Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, University of Central Arkansas; Pamela L Dickrell, University of Florida

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Diversity, NSF Grantees Poster Session

. ©American Society for Engineering Education, 2025Mentoring You Supports My Development as a Professional Engineer: How Peer Mentors Benefit from Mentoring PeersIntroductionPeer mentoring programs have become common on college campuses. Frequently, peer mentorsare hired to work in writing centers or math learning centers to tutor students on learning andcompleting assignments. Peer mentors have also been integrated into courses such as with theLearning Assistant (Barrasso & Spilios, 2021) and Supplemental Instruction (Dawson et al.,2014) programs. It is also common for peer mentors to be involved in laboratory courses such aschemistry (Damkaci et al., 2017) and physics (Rehse et al., 2020). More recently, peer mentorsare

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter D Kazarinoff, Portland Community College; Tanya Faltens, Purdue University at West Lafayette (PPI); Karen Leung, City College of San Francisco; Candiya Mann; Janet Pinhorn

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Diversity, NSF Grantees Poster Session

Publishing for Two-Year College Faculty and StudentsThe Journal of Advanced Technological Education Special Project (J ATE) was a one-year pilotfunded through NSF’s DUE ATE program whose goal was to build a community of peer-reviewed published authors from technical and community colleges. The “publish or perish”academic aphorism of the 4-year university tenure system does not cross over to communitycolleges, and community college faculty face many barriers to pursuing scholarship [1], [2]. Twoof this project’s objectives that directly impact two-year college faculty were 1) providing newwriters with professional development interactions with experienced writing coaches to supportthem in writing and publishing their work in a peer

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jingru Benner, Western New England University; Raymond J. Ostendorf, Western New England University; Michael J Rust, Western New England University

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NSF Grantees Poster Session

.” The meeting frequency with their peer advisor are shown inFig.4. The scholars met with the peer advisor more frequently for the first year. When asked toprovide writing feedback regarding what they like the most of the members of their advisingteam, some students said “My peer advisor is a role model of who I want to be down the road in Figure 3: Meeting Frequency with faculty advisor over the years.my college career”, “I like my faculty and peer advisors for how nice they are and explain thingseasily.”, “I like that my PA is now a friend more than an advisor.”, “I like that my peer advisor isalso an engineering student so she can give me information and answer my questions about theprogram.” Figure 4: Meeting

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yanfen Li, University of Massachusetts Lowell; Walfre Franco

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Diversity, NSF Grantees Poster Session

empower students to tackle real-world healthcarechallenges by designing and innovating medical devices. Throughout the ten-week summerprogram, participants are exposed to both laboratory research and professional developmentworkshops, equipping them with technical expertise and communication skills. Key researchprojects include mobile phone-based imaging for diagnostics, biomaterial development for tissueengineering, and computational modeling of respiratory devices. Key professional developmentevents include research a jump start seminars, technical writing workshops, communicationworkshops, microagression training, and a final poster presentation event.Preliminary findings indicate significant growth in students’ research self-efficacy, with a

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Musabbiha Zaheer; Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity, NSF Grantees Poster Session

or writing on aboard, while active-learning classes were characterized by student-peer interactions and student-instructor interactions through group work or collaborative problem solving. Across both classtypes, participants discussed exam formats, attendance policies, and homework flexibility.Instructor responsiveness and ability to create engagement were key factors discussed in bothclass types as well.Four subcategories emerged in the theme of student responses: students’ attitudes and feelings,student engagement, classroom interactions (with the professor and with their peers), andstudents’ understanding of instructors’ expectations. Students felt lecture-based classes, whichrelied on slideshows, were unhelpful, and favored classes

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vassilios Tzouanas, University of Houston-Downtown; Henry Clyde Foust, University of Houston - Downtown; Dvijesh J Shastri, University of Houston - Downtown; Emre Yilmaz; Arash Rahmatian, University of Houston - Downtown; Mahmud Hasan, University of Houston - Downtown

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Diversity, NSF Grantees Poster Session

areascompared to their peers in other REU programs. For instance, students reported significantlygreater familiarity with the graduate school application process, averaging a rating of 4.0,compared to 2.6 in the comparison group. Additionally, students showed a strongerunderstanding of the research career pathway, with an average rating of 4.57, surpassing thecomparison group's average of 3.43. These findings underscore the program’s effectiveness inpreparing students for future academic and research careers.Figures 1 and 2 illustrate the knowledge gained by participants regarding the graduate schoolapplication process and the experience of being a graduate student, respectively.Fig. 1: Knowledge gained during the REU Fig. 2: Knowledge

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Julie S Linsey, Georgia Institute of Technology; Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Eric Holloway, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

. instrument V: Validation of Establishing guidelines Not started Instrument scoring guide. instrument scores for instrument scoring for fairness and group comparisons Following from our definition of constructs, we proceeded into the second phase, “Itemgeneration and judgment”. The focus of this phase was on creating a set of items theoreticallyaligned with the constructs, and on gathering evidences of content validity to refine the writingof the items. We initially wrote the items as a team and reviewed them for consistency, writing,and content. Next, we shared the items with the experts detailed in Phase I for additionalfeedback. We then iterated on our items once more, and subsequently used the first

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krishna Pakala, Boise State University; Angela Minichiello PE, Utah State University; Eric Jankowski, Boise State University; Uyen Thi Kim Nguyen, Utah State University; Anne Hamby; Jelena Pokimica, Boise State University

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Diversity, NSF Grantees Poster Session

thestorytelling process. Writing stories enabled participants to reflect deeply on their STEMjourneys and develop communication skills, while listening to peers’ narratives fostered empathyand a sense of shared experiences. Many participants noted that performing their stories publiclysignificantly bolstered their self-confidence and self-efficacy, helping to counter feelings ofimpostorism. However, challenges such as public speaking and language barriers led someparticipants to experience heightened impostor feelings. These findings highlight the need fortailored coaching and practice opportunities to enhance the performance phase of theintervention.Audience measures from public storytelling performances revealed significant changes inaudience

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts Lowell; Anna Rumshisky, University of Massachusetts Lowell; Milo Koretsky, Tufts University

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NSF Grantees Poster Session

studentthinking within short-answer justifications to concept questions collected through an educationaltechnology tool.BackgroundConcept Questions and Short-Answer JustificationsConcept questions [1], [2] are single-right-answer multiple-choice questions that assess students’understanding of recently learned challenging concepts. Questions are designed to helpinstructors enact social, cognitive, and epistemological goals around teaching and learning [8].Researchers have observed that using concept questions within active learning pedagogies hasimproved student outcomes, promoted conceptual understanding, and encouraged engagement inthe classroom [2]. Instructors sometimes pair concept questions with a short-answer justification,a low-stakes writing task

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Manuel Padilla, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Briana C Bettin, Michigan Technological University; Kathryn Laura Hannum, Michigan Technological University; Adrienne Minerick, Michigan Technological University

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NSF Grantees Poster Session

fall semester.Throughout the academic year, the PI team also hosts bi-monthly cohort meetings thatintersperse social capital content with fun social activities aimed at maintaining the cohortcommunity established during the summer bridge. Peer-plus student mentors actively assist withthe design of activities, which feature numerous Michigan Tech traditions (cultural and other)that include students, staff, and the local community (Keweenaw Day, Parade of Nations,Heikinpäivä - a community mid-winter festival, Winter Carnival, Spring Fling, Design Expo,etc.).Fall 2024 CurriculumThe six forms of cultural capital—aspirational, navigational, social, linguistic, familial, andresistant— were central in shaping activities during the Fall 2024 semester

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

those in their third semester orabove. Departments in the College of Engineering (except for Civil Engineering) allowedstudents to count 3 credit hours of a technical elective toward their degree by completing 3 VIPcourses (excluding the first-year honors course, which counts towards the honors program).Course sections were cross listed so that all VIP students can access the same material onCANVAS. These materials included a course syllabus with a letter-grading scheme, introductoryunits on best practices on how to engage in team-based research, mid and final peer-studentevaluations, weekly journal assignments for students to reflect on their research experience, andpre- and post-surveys about the program. Each semester, course and scheduling

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Samaroo, City University of New York - New York City College of Technology; Urmi Duttagupta, New York City College of Technology, City University of New York; Nadia S Kennedy, New York City College of Technology; Armando Dominguez Solis, New York City College of Technology, The City University of New York; Viviana Acquaviva, New York City College of Technology

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Diversity, NSF Grantees Poster Session

Rutgers University and a B.S. in Applied Mathematics from The Ohio State University. Her current research interests include parameter estimation via optimization, infectious disease modeling, applications of graph theory in criminal network analysis and developing and applying bio-math related undergraduate modules in various SENCER related projects. She has several publications in peer-reviewed journals and is the recipient of several MAA NREUP grants, a SENCER leadership fellowship, Department of Homeland Security grants, and several NSF S-STEM and PSC-CUNY grants/awards. She also has an extensive experience of mentoring undergraduate students in various research projects. She has mentored more than 45 students

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer S Atchison, Drexel University; Ahmad R. Najafi, Drexel University; Gail Rosen, Drexel University

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Diversity, NSF Grantees Poster Session

structure and intentionality to howwe present the network to the students. The PIs are TM Advocates, they know the AIMEScholars the best through bi-weekly meetings, seminars, and workshops. They and the AcademicAdvisors can nominate and write letters of recommendation for the AIME Scholars. We alsohave an undergraduate student who fulfills the role of Connector along with the AcademicAdvisors because the array of services and programs available to students can be overwhelmingand a single person who can help a student navigate the network and make introductions helps tobuild trust and a sense of belonging.The other important role in the framework is the TM Associate. This is the AIME scholars'network of peers who are committed to academic excellence

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mark A Chapman, University of San Diego

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Diversity, NSF Grantees Poster Session

scientificresearch, living in Sweden, Swedish culture (inside and outside the lab), AI, data science, andalgorithm bias. Four of the Zoom sessions in the training series are dedicated to student-ledjournal club discussions where students present a paper published by their host lab and fieldquestions from the PI and peers. The journal club activity is designed to teach IRES students themethods, background and vocabulary that serves as the basis for their summer research project.Asynchronous coding tutorials: All students admitted to the program have previous computerprogramming experience, but additional training materials is assigned to ensure student success.Given that students work with computational techniques specific to their projects

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, The University of Tennessee, Knoxville

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NSF Grantees Poster Session

course assignments are provided in Table 1.Table 1: Example projects completed by students in EF327/TPTE115 [adapted from 9] Project Description Examples Mini-Teach Students choose a topic and have 5 (1) An explanation of computer minutes to teach the class about their sorting algorithms chosen topic. Each student is provided (2) An overview of the with feedback from peers and instructors. engineering design process Community Students work in small groups to select (1) Think Like a Computer Outreach engineering-focused activities to use to activity developed for an

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Polytechnic Institute and State University; Malini Josiam, Virginia Tech Department of Engineering Education

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Diversity, NSF Grantees Poster Session

navigation.Education PlanFor the education plan of this CAREER project, we developed the Engineering StudentPreferences in Navigating (E-SPIN) SJI. E-SPIN, for short, contains 19 scenarios related to theobstacles and opportunities commonly encountered in engineering and various ways to respond[12], [13]. The goal of E-SPIN is to surface students’ navigational tendencies to help them learnabout themselves and provide a basis for practitioners to offer personalized support.E-SPIN scenarios span six domains: academic performance, faculty staff interactions,professional development, extracurricular involvement, peer group interactions, and specialcircumstances. Table 1 includes an example scenario and ways to respond. Users select tworesponses to the prompt “What

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lisa Bosman, Purdue University; Rhea Dutta

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Diversity, NSF Grantees Poster Session

theresearch. This concise structure allowed students to quickly integrate into the program whileminimizing information overload.2.1.2 ProjectFor the following nine weeks, small mentoring groups were formed, with five faculty advisorseach working with a team of 2-3 students. 2 graduate students served as project coordinators aswell as near peer mentors. The students divided their work hours between a common laboratoryshared with the rest of the cohort and their advisor's laboratory, where they collaborated withtheir advisor's research groups. Intentional Strategies to improve teamwork and collaborationwere implemented, such as: • Collaboration: Students worked in teams, balancing collective tasks with individual contributions. Additionally

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda Vigdor, Advanced Science Research Center, City University of NY; Rosemarie Wesson, City University of New York, City College; JOSHUA Craig BRUMBERG

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NSF Grantees Poster Session

programs to help CUNY faculty better understand the expectations of funding agencies and write more competitive proposals. Her intensive NSF CAREER and Grants 101 bootcamps, which are open to CUNY faculty across all its colleges, have supported 21 NSF CAREER awards, and prepared over 150 faculty to submit and win awards. Linda was part of the planning committee and a presenter for NSF’s Engineering CAREER workshops for 3 years and organized a CUNY-wide Convergence Workshop in 2018 as well as Broader Impacts presentations. Linda has a PhD in Educational Psychology from the University of Illinois at Urbana-Champaign; her postdoc, through the University of Arizona, focused on art and technoscience collaborations. She

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elodie Billionniere, Miami Dade College; Anthony Torres, Miami Dade College

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Diversity, NSF Grantees Poster Session

degree programs, and STEMinar-specific surveys. Thecollected data highlighted key outcomes in student confidence, academic support, and programsatisfaction. Results from the 2023-2024 academic year’s first-year scholars indicate high levelsof confidence, support, and a strong sense of belonging within the program. Over 80% ofstudents reported feeling confident in speaking up in class and collaborating with peers fromdiverse backgrounds. Although some students faced challenges in forming friendships andseeking advice on class-related issues, nearly 90% felt well-supported by both faculty and peers.Satisfaction with mentoring remained strong, with 64% of students expressing high satisfactionin the spring semester and 80% satisfied with the program

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, Worcester Polytechnic Institute; Theresa Fs Bruckerhoff, Curriculum Research & Evaluation, Inc.; Jillian A DiBonaventura, Worcester Polytechnic Institute; Noemi Robertson, Worcester Polytechnic Institute; Thomas Noviello, Worcester Polytechnic Institute

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Diversity, NSF Grantees Poster Session

identities, definitions, interests, and civic engagement • Provides multiple ways for students to show their learningThe TPP students share the development of their lesson plan with classmates to get feedbackfrom their peers, and later share how the implementation of the CRT lesson went.By the end of the course, the pre-service teachers also write a positionality statement in additionto their teaching philosophy. Through course assignments, the Culturally Responsive TeachingPreparedness Survey (CRTPS) [17], and Noyce scholar interviews by our project evaluator, wehope to gain insight into how our TPP students develop to be equitable and inclusive STEMclassroom teachers.AcknowledgementsThis material is based upon work supported by the

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Dan DelVescovo, Oakland University

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Diversity, NSF Grantees Poster Session

laboratories, automotive, energy,aerospace, and NASA. In the comments section of the survey, many reflected on the impact of their REUexperience, describing it as “a wonderful program that opened many doors to my career”; “incrediblyimpactful… many opportunities in networking and career development have been especially beneficial tome”; “REU was honestly one of the best parts of my undergrad for so many reasons…growing up shy andunconfident, the position helped me build confidence, interact with peers from other schools and helped mefeel much more confident when applying for first jobs in my career…”; “Honestly, I had a wonderfulexperience in the program and I wouldn’t have even been interested in research if I didn’t do this program!I’m in the

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Reeping, University of Cincinnati; Yunmeng Han, University of Cincinnati

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NSF Grantees Poster Session

the groundwork for future functionalities.We are currently working on the second prototype, which is anticipated to be completed by theend of Summer 2025.Learning Innovation Thrust. To identify key concepts in CPS, the learning thrust is based onthe work of Meyer and Land's conceptualization of threshold concepts. The theory of thresholdconcepts originated in the context of a research project on teaching and learning in undergraduateeducation across disciplines in the United Kingdom [11]. It was developed more fully throughMeyer and Land’s later writings [12–14], in which they articulated the defining characteristics ofthreshold concepts — particularly that they transform learners' thinking within a discipline andshape how learners identify

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Cornell University; Matthew Bahnson, Purdue University – West Lafayette (College of Engineering); Danielle V. Lewis, University at Buffalo ; Natascha Trellinger Buswell, University of California, Irvine; Erica McGreevy, University of Pittsburgh; Christian D Schunn, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Blayne D. Stone, University of Pittsburgh; Liwei Chen, University of Pittsburgh; Carlie Laton Cooper M.Ed., University of Georgia; Spencer Currie, University of California, Irvine; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University/Cornell University; Melissa Lepe, University of California, Irvine; Kelly Tatone, University of Pittsburgh

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Diversity, NSF Grantees Poster Session

research [1], [9]. Unlike earlier interventions that took place in controlled labenvironments, our ecological approach is implemented directly within the courses that haveknown demographic disparities in academic outcomes. The intervention materials, such asstudent narratives or “stories” of struggle, are created and tailored based on focus groups madeup of students who have previously taken the course [2]. Rather than being delivered by externalresearchers, our ecological belonging intervention approach is led by the course instructors. Thisallows instructors to connect more meaningfully with students and engage in open discussionsabout challenges and how to overcome them. Instructors also facilitate peer conversations tofoster a sense of

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Dominic J Dal Bello, Allan Hancock College; Eva Schiorring, STEMEVAL; Jens-Uwe Kuhn, Santa Barbara City College; Jason Curtis, Cuesta College; Christine L Reed, Allan Hancock College; Francisco E Jimenez, Cabrillo College; Gabriel Cuarenta-Gallegos, Cuesta College; Leila Jewell, Monterey Peninsula College; Thomas Rebold, Monterey Peninsula College; Vincent Mark Briones Crisostomo, Moorpark 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

). Each student had at least two tours to choose from, as well asopportunity to explore the campus on their own.A mini-resource and graduate fair was also held during the poster-presentation sessions. Both C6and CPSLO students could visit with representatives from Cal Poly STEM-related programs aswell as from graduate programs at Cal Poly and other partner universities.Equally as important, C6 students, faculty and staff were given time to network with those fromother campuses. To encourage these interactions, each C6 student/faculty/staff member wasprovided with a name badge having the C6 logo and the logo of their particular college. Inaddition to their first name, students were also asked to write their major on their badge toencourage

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ryan Scott Hassler, Penn State University Berks Campus; Rungun Nathan, Pennsylvania State University, Berks Campus; Marietta Scanlon, Pennsylvania State University, Berks Campus; Catherine L. Cohan, The Pennsylvania State University

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NSF Grantees Poster Session

Aheadcurriculum also included some metacognitive skills surrounding learning mathematics.By reviewing research of other summer bridge programs, as well as both formal data collectionand anecdotal feedback from Engineering Ahead students, it became obvious that mathematicsreview and preparation was not the only significant factor that related to increasing retention inengineering. Thus, over the last nine years, Engineering Ahead has worked to build intra- andinter-institutional partnerships to systematically support student success. What started out as aclose daily interaction with a single mathematics faculty member during the summer bridge, nowincludes cooperative learning under the supervision of peer mentors as well as partnerships thathave been

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Karim Heinz Muci-Kuchler, Texas State University; Damian Valles, Texas State University; Felipe Gutierrez, Texas State University; Jitendra S. Tate, Texas State University

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Diversity, NSF Grantees Poster Session

topics and activities that are part of other SEED program elements and build relationships of peer support in a community of practice environment.Training for Faculty Mentors. Faculty members who are mentoring SEED scholars participated in an eight-hour mentoring training course before they started meeting with students. This training was open to other engineering and engineering technology faculty members to expand the impact of the program and in case there would be a need for additional faculty mentors of SEED Scholars.Student Mentoring. As soon as a student is selected as a SEED scholarship recipient or guest scholar, a faculty member from the engineering major that the student is planning to pursue is assigned as their SEED

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cassandra McCall, Utah State University; Kristine Marie Peterson, Utah State University - Engineering Education; Le Tram Huong Dang, Utah State University - Engineering Education

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Diversity, NSF Grantees Poster Session

holds a B.S. in Biological Engineering from the same institution, where she developed a strong interest in inclusive teaching practices and STEM outreach. Her research focuses on accessibility and the inclusion of individuals with disabilities in engineering, informed by her personal experiences with chronic illness. She has eight years of research experience in biomaterials and pharmaceuticals, with publications in peer-reviewed journals and presentations at national conferences. Peterson has also served in multiple teaching assistant roles and is committed to engaging students through creative methods such as visual tools, humor, and analogies. She is an active member of the Society of Women Engineers and a

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Pilar Gonzalez, University of Texas at El Paso; Benjamin C. Flores, University of Texas at El Paso; Song An, University of Texas at El Paso; Karime H Smith, University of Texas at El Paso

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Diversity, NSF Grantees Poster Session

collect for pursuing or obtaining a STEMdegree under an LSAMP fellowship have moved them upward in the socioeconomic status ladder.More of them have medical insurance (18.75% better than before), and the participants perceivetheir socioeconomic status as better than before they started working with their highest STEMeducation degree. While the researcher is still working on the qualitative part of the data, mostparticipants mentioned their perception of moving upward compared with their peers who did notpursue STEM degrees or did not have LSAMP support. 3Study 2 split the results of the student transcripts into four subgroups: the students who

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; David B. Thiessen, Washington State University; Bernard J. Van Wie, Washington State University; Olusola Adesope, Washington State University; Prashanta Dutta, Washington State University; Faraz Rahimi, Washington State University; Md Shariful Islam, Washington State University

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NSF Grantees Poster Session

repetition, social cognitivetheory considers the agency of the student and the social aspects of learning. The primaryassumption of SCT is that students are active participants in the learning process, acquiring anddisplaying knowledge, skills, and behaviors that align with their goals through a process calledtriadic reciprocal causation, illustrated in figure 1. In this process, according to SCT, the three factors to consider are the students’ goals andvalues, their behavior (in this case an indicator of their knowledge) and their environment, whichincludes not only the classroom and their available tools, but student peers and their instructors.Through group activities using the hardware we have dubbed desktop learning modules, orDLMs

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexander John De Rosa, University of Delaware; Teri Kristine Reed, The University of Oklahoma Polytechnic Institute; Samuel Van Horne, University of Delaware

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NSF Grantees Poster Session

[18,19] based on the knowledge transfer frameworkof Belenky and Nokes [20,21]. Multiple investigators conducted the interviews and analyzed theresulting data before peer debriefing within the project team was used to develop and integratethe resulting themes and discuss patterns in the data.These first three implementations of the think aloud protocol and problem solving activity arefurther detailed in [10-12]. A summary of the major findings of these activities is as follows: ●​ Across all implementations, only one UG student was able to correctly solve the problem without any additional help or prompting. ●​ The accuracy and completeness of the prior knowledge required to solve the problem appeared to differ significantly