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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Marisa K. Orr, Clemson University; David E. Hall, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University

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NSF Grantees Poster Session

Paper ID #22139S-STEM Summer Scholarship for a Sophomore Bridge: Year 1 in ReviewDr. Katie Evans, Louisiana Tech University Dr. Katie Evans is the Associate Dean for Strategic Initiatives, the Entergy Corp LP&L/NOPSI #3 & #4 Professor of Mathematics, the Academic Director of Mathematics and Statistics and Online Programs, and the Director of the Integrated STEM Education Research Center (ISERC). She earned her Ph.D. in Mathematics and M.S. in Mathematics at Virginia Tech, Blacksburg, VA. Her research interests in- clude distributed parameter control modeling and simulation, dynamic modeling of physical systems, and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; Jeremi S. London, Arizona State University, Polytechnic campus; Bevlee A. Watford, Virginia Tech; Teirra K. Holloman, Virginia Tech; Gilbert Jew, Arizona State University; Atota Bedane Halkiyo, Arizona State University

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Diversity, NSF Grantees Poster Session

. c American Society for Engineering Education, 2018 Towards a National Agenda for Broadening the Participation of African Americans in Engineering and Computer Science: Insights from Year One OVERVIEWWhile more students are pursuing degrees in science, technology, engineering, and mathematics(STEM), representation of African Americans remain low and is not on par with nationalrepresentation [1], [2]. As a result, broadening the participation of African Americans inengineering and computer science continues to be an effort that is of interest to variousstakeholders in the STEM community. As part of the effort to improve diversity in STEM, theresearchers

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tuncay Aktosun, University of Texas at Arlington; Jianzhong Su, University of Texas at Arlington

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Diversity, NSF Grantees Poster Session

2017 it had an enrollment of47,535 students with a sharp increase from the enrollment of 39,819 in the fall of 2016. 62.3% women 88.4% domestic 72.1% undergraduate 37.7% men 11.6% international 27.9% graduate Table 1. The enrollment data of 47,535 students at UTA in the fall of 2017Of the 47,535 students enrolled in the fall of 2017, 62.3% were women and 37.7% were men.These percentages are not uniform in all the disciplines, as the percentage of women in someengineering programs at UTA is very low. Among the 47,435 students enrolled in the fall of2017, 42,032 (88.4%) were domestic students and 5,503 (11.6%) were international students.There were 34,261 undergraduate students

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Lisa Ann Moyer, Virginia Tech; Indhira María Hasbún, Virginia Tech

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Diversity, NSF Grantees Poster Session

institutional support. Such an instrument is important because it will facilitate college-level administrators monitoring progress in this area, leading to the identification ofopportunities for making STEM learning environments more supportive. The theoreticalfoundation for our instrument is the model of co-curricular support (MCCS), which was recentlydeveloped [1]. The MCCS is a student-retention model that demonstrates the breadth ofassistance currently used to support undergraduate students in STEM, particularly those fromunderrepresented groups.In total, the MCCS outlines six elements of institutional support (See Table 1). Our survey willtransform student support in STEM by making it possible to assess each of these constructs. Thebenefit of

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

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NSF Grantees Poster Session

education, and a case study to demonstrate its capabilitiesas a method of collecting and analyzing data from student design teams. The system isintended to support educators in coaching and monitoring student designers, encouragestudents in reflective reporting on their experiential learning, and to serve as a data collectiontool for education researchers.This poster also presents the results of a case study of a proposed framework involving DEFTdata to evaluate project-based design courses. The research consisted of interviews with thelead instructor of the classes (n=1), weekly observation of the student groups and the analysisof self-reported student design process data (n=12) to review the efficacy of the design class.The poster concludes by

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Texas A&M University; David B. Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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Diversity, NSF Grantees Poster Session

/Latino; student status as firstgeneration). This work feeds into analytical models that will explore relationships betweentransfer student capital and: 1) outcome variables (academic achievement and degreeattainment), and 2) adjustment variables for engineering transfer students [6,7,8].Executive SummaryIn recent decades, recruitment and retention efforts to meet workforce demands and broadenparticipation in colleges of engineering across the country have focused primarily on catering tothe needs of first-year, traditional age college students who matriculate from high school into 4-year institutions [9,10]. While these efforts have moved the needle on enrollment and retentionfor undergraduate students in engineering, growth and improvement

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College; David Jonathan Woehr, University of North Carolina, Charlotte; Daniel M. Ferguson, Purdue University, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants

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NSF Grantees Poster Session

  NSF Award 1431694  The broad goal of this work is to study the effectiveness of teamwork training methods, experience in teams, and receiving various forms of feedback on the development of team skills and the ability to evaluate teamwork. This is conducted through a series of studies including classroom experiments, lab studies, and analyses of historical data. The research leverages the NSF’s prior investment in the Comprehensive Assessment of Team‐Member Effectiveness (CATME) system to measure teamwork.1 The CATME system automates some of the data collection and feedback, providing input to some of the seven empirical studies required to explore these research questions. The entire research protocol is shown in Figure 1. The two outcomes

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Jacob R. Grohs, Virginia Tech; William Michael Anderson, Virginia Tech; Marlena McGlothlin Lester, Virginia Tech; Liesl M. Baum, Virginia Tech; Phyllis Leary Newbill, Virginia Tech; Stacey L. Vaziri, Virginia Tech

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Diversity, NSF Grantees Poster Session

sufficient to help students pursue engineeringmajors, particularly for rural students [1-3]. In many rural communities, influential adults(family, friends, teachers) often provide the primary support for engineering as a career choice,while factors such as lack of role models, lack of social and cultural capital, and limited courseavailability may all act as potential inhibitors. Collectively, such work suggests that currentmodels of career choice that posit interest as the primary driver do not adequately account for thecontextual factors that shape rural students’ choices. Far less work has sought to explorecommunities more holistically to understand why and how key influencers choose to support orpromote engineering as a career choice among rural

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University; Tiago R. Forin, Rowan University; Roisin Breen, Rowan University; Patricia Lynn Hurley, Rowan University; Erin Elizabeth Pepe, Rowan University; Jiayun Shen, Rowan University; Iman Noshadi, Rowan University

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NSF Grantees Poster Session

in partnership with theCenter for Aquatic Sciences (CAS) at the Adventure Aquarium. The CAS promotes theunderstanding and appreciation of aquatic sciences and provides outreach programs for a largepopulation of students in Camden, NJ and surrounding communities [1]. The partnership willallow the Algae Grows the Future project to expand its reach and will provide material for CASto implement. The theme of algae was selected because of the wide range of applications ofalgae, ease of growth and maintenance, and accessibility to any classroom. The Algae Grows theFuture team aims to promote a high quality engineering education, along with the integration ofhumanities to improve students’ understanding of the connections between the two fields.1.2

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Elizabeth Gross, Kettering University; Diane L. Peters, Kettering University; Stacy Lynn Mann, Kettering University

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Diversity, NSF Grantees Poster Session

two groups: 1) DirectPathway students, who enroll in a graduate program either directly after their undergraduateprogram or within five years of undergraduate graduation and 2) returning students who have agap of five or more years between their undergraduate and graduate programs [1, 2]. The five-year mark was chosen as the cutoff because other benchmarks are set in that general time frame(GRE scores are only good for five years, the PE exam can only be taken after four years, andABET accreditation is renewed every six years, for example). In addition, the types of problemsReturners have faced tend to have multiple solutions or difficult ones, and are real-worldsituations [3, 4].Work experiences may have also been akin to cognitive

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lynn L. Peterson, University of Texas, Arlington; J. Carter Tiernan, University of Texas, Arlington; Kevin A. Schug, University of Texas, Arlington; Ramon Lopez, University of Texas, Arlington; James A. Mendoza Álvarez, The University of Texas, Arlington

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NSF Grantees Poster Session

first three semesters (see Fig 1). Since plans forinstitutionalization was a requirement of the STEP funding, efforts were made to make theAURAS classes less costly, so that they could be sustained in the institution only by the fundsgenerated from tuition of students retained. However, it became apparent at the beginning of year3 that major revisions were needed with a focus on sustainability if the promise of the grantfunding was to be attained. Three initiatives were initiated: mathematics course redesign,institution of an engineering problem-solving class, and further development of research methodscomponents. Each of these initiatives was successfully completed and fully institutionalized.Now, at the conclusion of the AURAS project, the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ahsan Mian, Wright State University; Margaret Pinnell, University of Dayton; M. Suzanne Franco, Wright State University; Leanne Petry, Central State University; Brett Doudican, University of Dayton; Raghavan Srinivasan, Wright State University

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NSF Grantees Poster Session

manufacturing and materials. This paper willdiscuss the lessons learned from managing and facilitating a collaborative program. It will alsodiscuss how this program was able to leverage regional assets to provide a deep and meaningfulexperiential learning opportunity for the participants. Finally, it will discuss how the participantswere guided through a process to develop curriculum that connected their experiences andemployed research based best practices for encouraging underrepresented populations to pursueengineering.INTRODUCTION Global competitiveness in future manufacturing will depend upon the maturation andadoption of advanced manufacturing technologies. These technologies include robotics [1],artificial intelligence [2], 3D printing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker

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NSF Grantees Poster Session

ability to consciously and deliberately monitor and regulate one’s knowledge, processes,and cognitive and affective states” [1]. Metacognition is key to developing self-directed learningskills that are foundational to ABET’s required “ability to be a life-long learner.” Self-directedlearning is also necessary for an effective work career, yet it is rarely integrated into engineeringeducation [2].In our IUSE NSF project, we are studying the development of metacognitive and self-directedlearning skills of students and graduates of the Iron Range Engineering program (IRE). IRE is aninnovative, problem-based-learning (PBL) engineering program in Virginia, Minnesota, wherestudents explicitly engage in activities to become aware of and develop

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sarah Jane Bork, University of Michigan; Candace Rose Wiwel, University of Michigan; Max William Blackburn, University of Michigan; Aaron W. Johnson, University of Michigan; Cynthia J. Finelli, University of Michigan

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NSF Grantees Poster Session

studied ethical decision-making in engineering students. c American Society for Engineering Education, 2018 Impact of Flexible Classroom Spaces on Instructor Pedagogy and Student BehaviorIntroductionThe use of active learning techniques, such as asking students to respond to multiple-choice“clicker” questions or to work together with their peers to solve a problem in class, has beenshown to benefit students by improving their retention of information, conceptual understanding,self-esteem, and attitudes about their program of study [1], [2], [3]. However, many barriers stillremain to the implementation of active learning, including insufficient training for instructors, alack

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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Diversity, NSF Grantees Poster Session

transfer capacity. The goals were: (a) tounderstand whether particular pedagogical support practices were effective in offering non-traditional students a program that enabled them to remain in engineering and science majors andto transfer to a four-year college or university, and (b) to determine if students’ propensity forinnovative problem solving influenced use of pedagogical practices and ultimately, transferpersistence. The research targeted four research questions: (1) What are the patterns ofpedagogical practices that community colleges employ to enhance students’ transfer success inengineering and science? (2) How do students’ creative and innovative problem-solvingapproaches influence the choices that they make in using pedagogical

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin F. Hopkins, University of Louisville ; Keith Brandon Lyle, University of Louisville; Patricia A. Ralston, University of Louisville; Campbell R. Bego, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

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NSF Grantees Poster Session

administered one month after the end of the precalculus course. We found thatstudents were significantly more likely to retain precalculus objectives when quiz questions hadbeen spaced versus massed. Increasing the number of quiz questions did not significantly affectretention. These findings suggest that educators wishing to increase students’ long-termretention of mathematics knowledge should increase the spacing, rather than the amount, ofretrieval practice in their courses.IntroductionCollege courses require students to learn large amounts of information, but students can rapidlylose the ability to recall information from previous courses or semesters [1 - 4]. This loss ofinformation is especially harmful when success in upper-level courses

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity, NSF Grantees Poster Session

Paper ID #21841Impact of Undergraduate Research Experiences on Diverse National and In-ternational Undergraduate ResearchersDr. Jacques C. Richard, Texas A&M University Dr. Richard got his Ph. D. at Rensselaer Polytechnic Institute, 1989 & a B. S. at Boston University, 1984. He was at NASA Glenn, 1989-1995, taught at Northwestern for Fall 1995, worked at Argonne National Lab, 1996-1997, Chicago State, 1997-2002. Dr. Richard is a Sr. Lecturer & Research Associate in Aerospace Engineering @ Texas A&M since 1/03. His research is focused on computational plasma modeling using spectral and lattice Boltzmann

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chell A. Roberts, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Rick Olson, University of San Diego; Leonard A. Perry, University of San Diego

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NSF Grantees Poster Session

Justice This workshop was developed to understand critical issues that must be considered when evaluating the how the learning outcomes for a technical course might be framed in the context of social justice.A Faculty that embraces a redefined engineering canonMany of the schools faculty members were skeptical of the need for significant changes tocurricula. Recognizing this, another goal of the RED grant was to: “Createaculturewithintheschoolwherefacultyrecognizetheneedforarevisedcanonthatinfusesprofessionalskillsandvalueswithdisciplinarycontenttodevelopchangemakingengineers.”Consequently, a primary approach for achieving change is to use a transformative and emergentchange model [1] to develop broader support for the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University, West Lafayette; Nelson S. Pearson, University of Nevada, Reno; Benjamin P. Jackson, Purdue University; Tara C. Langus, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

MotivationTeaming is a core part of engineering education, especially in the first and last years ofengineering when project work is a prevalent focus. There is significant prior literature onengineering teams, but the effects of incorporating diversity into teams are understudied [1]. It isimportant to understand not only the practical outcomes of working in diverse teams, but alsohow the experience of working in diverse teams influences whether students see themselves asengineers and whether or not they feel they belong in engineering. Our project, “BuildingSupports for Diversity through Engineering Teams (NSF EEC-1531586/1531174),” investigateshow students’ attitudes towards diversity influence how they experience working in diverseteams through

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Peter Rogers, Ohio State University; Denny C. Davis, Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, Ohio State University; Kaycee Ash, Ohio State University

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NSF Grantees Poster Session

into a one-page report for each student toprovide them with sought feedback. Sample reports are illustrated for discussion with conferenceattendees whose valuable feedback is considered to improve future reports.Motivational attitudes and behaviors instrumentsThe Likert-scale assessment tools used in this study are shown in Table 1 and 2. Themotivational attitudes instrument, consisting of 20 items, is shown in Table 1. The first 10 itemsare classified as intrinsic in nature and the last 10 items as extrinsic.Attitudes: How often are you motivated by the following attitudes? (Students rates themselveson the following questions using a 10-point Likert scale from “Rarely” to “Most of the time”)1. Apply professional skills 11

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Roth, Lafayette College; Laurie F. Caslake, Lafayette College

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NSF Grantees Poster Session

Collaboration with an NSF-funded Engineering Research CenterUndergraduate research experiences are known to benefits students ([1], [2], [3], [4], and [5],among others). Lafayette College, like many small liberal arts colleges, prides itself on an abilityto offer research experiences to students. The latest National Survey of Student Engagementresults for the college indicate that, “By their senior year, 50% of students have done researchwith a faculty member” (web link to be provided in final paper). Research experiences forstudents also benefit faculty members at small colleges by keeping the faculty members engagedin their areas of expertise; many small colleges, including ours, also consider continuingengagement in research when evaluating a

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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NSF Grantees Poster Session

integratedinstitutional network of supports that increases students’ self-efficacy, sense of belonging to theirmajor, and belief in the importance of their contributions to society. These are key factors thataffect retention in STEM fields [1]-[7]. The FS2 program is funded by the National ScienceFoundation, is focused on engineering and computer science (CS) majors and is designed toimprove retention and graduation rates. The FS2 program is currently in the fourth and finalacademic year and has engaged 470 first-year engineering and computer science students. Thepaper describes the main challenges in implementing these retention initiatives in a small collegesetting and outlines approaches to overcome these challenges.GoalsThe primary goals of this five year

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Carolyn L. Sandoval, Texas A&M University; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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NSF Grantees Poster Session

conducted using environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS)1 to assess the classroom climate of faculty in the experimental (ISE-2) and control groups. Student surveys were also administered to students who were taught by ISE-2 faculty and control group faculty to assess student engagement and classroom climate. While the project is still ongoing, feedback from faculty regarding ISE-2 have been positive.  Introduction The National Science Foundation, through EEC-Engineering Diversity Activities, awarded “Improving Student Experiences to Increase Student Engagement” (ISE-2) to Texas A&M University. ISE-2 is a faculty development program that focuses on reducing implicit

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center (MATRIC); Hyland Anthony Markle; Robin A. M. Hensel, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

, 2018 Algebra-Related Misconceptions Identified in a First Year Engineering Reasoning CourseBackground:Students join engineering programs with a significant level of knowledge; some of thisknowledge is correct and some incorrect [1, 2]. Students’ pre-instructional knowledge is definedas “preconceptions”. It has been shown that educators need to assess these preconceptions,because they affect new learning, especially since learning depends on whether the newknowledge agrees with or contradicts existing preconceptions [2].Preconceptions that are consistent with the concepts learned in class are called “anchoringconceptions”[3]. Preconceptions that are inconsistent with concepts learned in class are termed“alternative

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, West Fargo Liberty Middle School

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NSF Grantees Poster Session

categorized as over 99% rural, and it is common forschools to be separated by 30-40 miles or more [1]. Therefore, teachers in these areas aretypically the only teacher in their content area and lack the support, resources, and professionalopportunities required to develop effective teaching strategies. However, these teachers havesignificant influence over the development of their students, since they may be the onlymathematics or science teacher their students ever have while in that building. Many of theseteachers have 5-7 different preparations of classes per day and only one planning period. Whenpolicies and assessment methods change, such as with Common Core and Next GenerationScience Standards, these solitary STEM teachers may struggle to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University; Brett Tallman P.E., Montana State University

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NSF Grantees Poster Session

identity plays in learning. The investigation began by analyzing anational data set of students’ leadership development experiences and the self-reported impact ofthose experiences. The data was used to explore the leadership experience and perception of theimpact of these experiences of engineering students when compared to their peers in other STEMfields and those outside the STEM fields. Initial results indicate significant differences betweenthese groups.IntroductionAs society finds itself facing ever more complex challenges, many have rightfully called fortraining greater numbers of engineers to provide our workforce with the skills needed tosuccessfully design solutions to these challenges [1]. However, designing these solutions isdifficult

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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, San Luis Obispo; Monica Lauren Singer, AmeriCorps VISTA; Katherine C. Chen, Worcester Polytechnic Institute

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NSF Grantees Poster Session

volunteers to support the goals of the program. Webelieve the VISTA program can be a source of institutional support to NSF grantees and we urgeothers to investigate these opportunities in their own state or institutional systems.S-STEM PEEPSPEEPS is an S-STEM scholarship and support program at California Polytechnic StateUniversity, San Luis Obispo. The aim of the program is to support students from under-resourced backgrounds in as many ways as possible to help them complete engineering degrees.The 13 students in the program receive up to $10,000 per year of financial scholarships and awide range of other support throughout their time at Cal Poly. We designed the cohorts aroundthe Posses Foundation Scholarship program [1]. Initially, we helped to

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhinav Dixit, Arizona State University; Uday Shankar Shanthamallu, Arizona State University; Andreas S. Spanias, Arizona State University; Sunil Rao; Sameeksha Katoch, Arizona State University; Mahesh K. Banavar, Clarkson University; Gowtham Muniraju, Arizona State University; Jie Fan, Arizona State University; Photini Spanias, Arizona State University; Andrew Strom, Corona Del Sol High School; Constantinos Pattichis; Huan Song

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NSF Grantees Poster Session

Univer- sity. She is teaching math methods classes. Her research interests are in math methods and in teacher preparation. She is also interested in online education research.Andrew Strom, Corona Del Sol High School Andrew Strom has been teaching mathematics at Corona Del Sol for 21 years. He has taught a variety of subjects: Algebra 1-2, Geometry, Algebra 3-4, Honors Algebra 3-4, Pre-Calculus, Honors Pre-Calculus, College Mathematics and AP Statistics. Andrew enjoys the beauty of mathematics and loves working with young people.Prof. Constantinos PattichisHuan Song c American Society for Engineering Education, 2018 Multidisciplinary Modules on Sensors and Machine

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Kerrie Pieloch, Suffolk University

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Diversity, NSF Grantees Poster Session

EE program, as well as the electricpower engineers’ and managers’ enthusiasm for hiring students from this program.The goals of the S-STEM EE Scholars Program at Suffolk University were to: 1. Provide a pathway to a future in EE, particularly power engineering, for talented students with limited financial means. Special emphasis was placed on recruiting underrepresented minorities from BPHS. 2. Build on the EE program’s sense of community with specific activities for S-STEM Scholars. 3. Improve the awareness of S-STEM Scholars’ career interests and values, particularly as they relate to career decision-making and workplace satisfaction.The objectives of the program were to: 1. Increase the number of EE majors from

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; Gail P. Baxter, Stevens Institute of Technology; Frank T. Fisher, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Patricia J. Holahan, Stevens Institute of Technology; Susan Staffin Metz, Stevens Institute of Technology

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Diversity, NSF Grantees Poster Session

in lectures and recitations; midterm course evaluations as formativefeedback; and advocacy with colleagues to catalyze diffusion beyond these early courses.The project has two foci. The first is to provide support and recognition to enable faculty whoteach the critical early core courses to adopt evidence-based practices and target deep andtransferable learning within and across disciplinary domains. Evidence-based instructionalpractices are defined as those derived from research on cognition and how people learn [1-3].Examples include presenting authentic real-world problems for students to solve, providing in-class opportunities for peer-to-peer learning, and supporting self-directed learning. Thesepractices are designed to enable students