanding of core engineering fundamentals enables engineers to predicthow a system will behave, to determine appropriate solutions for problems, to choose relevantprocesses for design, and to explain how the world around them works [1]. While conceptualunderstanding is key, newly entering college students and even recent graduates commonlymisperceive significant engineering concepts

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zachary Del Rosario, Franklin W. Olin College of Engineering; Jin Ryu; Erika Saur

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NSF Grantees Poster Session

engineering education. Weconducted a scoping review of engineering textbooks from five large engineering programs,considering 64 unique books [1]. For instance, we found that only 11% of engineering textbooksmentioned “variability,” and that the textbooks mentioned the term “force” ~2.5x as frequently as“uncertainty.” These results help quantify the degree to which variability is under-emphasized inengineering education.Our work has also fashioned conceptual tools to help understand professional engineeringpractice. We conducted a qualitative study of practicing engineers’ data analysis approaches. Theresulting NAT Taxonomy categorizes choices as either neglected (if they neglect variability),acknowledged (if they acknowledge the existence of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kathleen Ann Dinota, Stony Brook University; Monica Bugallo, Stony Brook University

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NSF Grantees Poster Session

a lack of knowledge of engineering practices and thedistinction between engineering and scientific inquiry [1]. In addition to the natural science(physical science, earth and space science and life science standards), the NGSS includesstandards specific to engineering, technology and applications of science which must be taught,and which can be used to create assessments [2].As of June of 2023, 48 states have adopted NGSS or NGSS-based science standards [3]. AsNGSS has been adopted and implemented across the US, K-12 teachers are tasked with findingways to incorporate engineering practices in their science lessons, despite having little formaltraining as part of the teacher certification process. This has led to an increased need

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

, 2024AbstractThere is substantial opportunity for engineering graduates to enter the workforce to engage in afulfilling career and achieve social mobility. Still, there is a lack of adequate support forlow-income, academically talented students. The purpose of this poster is to describe theinterventions designed to support S-STEM scholarship students at Rowan University in the firstyear of our S-STEM project. Our S-STEM project objectives are threefold: 1) Providescholarships to encourage talented students with low incomes and demonstrated financial need toinitiate and graduate from engineering majors in the College of Engineering at Rowan Universityand subsequently enter the engineering workforce or a graduate program; 2) Develop a supportsystem that

Conference Session

NSF Grantees Poster Session

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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

isincluded at the end of the paper. I. IntroductionTo be effective problem-solvers, students must understand the relationship between taskcharacteristics and associated processing demands such as monitoring and evaluation(M/E) throughout the problem-solving activities. The individual’s knowledge about theproblem-solving task is known as metacognitive knowledge about the task (MKT) [1]. TheMKT that students develop helps them interpret tasks, and to bridge the gap between mentalrepresentations of the problem and effective solution strategies. According to the generativelearning theory, the effective comprehension of a complex subject requires learners toactively engage in the process. Learners are urged to selectively focus on

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Tayloria Adams, University of California, Irvine

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NSF Grantees Poster Session

Faculty Professional DevelopmentAbstractThe research associated with this project is made possible by a National Science Foundationgrant. Minoritized students (MS) (defined in this work as African American and Latinx) oftenexperience increased instances of exclusionary academic environments compared to theirnon-minoritized counterparts [1]. As a result, MS are more likely than their peers to attrit fromtheir STEM majors. Faculty play a significant role in the development of either a positive ornegative academic culture. For this reason, there is a need to bring meaningful facultyengagement into the classroom to address the challenge of STEM degree completion disparitiesbetween MS and non-MS students. To directly address STEM faculty’s perception

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Stephen Secules, Florida International University; Gabriel Van Dyke, Utah State University; Maimuna Begum Kali, Florida International University; Vanessa Tran, Utah State University

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NSF Grantees Poster Session

journeys, eventual careers, and professional engineeringidentities [1], [2]. Unfortunately, many faculty members lack the necessary resources andtraining to enhance their knowledge, empathy, and understanding of the diverse experiences andidentities that students bring to the engineering classroom [1], [3], [4], [5]. Gaining theseunderstandings can be especially challenging for faculty who teach courses consisting of studentswith minoritized identities that are non-apparent or hidden. In such cases, these identities cannotbe easily observed through daily faculty-student classroom interactions and often go unnoticedunless they are explicitly disclosed.The absence of these resources has limited progress in fostering a more inclusive

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Jennifer A Turns, University of Washington; Gregory Mason P.E., zyBooks, A Wiley Brand; Teodora Rutar Shuman, Seattle University

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Diversity, NSF Grantees Poster Session

connection toindustry and through changes in the four essential areas of a shared department vision, faculty,curriculum, and supportive policies.During the last year of this project, we conducted an audit of our activities taken during the six-year project to identify which were most impactful for the culture building in the department andwere relatively easy to implement and adopt by other departments. We shared our audit processand results at the 2023 ASEE conference [1]. This audit process helped us identify ten significantendeavors, each of which included multiple activities. These ten endeavors include creating amission statement to drive culture change, fostering the new culture in retreats, improvingdiversity, equity and inclusion (DEI) in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Larkin Martini, Virginia Polytechnic Institute and State University; Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Karin Jensen, University of Michigan; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

. The mixed methods design uses a surveyfollowed by exploratory interviews. Additional narrative interviews will be conducted to gatherrich data on student experiences with psychological safety and how they evolve over time.BackgroundFaculty advisors play a pivotal role in shaping doctoral students' identities as researchers,including their research skills and overall perspective on the research process [1], [2]. Despitetheir critical role, faculty often lack training in providing essential psychosocial support to thedoctoral students they advise [3]. This gap can result in students, particularly underrepresentedgroups in engineering (e.g., women, Black, and Latinx students), encountering chilly academicclimates [4], [5], [6], [7], leading to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert FIET, University of Arkansas; Carol S Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Jennie S Popp Ph.D.; Paul D Adams, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Thomas Carter III, University of Arkansas; Chunhua Cao, The University of Alabama

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Diversity, NSF Grantees Poster Session

with Industry (NSF Award #2030297) – herein referred to as INNOV – is designedto offer academic innovation opportunities, alongside scholarships and retention programming tofacilitate student success [1, 2].The structure of the INNOV program encompasses several components: 1) a credit-bearinginnovation bridge program conducted during the intersession immediately before the students'initial semester on campus [1], 2) a year-long sequence of innovation courses featuring industry-partnered projects in the first year [2], and 3) innovation-themed field trips to various industriesand startups. Additionally, the program incorporates a non-curricular segment known as the Pathprogram, which includes a first-year residential community, peer and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Ma, Georgia Institute of Technology; Ece Erdogmus, Georgia Institute of Technology; Erica Ryherd, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Kyungki Kim, University of Nebraska, Lincoln; Catherine Armwood-Gordon, Tennessee State University

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NSF Grantees Poster Session

the project, VADER-1 and VADER-2were developed to enhance first- and second-year students’ self-efficacy and retention in AE/Cprograms. VADER-R, aimed at recruiting high school and community college students into AE/Cprograms, is under development. VADER-1 and VADER-2 were implemented in 10 courses (405students) across three institutions in Fall 2023. The impact of VADERs was assessed throughreflection surveys guided by Social Cognitive Career Theory, pre- and post-domain knowledgequizzes, and time-stamped click-stream data reflecting student interactions within the virtualenvironment.1. IntroductionArchitectural Engineering and Construction (AE/C) education faces persistent challenges inenhancing students’ proficiency while fostering and

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

California, Irvine and is working on a Masters in Science Education at California State University Long Beach. ©American Society for Engineering Education, 2024 Breaking Through the Obstacles: Strategies and Support Helping Students Succeed in Computer ScienceIntroduction and MotivationNot only that there is a continuously growing number of students who want to study computerscience (CS) but also there is a large need for CS graduates. The computing jobs are crucial forthe development and growth of the economy worldwide. For example, the data from theIntegrated Postsecondary Education Data System (IPEDS) [1] by the U.S. Department ofEducation’s National Center for Education Statistics

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zechun Cao, Texas A&M University, San Antonio; German Zavala Villafuerte; Ali Jalooli; Renu Balyan; Sanaz Rahimi Moosavi; Francisco Iacobelli, Northeastern Illinois University

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Diversity, NSF Grantees Poster Session

same meaning in their respective languages. Toassess the quality of the representations in our meta-embedding in the context of code-switching,we employed a neural network to conduct text classification tasks on code-switching datasets. Ourresults demonstrate that, compared to pre-trained multilingual models, our model can achieve highperformance in text classification tasks while utilizing significantly fewer parameters.IntroductionIntelligent tutoring systems (ITS) emulate human tutors on specific topics by using constructivistapproaches to teaching. As such, they monitor user progress and ask challenging questions, elicit-ing deep explanations and providing feedback through conversation [1], [2]. ITSs have been usedsuccessfully in many

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah L Rodriguez, Virginia Polytechnic Institute and State University; Taylor Johnson, Virginia Polytechnic Institute and State University; Yeny Jimenez, Miami Dade Community College; antonio delgado

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NSF Grantees Poster Session

LearningFoundations. Other objectives for the project include providing professional developmentopportunities for students and faculty, such as guest speakers and seminars, AI bootcamps, andcompleting the AI4ALL Discover AI certificate, to learn more about the concepts andapplications of AI. Additionally, the team aims to complete an evaluation on partnershipsbetween CCs, universities, and industry partners, and conduct a computing identity study, whichis the focus of the role of the research team.3. Research Project Details As a continuation of the project, the research team employed a phenomenological study,informed by computing identity development theory [1], [2] and Hispanic-Servingnessframeworks [3], to conduct semi-structured interviews to

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmanuella Obiageli Ejichukwu, University of Michigan, Dearborn; DeLean Tolbert Smith, University of Michigan, Dearborn; Hanadi Matar, University of Michigan, Dearborn

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Diversity, NSF Grantees Poster Session

share insights from the family narrative (synthesisof all the data generated from the family’s participation) and results of how the family enactedspecific engineering practices. Also, the authors will share a preliminary reflection on how thesepractices might serve as a vehicle to positively impact the sense of belonging of Blackengineering students.1 IntroductionThe academic success of Black students is linked to the familial cultural capital. The familymodel has been employed as a means of helping students adjust to the rigors of higher education[1]. Positive effects on academic accomplishment are produced when a child's academicendeavors are supported by their family [2]. Familial capital shows up in the form of motivatingthe student to

Conference Session

NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico

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Diversity, NSF Grantees Poster Session

summarizes the first-year progress made on a research grant funded through theNational Science Foundation EDU Core Research: Building Capacity in STEM EducationResearch (ECR: BCSER) program. The research activity has two primary objectives. Thoseobjectives are: (1) address the underrepresentation of Latinas in graduate engineeringprograms, and (2) establish an engineering education research program that focuses on thefundamental research of the experiences and support systems that foster the success ofdiverse students in engineering. The first objective will be investigated through a mixed-methods research approach. The second objective will be supported through specificactivities that build the principal investigator’s capacity to mentor and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, New Jersey Institute of Technology; Maya Menon, New Jersey Institute of Technology

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Diversity, NSF Grantees Poster Session

the understanding of factors influencing womenSTEM faculty's participation in entrepreneurship education programs and contributes to thecreation of an inclusive and equitable landscape for entrepreneurship education across STEMdisciplines [1]. By merging multiple theories into a unified model, this project offers a creativeway of leveraging interdisciplinary perspectives, underscoring the importance of a sharedtheoretical foundation for effective education research. 1INTRODUCTIONDiscipline-Based Education Researchers (DBERs) often use theoretical concepts from disparatefields and tailor them to the specific contexts of their discipline [1]. While

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey A Nason, Oregon State University; Samuel B Gavitte, Tufts University; Milo D. Koretsky, Tufts University

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NSF Grantees Poster Session

to approach problemswith a holistic view, make decisions based on evidence, collaborate effectively in teams, andlearn from setbacks. Laboratory work plays a crucial role in shaping the professionaldevelopment of university engineering students as it enables them to cultivate these essentialpractices [1, 2]. A successful laboratory task design should provide students opportunities todevelop these practices but also needs to adhere to the constraints of the educationalenvironment.In this project, we explore how both virtual (simulation-based) and physical (hands-on)laboratories, based on the same real-world engineering process, develop the practices studentswill need in their future careers. In an engineering virtual laboratory, students work

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

. Furthermore, she examines campus environments and how institutional agency influences student success. This research spans three different spheres of influence including 1) student experiences, 2) higher education institutions, and 3) societal contexts. Her most recent research considers the intersection of Latinx identity and STEM identity at Hispanic Serving Institutions that are also community colleges. ©American Society for Engineering Education, 2024RUNNING HEAD: STEM SUCCESS AT AN HSI COMMUNITY COLLEGE Comprehending the Complex Context of Community Colleges: STEM Student Success at a Hispanic Serving Institution Lucy Arellano, Jr

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NSF Grantees Poster Session

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2024 ASEE Annual Conference & Exposition

Authors

Scott Schneider, University of Dayton; Erick S. Vasquez-Guardado, University of Dayton; Corinne H Mowrey, University of Dayton; Michael Moulton, University of Dayton; Homero Murzi, Virginia Polytechnic Institute and State University; Matthew A Witenstein, University of Dayton

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NSF Grantees Poster Session

interventions were developed: (i)the use of international engineering case studies ina quantitative analysis course,(ii) the intentional formation of multinational student design teamswithin a capstone design course, (iii) a Collaborative Online International Learning (COIL)research project in a transport phenomena course, and (iv) an engineering course coupled to acommunity-engaged project. The research aims to address the following questions: 1. To what extent can global competence be developed in engineering students through the use of the proposed global engagement interventions? 2. What are the relative strengths of each of the proposed global engagement interventions in developing global engineering competence?For this project, the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Tripp Shealy, Virginia Polytechnic Institute and State University; Felicity Bilow, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

, 2024 Novel Approach Designing Interview Protocols with Generative Large Language Models to Study Mental Models and Engineering DesignAbstractThis paper describes the use of AI to support the initial development of an interview protocoldesigned to elicit engineering students’ mental models of socio-ecological-technological systems(SETs) and how these models influence their design decisions. The protocol was created for astudy that addresses the need to prepare engineering students to design sustainable solutionssuitable for a world afflicted by climate change. Three frameworks informed the creation of theprotocol: (1) mental models theory, (2) theory of planned behavior, and (3) social-ecological

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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

program and in the Chemical and Biological Engineering Department. ©American Society for Engineering Education, 2024 Designing a Community of Transformation for Justice: A Design Case Capturing the BeginningsThe purpose of this paper and poster is to detail the development of our diversity, equity,inclusion, and justice (DEIJ)-centered Community of Transformation (CoT), GATHER(Gathering Action Together: Harbinegers of Equity Revolution), through a design case. Designcases are a genre of writing that shares a vivid and vicarious narrative account of designknowledge and intentions within specific situations [1]. We offer this design case on the initialdevelopment of a CoT for others

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan; Jesse Austin-Breneman, University of Michigan

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Diversity, NSF Grantees Poster Session

academic makerspaces are a growing part of the higher educationlandscape. Created to supplement classroom instruction and expose students to experientiallearning opportunities, researchers define academic makerspaces as sites where users learn,share, and create new knowledge through the act of building physical objects supported byexpertise from mentors or staff members [1]. Prior work has found many benefits to makerspaceparticipation. Students engaged in design and fabrication processes enhance their skills increativity [2], prototyping [3], teamwork [4], and other interpersonal skills [4], [5], [6], [7], [8].Barrett suggests these benefits result from building physical objects and participating in informallearning environments and communities

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shouling He, Vaughn College of Aeronautics and Technology; Douglas Jahnke, Vaughn College of Aeronautics and Technology

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Diversity, NSF Grantees Poster Session

©American Society for Engineering Education, 2024Developing PLC and Robotic Automation Technician Certificate Program for Service IndustriesABSTRACTThis project supported by NSF ATE (Award #2202107) aims to serve the national interest byaddressing the shortage of technicians possessing the skills to maintain programmable logiccontrollers (PLCs) and robots in the service industries. Vaughn College program offers a PLCand Robotic Automation (PRA) Technician Certificate, consisting of 13 credits. It preparestechnicians for roles in diverse service industries such as wholesale and retail, pharmaceuticals,food, and beverage, as well as airport baggage and cargo handling [1][2][3]. Additionally, allcredits earned through the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mo Zhang, Educational Testing Service; Amy Jensen Ko, University of Washington; CHEN Li, Educational Testing Service

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NSF Grantees Poster Session

bothresponse process (e.g., key presses, mouse clicks) and product data (i.e., submitted codes).Despite the progress made in understanding the difficulties in learning programming and ininstructional interventions, there has been little progress in assessing programming skills. Theassessment chapter by Fincher and Robins 1 in a recent book surveying the entire field ofComputer Science education highlights this gap by noting a severe lack of research on designingvalid, reliable, and fair measures of programming knowledge. Some recent work includesapplying advanced psychometric methods to evaluate CS concept inventories 2 and applyingmodern validity frameworks 3 to assess specific skills 4 . While this progress is meaningful, priorwork has overlooked

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna Stepanova, Texas A&M University; Saira Anwar, Texas A&M University; Christina Belanger, Texas A&M University; Tracy Anne Hammond, Texas A&M University

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NSF Grantees Poster Session

support of a previous National Science Foundationgrant #1937827. Results of Fossilsketch testing in a paleontology course for junior and seniorgeology majors showed that students who used Fossilsketch were able to understand the processof microfossil identification, recognize morphological characteristics, and achieve a correctidentification better than those who did not use it [1–4]. Analysis of Hispanic student surveyresponses showed that their perception of learning micropaleontology improved with theintroduction of FossilSketch, and hybrid learning mode was the most favourable learning modefor Hispanic students, when the flexibility of class mode during 2021-2022 and use ofFossilSketch improved Hispanic students’ attitudes to learning [5

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NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, National Center for Next Generation Manufacturing; Wendy Robicheau

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NSF Grantees Poster Session

©American Society for Engineering Education, 2024A Hands-On, Dual-Credit Mechatronics Pathway Overview for Secondary & Post-Secondary EducatorsAccording to a study by Deloitte and the Manufacturing Institute [1], “Over the next decade, 4million manufacturing jobs will likely be needed, and 2.1 million are expected to go unfilled ifwe do not inspire more people to pursue modern manufacturing careers.” The mission of theNational Science Foundation Advanced Technological Education (NSF ATE) funded NationalCenter for Next Generation Manufacturing (NCNGM) is to cultivate and nurture partnershipswith advanced manufacturing stakeholders, creating a national network throughout the UnitedStates to further develop a diverse technical