Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico, Virginia Tech; Matthew Arnold Boynton PE P.E., Virginia Tech Department of Engineering Education; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

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NSF Grantees Poster Session

Paper ID #12518Supporting Students’ Plans for STEM Careers: How Prepared are HighSchool Educators in Appalachia to Help?Dr. Cheryl Carrico, Virginia Tech Cheryl Carrico is a Postdoctoral Research faculty member for Virginia Tech. Her current research fo- cus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. Prior to her current role, Dr. Carrico spent over 25 years in the aerospace in- dustry conducting and leading R&D, design engineering, and project management for composite aircraft components. Dr. Carrico received her B.S. in chemical engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Temesgen Wondimu Aure, University of Cincinnati

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NSF Grantees Poster Session

opportunities, and make informed decisions ontheir career choice, and to gradually build an education portfolio to best market themselves for it.Two programs are offered: 1) Corporate mentoring program, which is developed between theCEAS Emerging Ethnic Engineering (E3) Program and General Electric (GE) Aviation forethnic minority engineering students. Students are assigned mentors from GE who periodicallymonitor the students’ performances till graduation. 2) Paid industrial cooperative program (Co-Op). This program places students in co-op paid jobs by the UC’s Division of ProfessionalPractice (DPP) during the sophomore, pre-junior and junior years. Mentorship is provided byDPP faculty (one for each degree program) to guide them to appropriate paid co

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rob Henry Kinzel; Deborah K. Nykanen, Minnesota State University, Mankato; Rebecca A Bates, Minnesota State University, Mankato; Winston Sealy, Minnesota State University, Mankato; Rachel E Cohen, Minnesota State University, Mankato; Jennifer Veltsos, Minnesota State University, Mankato

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NSF Grantees Poster Session

,professional presentations and conferences, academic and career advising, applying for tenureand sabbaticals, and teaching techniques are common conversations during the faculty meetings.These informal conversations provide the faculty and graduate assistants with professionaldevelopment and peer mentoring outside of their department colleagues.When the program expanded in 2011 to include more majors, we experienced greater diversity inthe student scholars, but an unintended tradeoff has been fewer opportunities for peer-mentoringamongst the students within academic majors. To compensate for this change, the weeklyseminars regularly break up for discussion into groups clustered by major or academic year, aswell as by affinity relationships based on

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

participation and degreecompletion.”2Studying socioeconomic inequalities in education presents unique challenges in terms ofdefinition and measurement. The U.S. Department of Education’s definition of socioeconomicstatus (SES) as an individual or family’s relative economic and social ranking is influential, andmeasurements encompass a numerical scale of family income and levels of parents’ educationand type of occupation, and student self-reports, all of which present their own limitations.2-3 Forexample, nine out of ten Americans identify themselves as members of the middle class,although the federal poverty rate hovers around 15 percent. This phenomenon is partiallytraceable to the pervasive popular assumption that class is not a salient force in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

the effect of structured team experiences and use of a peer evaluation system on team skills and team-member effectiveness. Prior research has found that completing peer evaluations familiarizes students with team skills9,10 and improves new teammates’ satisfaction with those team members on a future team.1Study 7 will explore the effect of five feedback alternatives on team performance, Page 26.1209.4 satisfaction, team cohesion, team efficacy and team conflict: (1) self and peer evaluation data collected but no feedback given, (2) feedback by the peer evaluation system, (3) personal coaching by instructional staff, and (4

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Megan Kenny Feister, Purdue University; David Torres, Purdue University

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NSF Grantees Poster Session

. 327-349). Los Angeles, CA: Sage.[5] Zoltowski, C., Buzzanell, P., Oakes, W., & Kenny, M. (2013). A Qualitative Study Exploring Students’ Engineering Ethical Reflections and their Use in Instrument Validation, Proceedings of the 2013 Frontiers in Education Conference, Oklahoma City, OK, October 2013.[6] Fyke, J., & Buzzanell, P.M. (2013). The ethics of conscious capitalism: Wicked problems in leading change and changing leaders. Human Relations, 66, 1619-1643. doi: 10.1177/0018726713485306Trevino, L. K. (1986). Ethical decision making in organizations: A person-situation interactionist model. The Academy of Management Review, 11(3), 601-617.[7] Trevino, L. K., Butterfield, K. B., & McCabe, D

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; Richard . Layton, Rose-Hulman Institute of Technology; David Jonathan Woehr, University of North Carolina Charlotte; Daniel Michael Ferguson, Purdue University, West Lafayette

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NSF Grantees Poster Session

. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105, 98-121.8 Kruger, J. & Dunning, D (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121-1134. Page 26.1566.59 Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Luciana Cancado, University of Wisconsin-Milwaukee; Cindy M Walker, University of Wisconsin - Milwaukee; Dian Mitrayani , University of Wisconsin Milwaukee

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NSF Grantees Poster Session

Undergraduates (REU) programs. For example,Willis, et al. studied the impact of an NSF-sponsored REU on ten students in mechanicalengineering and found that, while the students gained experience and knowledge, thenumber of students who were strongly considering graduate studies declined whileparticipating in program [8]. Hung, et al. considered students at a summer REU focusedon micromachining, which had a large percentage of students from groupsunderrepresented in engineering; their findings demonstrated that most of the studentswished to pursue a research career through graduate school [12]. Mahmud and Xu foundthat students’ participation in an REU resulted in an improvement in their technicalcommunication skills [13]. Finally, Willits and Barnett

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Erik N Dunmire, College of Marin; Tom Rebold, Monterey Peninsula College; Nicholas Langhoff, Cañada College; Eva Schiorring, EduData4Action

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NSF Grantees Poster Session

functions, graphing and curve fitting; FreeMat (an open-source software similar to MATLAB) for introductory programming and data analysis; freemodeling software for designing balsawood bridges; and BASIC, in conjunction with a Boe-Botrobotics kit (Parallax, Inc.), to explore microprocessors, basic digital electronics, sensors andmotors, program control flow, and proportional control.We will develop a series of simple experiments that students can perform at home to generateand collect data (e.g. harmonic motion of a pendulum, or evaluating Hooke's law). Students willthen apply the spreadsheet and programming tools and methods described above in order tonumerically and graphically analyze both modeled and collected data.Design Projects: A set of

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

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NSF Grantees Poster Session

engagement in learning: layers of context, whatindividuals bring, mediating variables, task interpretation, personal objectives, SRL processes,cognitive strategies, and performance criteria. Interested readers may refer to relevant literatureto gain an in-depth understanding of Butler and Cartier’s model 19-21.Goal, Objectives, and Overall Framework of the REU Site ProgramThe overall goal of this REU Site program is to motivate and retain talented undergraduates inSTEM careers, particularly careers in teaching and STEM education research. The specificobjectives of the program include: Page 26.99.3 Expose REU students, especially those who might

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

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NSF Grantees Poster Session

from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.Dr. Jana Bouwma-Gearhart, Oregon State University Jana L. Bouwma-Gearhart is an associate professor of STEM education at Oregon State University. Her research widely concerns improving education at research universities. Her earlier research explored en- hancements to faculty motivation to improve undergraduate education. Her more recent research concerns organizational change towards postsecondary STEM education improvement at

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Andrews Paulsen, Concord Evaluation Group; Monica E Cardella, Purdue University, West Lafayette; Tamecia R. Jones, Purdue University, West Lafayette; Marisa Wolsky, WGBH Educational Foundation

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NSF Grantees Poster Session

 roles in an individual’s academic and career choices. The SCCT framework argues that these choices are influenced by three main factors: self­efficacy (the degree to which one believes that one can succeed at a given activity), outcome expectations (one’s beliefs about the outcomes of certain behaviors), and personal interests (i.e., intentions).       Researchers have used SCCT to demonstrate that self­efficacy plays a crucial role in recruiting  10,11​women into college­level STEM program.​  Other studies have explored hands­on STEM activities within the framework of SCCT and have found that it