Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn Johnson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

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NSF Grantees Poster Session

, engineering design, and humanities and social science courses. That research, conducted with co-author Juan C. Lucena, will culminate in Engineering Justice: Transforming Engineering Education and Practice (Wiley-IEEE Press, 2017).Dr. Barbara M. Moskal, Colorado School of Mines Barbara Moskal is a professor of Applied Mathematics and Statistics and the Director of the Trefny Institute for Educational Innovation at the Colorado School of Mines. She is also a Senior Associate Editor for the Journal of Engineering Education. c American Society for Engineering Education, 2016 Reflections on the Integration of Social Justice Concepts into an Introductory Control Systems Course (Work in

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Elise Barrella P.E., James Madison University; Eric C Pappas, James Madison University; Jesse Pappas, James Madison University

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NSF Grantees Poster Session

means forimproving both cognitive and affective abilities.Gestsdottir and Lerner16 referred to these developmental processes as “intentional self-regulation”—actions aimed towards harmonizing personal goals in order to enhance self-development. This is relevant to our subsequent and current studies since successful intentionalchanges were entirely dependent upon the students’ learning and demonstrating increasingcontrol over their behaviors, and selecting desirable and achievable goals. Selecting such goalsand identifying desirable behaviors, according to Baltes,17 reduces the possibility of unsuccessfulresults and increases the likelihood of developing methods that lead to desired outcomes.According to Brandtstädter,12 reflective thought and

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony Hernandez, California State University Los Angeles; Pearl Chen, California State University, Los Angeles; Christine C. Clemmons, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

-specific self-efficacy revolves around social support in the sense ofencouragement and constructive feedback – elements of a community of practice supported by the situatedlearning framework and PBL. This process can be guided by “cognitive apprenticeship,” which is a means oflearning-by-doing where the thinking process underlying complex, problem-solving skills is made visiblethrough teaching methods such as modeling, coaching, scaffolding, articulation, and reflection 10-11.CPBL vs PBLCollaborative Project-based Learning (CPBL) is a revised PBL model developed by Dong and Warter-Perez 12to address the specific learning needs of under-prepared minority students. It has been implemented in severalengineering courses and a positive impact on

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jill K Nelson, George Mason University; Margret Hjalmarson, George Mason University; Lori C. Bland, George Mason University; Anastasia P Samaras, George Mason University, VA USA

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NSF Grantees Poster Session

comprises a series of design decisions that are madeover multiple semesters.Significant research about faculty development of interactive teaching practices has beenconducted 2–5. Earlier work by McKenna, Yalvac, and Light examined how to createcollaborative partnerships between engineering faculty and learning scientists toencourage collaborative, reflective, and improved teaching. They state, “An extension ofthis work would be to examine the trajectory of change in teaching approaches, that is, toinvestigate the process of change.” (p. 25) 4 We expect learning and change to happenthrough faculty development, and we propose a framework for scaffolding that process ofchange much like engineering education research has proposed constructing

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Holly M Matusovich, Virginia Tech; John Ray Morelock, Virginia Tech; Deirdre-Annaliese Nicole Hunter, Virginia Tech

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NSF Grantees Poster Session

, complexity, and context [4, 7]. 2   Knowledge of strategies encompasses general learning and problem-solving strategies, as well astask specific strategies [4, 8].Within metacognitive regulation, our framework focuses on planning, monitoring, controlling,and evaluating. Metacognitive planning involves integrating the elements of metacognitionfocused on a specific task, setting task goals, sub-dividing more complex tasks, and predictingtask outcomes [8, 9]. Monitoring and control are necessarily linked activities. Monitoring isbeing reflective during a task, keeping track of progress, how things are going, and if selectedstrategies are working [8, 10

Conference Session

NSF Grantees Poster Session I

Collection

2016 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; Christina Smith, Oregon State University; John David Ivanovitch, Oregon State university; Julie Risien, Center for Research on Lifelong STEM Learning; Lori J. Kayes, Department of Integrative Biology, Oregon State University; Devon Quick, Oregon State University

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NSF Grantees Poster Session

Pedagogically-trained LAs Chemistry 5 2628 Pre-post assessment by topic Fall 2014 Concept Warehouse; Cooperative learning studio; Engineering 4 1389 Reflection Mathematics 1 70 Clickers; Treisman Excel Studio Physics 1 398 Clickers; SCALE-UP studio Integrative POGIL; Clickers; Inquiry-based laboratories; 4 1933 Biology Pedagogically

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Billiar, Worcester Polytechnic Institute; Jeanne Hubelbank PhD, Independent Program Evaluator; Jared Quinn, Overlook Middle School; Thomas Andrew Oliva, Worcester Public Schools; Marsha W Rolle, Worcester Polytechnic Institute; Terri A. Camesano, Worcester Polytechnic Institute

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NSF Grantees Poster Session

practice. K-12 science teachers are increasingly pressured to include engineeringdesign in their curriculum; however, there are relatively few engineering-focused professionaldevelopment programs in comparison to those for traditional science and mathematics. [3] [4] Professional development can improve teacher practice,[5] [6] especially if the programsare content specific,[7] inquiry-based, and learner-centered. [8] [9] Successful professionaldevelopment provides teachers with content, pedagogical knowledge, and training; training thatincludes guidance, support, feedback, and time for reflection and planning.[10] [11] In addition,effective professional development approaches include peer support, teacher-developed researchexperiences, and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

reported byrespondents was 7.63 discussions per term.Instructors were asked to indicate if the following occurred in their course:  Students are asked to read/view material related to an upcoming class section (80.3% said yes, rubric value = 0).  Students are asked to read/view material related to an upcoming class section AND to complete assignments or quizzes on the material shortly before class or at beginning of class. (47.5% said yes, rubric value =2).  Students asked to complete reflective activity at end of class (briefly answering questions, reflecting on lecture and/or their learning, etc.). (36.1% said yes, rubric value = 1).  Students give presentations (verbal or poster). (63.9% said

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina; Joseph V. Flora, University of South Carolina; Fabio Matta, University of South Carolina; Robert Petrulis, EPRE Consulting LLC; Ethan Washam, STV Engineers

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Diversity, NSF Grantees Poster Session

other points throughout the semester, we came up with a new definition. At the end, we compared all three of them to see how our definition of research changed throughout the semester, based on what we studied.The students said that their definition changed to reflect an understanding that the process is notlinear, and that it includes a dimension of contributing to society. Research does not just answerquestions; it also generates many more questions.The course spent considerable time teaching the students to understand how to identify and gainaccess to relevant literature. Several students said that they had relied mostly on Google in thepast, but that introductions to scientific databases and other academic services had taught

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Linda Vanasupa, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University

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Diversity, NSF Grantees Poster Session

thesemeetings was invaluable as we transitioned to more integrated self-direct learning for studentsand faculty. Through this learning initiative, the faculty built the capacity to reflect and examineassumptions. We also believe that an important part of this experiment was the availability of thestudent community voice as feedback to the faculty.Students took between half and three-quarters of their course load with faculty who taught pre-existing general education courses. The difference for the students was that they took courseswith a cohort and that faculty attempted to integrate content across disciplines. Courses includedEnglish, communications, humanities (ethnic studies, history, sociology), STEM (physics,biology, and engineering). Students

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Taryn Melkus Bayles, University of Maryland, Baltimore County; Patricia M Kieran, University College Dublin

Tagged Topics

NSF Grantees Poster Session

). • Work as a member of a team in constructing, testing, evaluating and reporting on a simple piece of process equipment. 2.2.4. Context 4: Completion of third year chemical engineering coursesThe INSPIRES Heart Lung system design challenge was first tested with freshman engineeringstudents at the UMBC in an introductory engineering design course. This first year course is amixed lecture/lab course like that described in context 2 above; however, the emphasis here is ona reflective activity that took place two and a half years later, after the same students hadofficially matriculated into the chemical engineering program and completed their junior levelcourses in Transport Phenomena I (Fluids) and II (Heat and Mass Transfer). As part of

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vasiliki Ikonomidou, George Mason University; Anastasia P Samaras, George Mason University, VA USA; Vikas Kotari, George Mason University

Tagged Topics

NSF Grantees Poster Session

graded for effort only, aiming atproviding formative feedback to the student prior to the tiered assignment. Additionally, eachtiered assignment was accompanied by a brief, open-ended questionnaire aiming atunderstanding how students chose problems to solve in this context. Questions included were: • Why did you choose the problems that you solved? • How do you think the level of this assignment compares to the level expected of the class, as specified in the rubrics provided? Why? • Do you think the level of difficulty of the assignments is reflected correctly in the points assigned to each problem?ResultsOur main interest in this design was in the first question: “Why did you choose the problems thatyou solved?” Here

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Laura D Hahn, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

levels of transformation that form the objectives of this project; eachlayer supports the transformations above.In this paper, we provide evidence that SIIP has not only increased the use of RBIS, but is alsosustaining their use beyond the initial financial investments in the creation of those communities.Organizational Change TheoryEducational change efforts can be categorized along two axes (See Figure 2): the intendedoutcome of the change effort (prescribed vs. emergent) and the aspect of the system to bechanged (individuals vs. environments and structures)1,3. Change efforts in engineering educationhave historically focused on changing either individuals through dissemination, facultydevelopment (i.e., developing reflective teachers), or by

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanya Kunberger P.E., Florida Gulf Coast University; Laura Frost, Florida Gulf Coast University; Jackie Greene, Florida Gulf Coast University

Tagged Topics

Diversity, NSF Grantees Poster Session

more of the teaching practices introducedand 3) developing a scholarship of teaching and learning (SoTL) project based on experiences intheir revised course. The summer academy includes multiple evidence-based teaching practices(such as POGIL, Mental-Model-Building, and Project Based Learning), an introduction to SoTLand IRB processes, and time for reflection and cross-disciplinary discussion of potentialapplications of each practice into participant courses. Discussion on the progress of participantSoTL projects and classroom peer observations both within and outside participant programs arethe key components of the academic year FLC.May 2014 and academic year 2014-2015 witnessed the first offering of the SPARCT Program,which engaged 16 STEM

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mohamed F. Chouikha, Howard University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY

Tagged Topics

Diversity, NSF Grantees Poster Session

paperspresented at the ASEE conference.)Students viewed this use as a positive experienceii. Three in four students saw their practice withthe AD Board as relevant, reflecting course content, and reflecting real practice. Similarly, theyapproved of the opportunity to practice their content and noted that the hands-on use reflectedtheir learning needs.Table 1Student Perceptions of the Process of Use Instruction and Supplementary Materials* % Use was relevant to my academic area. 83 The AD board provided opportunities to practice content 80 The use of the AD board reflected course content 79 The use of the

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Arash Esmaili Zaghi P.E., University of Connecticut; Mark Tehranipoor, University of Florida; Caitlin Nichole O'Brien, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

contribution ADHD students can make, they often struggle in traditionaleducational environments. Mainly, how the traditional educational setting functions does notcater to how students with ADHD achieve success, nor do teachers have sufficient training andunderstanding of how ADHD affects learning and academic performance.8 In current educationsystems, students with ADHD are less engaged during instruction, display more off-task anddisruptive behavior, and are less academically motivated. There is a direct association betweenacademic achievement and attention during instruction, indicating that students with ADHD canhave more negative academic outcomes.8 This idea is reflected throughout college. Collegestudents with ADHD maintain lower GPAs

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

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Diversity, NSF Grantees Poster Session

environment. Overall, 110 students included theenvironment in defining sustainability. Although most definitions there generalized, numerousstudents (N = 42) defined environmental sustainability more specifically in terms of resourcepreservation and management.A small minority of students reflected on the social pillar of sustainability in their responses tothis short answer question. Responses tended to be generalized such as the following: “Sustainability is the ability to sustain any device, instrument, process or an idea for a long period of time with the minimal socioeconomic costs.” (Male, Asian)Most students who mentioned the social pillar of sustainability did so in a generalized context ofsocial equitability and well

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Cheryl Lea Beverly, James Madison University

Tagged Topics

NSF Grantees Poster Session

scaf-fold on prior learning and experiences, addressing a continuum of lower level to higher levelthinking and deep learning as appropriate for the curriculum. Reflection essays, class discussion,individual and group projects/products, peer review and feedback, or other types of activities willbe used to measure learner progress on the learning objectives, and to provide timely and rele-vant feedback to both the instructor and learner. This information will be used by both the in-structor and learner(s) to guide decision making and engagement in bio-inspired design. Rubricsor grading guidelines will be created for each formative assessment to ensure they align with theproject goals and learning objectives. Summative assessment will occur at

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Shawn S. Jordan, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Adam R Carberry, Arizona State University; Jeremi S London, Arizona State University, Polytechnic Campus

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NSF Grantees Poster Session

included asegment focused on characterizing the TPS ecosystem using elements of the BMC. We used thenine boxes to structure a set of reflective group activities to begin to understand our customersegments, what they value, and what they might need for success14.!Coordinating a NEXUS: Realizing an additive innovation and risk taking mindset!The focus of “NEXUS” is to develop and implement ways to engage faculty (and indirectly,students) in realizing a mindset of additive innovation to promote sharing, scaling, sustainability,and propagation of a risk-taking and innovative culture within our engineering program. Theterm NEXUS signifies the coordination/intersection of several goals of the project: advancing theadditive innovation mindset, impacting

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University; Sai Sadhika Veeramachaneni

Tagged Topics

NSF Grantees Poster Session

to acquire and practice in order to become successful both in college and in their futurecareers. In engineering, critical thinking skills are traditionally developed through problem-basedlearning and reflective practices [2-4].As engineering education stands today, there is a significant gap that needs to be filled in theeducation of students who enter university with weak math skills. These students are at a seriousdisadvantage due to the fact that they are not exposed to engineering concepts early in theireducation, especially students that are non-calculus ready. These students tend to migrate out ofengineering at a higher rate in comparison with calculus ready students or leave college withoutfinishing a degree. Most institutional

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

the voltage totemperature according to the IC’s specification.ProximitysensorsTo use the proximity sensors, users place a metal object near the probe. When a sensor istriggered, LED 1 will light up.OpticalsensorsTo use the optical interrupter, users place a thin object (such as a piece of paper) into the gap ofthe interrupter to block the infrared light. The interrupter operates in DARK ON mode so itsoutput will become HIGH and LED 2 will light up.To use the optical reflector, users put a highly reflective object (such as a piece of white paper)about 3mm above the reflector. When the object reflects infrared beam from the emitter back tothe receiver, LED 2 will light up.To use the photocell, users can block the top of the photocell with a

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University, San Marcos; Araceli Martinez Ortiz, Texas State University, San Marcos; Clara Novoa, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

Tagged Topics

Diversity, NSF Grantees Poster Session

therewas no race or ethnicity making up the majority of the class, which had 28% of the class self-identifying as African American, 28% as Hispanic/Latino, and 44% as White as shown in Figure2. As the students in this special section were allowed to select more than one race or ethnicityon their demographics survey, the percentages shown in Figure 2 add up to more than 100%.This diversity is an approximate reflection of the university’s undergraduate demographics,which includes approximately 9% of the population self-identifying as African American, 35%as Hispanic/Latino, and 49% White as of Fall 201514. For the university numbers, studentsidentifying with more than one race were categorized as multi-racial (3% of the undergraduatestudent

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Susan Bobbitt Nolen, University of Washington; Devlin Montfort, Oregon State University; James D. Sweeney, Oregon State University

Tagged Topics

Diversity, NSF Grantees Poster Session

instituted a dedicated pedagogy seminarthat all studio GTAs attend. In this seminar, we have integrated concepts from ComplexInstruction in mathematics with particular attention to the way students’ status impacts theirparticipation on a team and their opportunity to learn.24,25 We are also working towards moreintentional ways for studio team formation, reflection, and interdependence. To this end we havepiloted the use of the CATME tool26 in one studio class. Finally, we have engaged our IndustrialAdvisory Board (IAB) as a source for problems to integrate in the studio. We have been workingwith the IAB Chair to develop a process where we can translate the project experiences of ourindustrial partners into useful studio activities for our students.4

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., California Polytechnic State University, San Luis Obispo; Jeffrey Boncan Cabanez, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

effective recruiting tool. Bytargeting the Partner Schools and First Generation engineering students, the scholarship programis aiding and supporting more diverse students with high financial need. Retention analysis isongoing through periodic check-ins, interviews and focus groups. Many of the PEEPScomponents are also being developed to reach a greater number of students beyond thescholarship recipients, such as the Engineering Student Success course and cohort scheduling ofgateway engineering courses.Assessment by interviews and a focus group of the PEEPS has revealed that the cohortscheduling of courses together has helped the students form a community and has assisted withstudying for courses. In addition, periodic reflections that aid in

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E Canney, Seattle University; Christopher Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

national dissemination of the survey, it maybe found that different types of teaching methods are more common in different types of coursesor disciplines. As an illustration of that idea, the prevalence of teaching methods used in requiredundergraduate courses (n=19) were compared to required graduate courses (n=5). Teachingmethods such as design and project based learning seemed more common in undergraduatecourses; lectures, guest lectures, and reflections seemed more common in graduate courses.Table 5. Methods that faculty use to teach students about ethics and/or societal issues in theircourses % of 19 required % of 5 required Teaching Method N

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown, University of the Pacific; Joseph J. Rencis P.E., Tennessee Technological University; Daniel D. Jensen, U.S. Air Force Academy; Paul Henry Schimpf, Eastern Washington University; Richard H. Crawford, University of Texas, Austin; Ismail I Orabi, University of New Haven; Kyle A. Watson, University of the Pacific; Jiancheng Liu, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University, University Park; Mouchumi Bhattacharyya, University of the Pacific; Kevin Leigh Webster Jr.; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Firas Akasheh, Tuskegee University

Tagged Topics

NSF Grantees Poster Session

)** (MBTI; p = 0.114, MWp = .046)Machining Analysis Spring 32.41** Extrovert (N=10) > Introvert (N=8)* UoP 20 65.9 87.3 (MBTI; p = 0.034, MWp = .055)during Chip Formation 2013 (p < 0.001) Active (N=14) > Reflective (N=4)* (ILS; p = 0.024

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jane Gage Stout, Computing Research Association; Neslihan Burcin Tamer, Computing Research Association

Tagged Topics

Diversity, NSF Grantees Poster Session

identification: whereas belonging reflects one’s perceived fit within a group orentity, identification reflects the subjective importance one places on being a member of the group orentity. Domain identification is important because when it is high, positive outcomes are self-relevantand rewarding, thereby motivating achievement. 8, 21, 22, 29Importantly, research indicates that women’s engagement in quantitative fields tends to be low whenwomen endorse negative stereotypes about their group. For instance, one line of research indicates thatthe more women endorse negative stereotypes about their group’s ability in the physical sciences, theless they feel like they belong, and the lower their self-efficacy therein. 33 This work indicates that

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette; Stephanie A. Claussen, Colorado School of Mines; David H Torres, Purdue University

Tagged Topics

Diversity, NSF Grantees Poster Session

from the Reflective and Perceptual sub-scales of the instrument.14• Moral Disengagement: 24 item scale that measures eight interrelated moral disengagement mechanisms.15Engineering Ethics Scenarios: • Ethics Knowledge Questions: We are using the same five knowledge/scenario questions that were employed in the earlier SEED research project.16-17 The format of these items is similar to questions that appear on the Fundamentals of Engineering (FE) exam. They are multiple- choice format; each has a preferred answer. • Engineering Ethics Scenarios: We have adapted three situational-judgement situations focused on ethical issues in engineering practice adapted from prior work by Jesiek et al.18 Each multiple-choice question

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Scott W Campbell, University of South Florida; Sylvia W. Thomas, University of South Florida; Venkat R. Bhethanabotla, University of South Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

group specializes in characterizing, modeling, and integrating materials that demonstrate high levels of biocompatibility, thermal reflectivity, mechanical robustness, and environmental sustainability, such as carbides, sol-gel coatings, high temperature oxides, and sev- eral polymers. Her research is interdisciplinary in nature and fosters collaborations with Chemical and Biomedical, Mechanical, and Environmental Engineering, Physics, Chemistry, Public Health, Medicine, and the Nanotechnology Research and Education Center (NREC).Prof. Venkat R. Bhethanabotla, University of South Florida Venkat Bhethanabotla obtained his BS from Osmania University in Hyderabad, India, and Ph.D. from Penn State in Pennsylvania, USA

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Cheryl Matherly; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University

Tagged Topics

Diversity, NSF Grantees Poster Session

/intercultural experiences contributedmost to the individual’s global preparedness as identified in Study One. The resultantbackground survey instrument consisted of four components: profile characteristics (e.g., gender,age, class standing,), educational background (e.g., university, major, QPA), travel abroad/international experiences (e.g., level of interest in international issues, foreign languageproficiency), and characteristics of the international experiences (e.g., programmatic elements ofexperiences such as duration, amount of reflection, and comfort zone). The background surveyitems also provided independent predictor variables to help explain the results of the outcomeinstruments (EGPI and GPI). Samples (from each of the four partner