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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

Metallurgy and a diploma in Industrial Administration (Aston University). He was the recipient of the Henry Morton Distinguished Teaching Professor Award in 2009. In his prior role as Associate Dean, Prof. Sheppard had a leading role in the development of the undergraduate engineering curriculum at Stevens, including innovations in design education and initiatives to include entrepreneur- ship, sustainability, and global competency for undergraduate students.Dr. Gail P. Baxter, Stevens Institute of TechnologyDr. Frank T. Fisher, Stevens Institute of Technology Frank T. Fisher is an Associate Professor in the Department of Mechanical Engineering and former co- Director of the Nanotechnology Graduate Program (www.stevens.edu

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Christina L. Baze, University of Texas, Austin; Todd L. Hutner, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Victor Sampson, University of Texas, Austin; Lawrence Chu; Stephanie Rivale, University of Texas, Austin; Hannah Smith Brooks, University of Texas, Austin

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Diversity, NSF Grantees Poster Session

Humanities grant. c American Society for Engineering Education, 2018 An Instructional Framework for the Integration of Engineering into Middle School Science ClassroomsIntroduction A Framework for K-12 Science Education [1] describes three dimensions of science andengineering. These dimensions include core ideas from life science, physical science, earth andspace science and engineering, a set of crosscutting concepts that span across these fourdisciplines, and eight practices that are used in science and engineering to develop and revisenew knowledge about the natural or material world. This description of science and engineeringis intended to convey a more realistic understanding of what

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Paul Gannon, Montana Engineering Education Research Center; Carolyn Plumb, Montana State University; Ryan Anderson, Montana Engineering Education Research Center

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Paper ID #22125Research Initiation: Effectively Integrating Sustainability within an Engi-neering Program: Project AccomplishmentsDr. Paul Gannon, Montana Engineering Education Research Center Associate Professor, Chemical Engineering Associate Director, Montana Engineering Education Research CenterDr. Carolyn Plumb, Montana State University Carolyn Plumb is the recently retired Director of Educational Innovation and Strategic Projects in the College of Engineering at Montana State University (MSU). Plumb has been involved in engineering education and program evaluation for over 25 years, and she continues to work on

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NSF Grantees Poster Session

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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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, overlooking how these fundamentals relate to the world and its people. In an effortto empower and prepare the next generation of engineers to create sustainable solutions to globalissues, the Algae Grows the Future team at Rowan University, with funding from the NationalScience Foundation (NSF), has developed a curriculum based around algae. This curriculumutilizes algae-based experiments and lessons to teach foundational engineering principles,emphasize the link between engineering and humanities, and encourage students to pursuecreative, conscientious solutions. The curriculum has been designed with adjustable complexity,suiting K-12 and college freshman students, and has been implemented in both middle schooland freshman engineering classrooms

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Kristin L. K. Koskey, University of Akron; Wondimu Ahmed, University of Akron; Nidaa Makki, The University of Akron ; Nicholas Garafolo, University of Akron; Benjamin G. Kruggel, University of Akron; Donald P. Visco Jr., The University of Akron

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Akron, in the department in Curricular and Instructional Studies. Her work focuses on STEM curriculum integration and science inquiry practices in middle and high school. She is a co-PI on an NSF funded project to investigate the impact of integrating engineering on middle school students’ interest and engagement in STEM. She has also received funding to conduct teacher professional development in the areas of engineering education, problem based learning and physics inquiry instruction.Dr. Nicholas Garafolo, University of Akron Dr. Nicholas G. Garafolo is a researcher in the broad area of thermo-fluids and aerospace, with an em- phasis in advanced aerospace seals, near-hermetic fluid flows, and turbomachinery modal

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Horacio Vasquez, University of Texas, Rio Grande Valley; Virgil U. Pierce, University of Texas, Rio Grande Valley; Stephen W. Crown, University of Texas, Rio Grande Valley; Arturo A. Fuentes, University of Texas, Rio Grande Valley

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Paper ID #22581An Ecosystem for Success in Engineering and Computer ScienceDr. Horacio Vasquez, University of Texas, Rio Grande Valley Dr. Horacio Vasquez is a Professor in the Mechanical Engineering Department at the University of Texas - Rio Grande Valley (UTRGV), in Edinburg, Texas. His current research interests are in the areas of control systems, mechatronics, measurements and instrumentation, and engineering education.Dr. Virgil U. Pierce, University of Texas, Rio Grande Valley Dr. Virgil Pierce is an Associate Professor in the Department of Mathematics at the University of Texas – Pan American. His research is in

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

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Paper ID #23803Increasing Impact of the Hidden Curriculum: Exploring Student Outcomesfrom Out-of-Class ActivitiesDr. Denise Rutledge Simmons P.E., Virginia Tech Denise R. Simmons, Ph.D., PE, LEED-AP, is an assistant professor in the Myers-Lawson School of Con- struction and in the Department of Civil & Environmental Engineering, and an affiliate faculty of the Department of Engineering Education at Virginia Tech. She holds a B.S., M.S., and Ph.D. in civil engi- neering and a graduate certificate in engineering education – all from Clemson University. She has over 10 years of experience working for energy companies and

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Pong P. Chu, Cleveland State University; Chansu Yu, Cleveland State University; Karla R. Hamlen, Cleveland State University

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NSF Grantees Poster Session

, Cleveland State University Dr. Karla Hamlen is an Associate Professor of Educational Research in the Department of Curriculum and Foundations. She specializes in educational research relating to both formal and informal entertainment technology use among students. c American Society for Engineering Education, 2018 A Simple SoC (System on a Chip) Platform for the Integrated Computer Engineering Lab Framework1. Introduction A “spiral” lab framework is developed for the computer engineering curriculum. It ismotivated by a study from the Carnegie Foundation [6], which recommends a “spiral model” toenhance the integration skills and to provide more effective learning

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

secondary science teachers the tools to design and implement learning experiences for their students that are effective and authentic to the discipline. Much of this work has been centered on model-based inquiry and the integration of scientific practices in a supportive and structured way. He has been funded by NSF and other agencies to conduct research on preservice teacher education, undergraduate engineering education, and community partnerships in secondary education. c American Society for Engineering Education, 2018 Examining interventions to increase classroom community and relevancy in an early career engineering courseAbstractThe current NSF-funded project was

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut Ilgu, Iowa State University; Elizabeth Miller; Suhan Yao, Iowa State University; David A Wehr, Iowa State University; An Chen, Iowa State University; Yelda Turkan, Oregon State University; Amir H. Behzadan, Texas A&M University; Charles T. Jahren P.E., Iowa State University

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NSF Grantees Poster Session

Paper ID #22872Usability of a Mobile Augmented Reality Application to Teach StructuralAnalysisDr. Aliye Karabulut Ilgu, Iowa State University Dr. Aliye Karabulut-Ilgu is a lecturer in the department of Civil, Construction and Environmental En- gineering at Iowa State University. Her background is in Curriculum and Instruction, and her research interests include online learning, hybrid learning, and technology integration in higher education.Elizabeth MillerMs. Suhan Yao, Iowa State University Suhan Yao is a graduating master student in the Curriculum and Instructional Technology program at Iowa State University. She

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Kauser Jahan P.E., Rowan University; Kevin B. Trinh; Gena Gizzi; Nathan Lamb

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NSF Grantees Poster Session

Paper ID #22716Algae City - An Interactive Serious GameDr. Ying Tang, Rowan University Ying Tang received the B.S. and M.S. degrees from the Northeastern University, P. R. China, in 1996 and 1998, respectively, and Ph.D degree from New Jersey Institute of Technology, Newark, NJ, in 2001. She is currently a Professor of Electrical and Computer Engineering (ECE) at Rowan University, Glass- boro, NJ. Her research interests include virtual reality and augmented reality, artificial intelligence, and modeling and scheduling of computer-integrated systems. Dr. Tang is very active in adapting and devel- oping pedagogical

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Weihang Zhu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Dorothy Sisk; Nicholas Andres Brake, Lamar University; Xianchang Li, Lamar University; Xinyu Liu, Lamar University; Jiang Zhou, Lamar University

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NSF Grantees Poster Session

University. He received his B.S. (2005), M.S. (2008), and Ph.D. (2012) from Michigan State University. His area of expertise is in cementitious composites which includes: fracture and fatigue mechanics of quasi-brittle materials, recycled concrete, conductive concrete, reinforced concrete, pervious concrete, geopolymer, and structural dynamics. He currently teaches a wide array of courses that includes statics, reinforced concrete design, structural analysis, and materials engineering. Dr. Brake actively integrates project based and peer assisted learning pedagogies into his curriculum.Dr. Xianchang Li, Lamar University Dr. Li received his Ph.D. degree from Clemson University in 1999 and now serves as an associate profes

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Helen H. Hu, Westminster College; Clifton L. Kussmaul, Muhlenberg College; Patricia B. Campbell, Campbell-Kibler Associates, Inc.

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NSF Grantees Poster Session

institutions as they adopted POGIL by providingprofessional development, curriculum resources, and regular mentoring by experienced POGILinstructors. All 13 instructors plan to continue to use POGIL in their IntroCS courses.IntroductionProcess Oriented Guided Inquiry Learning (POGIL) is a pedagogy that organizes students inlearning teams to develop both content knowledge and process skills (e.g. problem solving,teamwork, and written/oral communication). Compared to most other active learning strategies,POGIL is more explicitly constructive because of the way its activities are designed andfacilitated. POGIL uses an explore-invent-apply learning cycle [1] by incorporating models(e.g., figures, tables, equations, code snippets) and a sequence of

Conference Session

NSF Grantees Poster Session

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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

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NSF Grantees Poster Session

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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

multi-institution teams in the development and testing of curriculum materials and assessments for engineering design courses. He is the owner of Verity Design Learning LLC, a publisher of educational materials for design reviews and teamwork development. He is a Fellow of the American Society for Engineering Education.Dr. Bashirah Ibrahim, Ohio State University Bashirah Ibrahim is a postdoctoral researcher in engineering education the Ohio State University.Lin Ding, Ohio State University Lin Ding, Ph.D., is an associate professor in the Department of Teaching and Learning at The Ohio State University. Dr. Ding’s scholarly interests lie in discipline-based STEM education research. His work includes theoretical and

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Michelle M. Camacho, University of San Diego

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. Lord is a fellow of the ASEE and IEEE and is active in the engineering education community including serving as General Co-Chair of the 2006 Frontiers in Education (FIE) Conference, on the FIE Steering Committee, and as President of the IEEE Education Society for 2009-2010. She is an Associate Editor of the IEEE Transactions on Education and the Journal of Engineering Education. She and her coauthors were awarded the 2011 Wickenden Award for the best paper in the Journal of Engineering Education and the 2011 and 2015 Best Paper Award for the IEEE Transactions on Education. In 2012, Dr. Lord spent a sabbatical at Southeast University in Nanjing, China.Dr. Catherine Mobley, Clemson University Catherine Mobley

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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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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

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Mathew Kuttolamadom, Texas A&M University; Michael Alexander Liu, Texas A&M University; Jyhwen Wang, Texas A&M University; Bruce L. Tai, Texas A&M University; Samuel F. Noynaert, Texas A&M University; Dinakar Sagapuram, Texas A & M University; Marian S. Kennedy, Clemson University

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), curriculum vitae, a personalstatement and an unofficial transcript as a single file. Further, they were asked to request 1-2 oftheir professional contacts to send in a letter of recommendation directly to the program viaemail, by the (relatively late) deadline of April 30th. Collecting application materials via emailwas preferred during year-1, in lieu of generating an online fillable form that had to have certaincompliance checks. Once all of the participant applications were received, they were screenedfor eligibility and completeness. A shortlist of these students was securely distributed to thefaculty mentors, and their selections/preferences recorded. Selection criteria (which were alsocommunicated in advance to the student applicants) included

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NSF Grantees Poster Session

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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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cognition.Mr. Nelson S. Pearson, University of Nevada, Reno Nelson Pearson is an Ph.D. student at the University of Nevada, Reno. His research interest includes, social networks and the integration of diverse populations, engineering culture as well as engineering pedagogy. His education includes a B.S. and M.S. in Civil Engineering from the University of Nevada, Reno.Mr. Benjamin P. Jackson, Purdue UniversityMs. Tara C. Langus, University of Nevada, Reno Tara C. Langus is a doctoral student pursuing her degree in STEM Education at the University of Nevada, Reno (UNR). She received her BS/MS in Biology from UNR where she studied insect immunology and chemical ecology. She has five years of teaching experience and currently

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Erin J. McCave, University of Houston; Courtney June Faber, University of Tennessee, Knoxville; Cheryl A. Bodnar, Rowan University; Alexandra Coso Strong, Franklin W. Olin College of Engineering; Walter C. Lee, Virginia Tech; Courtney S. Smith-Orr, University of North Carolina, Charlotte

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. Bodnar, Ph.D., CTDP is an Assistant Professor in the Department of Experiential Engineering Education at Rowan University. Dr. Bodnar’s research interests relate to the incorporation of active learn- ing techniques in undergraduate classes as well as integration of innovation and entrepreneurship into the engineering curriculum. In particular, she is interested in the impact that these tools can have on student perception of the classroom environment, motivation and learning outcomes. She obtained her certifica- tion as a Training and Development Professional (CTDP) from the Canadian Society for Training and Development (CSTD) in 2010, providing her with a solid background in instructional design, facilitation and

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Leo C. Ureel II, Michigan Technological University; Charles Wallace, Michigan Technological University

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Wallace studied Linguistics at the University of Pennsylvania and the University of California before earning his Ph.D. in Computer Science at the University of Michigan. He has been on the faculty of the Michigan Tech Computer Science Department since 2000. His experiences as a computer scientist, linguist, and software developer drive his research exploring how humans can better understand, build, and use software. His work has been funded by the National Science Foundation, Google, Microsoft Research, and the U.S. Department of Defense. Dr. Wallace’s Agile Communicators project, supported by an NSF IUSE award, seeks to build an en- hanced curriculum for computing programs that emphasizes inquiry, critique and

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Leisa D. Thompson, University of Virginia; Lecia Jane Barker, University of Colorado, Boulder

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Diversity, NSF Grantees Poster Session

has an undergraduate degree in Computer Science and over 15 years of corporate experience in Engineering and Information Technology as an applications engineer, systems administrator, systems engineer, and senior consultant for companies such as Xerox, Hughes Electronics, and IBM Corporation. She has also presented at various regional, national, and international conferences.Dr. Lecia Jane Barker, University of Colorado, Boulder Lecia Barker is an Associate Professor in the Department of Information Science at the University of Colorado Boulder and a Senior Research Scientist for the National Center for Women & Information Technology. Lecia conducts research in attracting, retaining, and advancing groups

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NSF Grantees Poster Session

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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

Paper ID #21276Research Experiences for Teachers in Precision Agriculture and Sustainabil-ity for Solitary STEM EducatorsBradley Bowen, Virginia Tech Bradley Bowen is an assistant professor at Virginia Tech in the School of Education’s Integrative STEM Education program. He has a B.S. in Civil Engineering from Virginia Tech and a Master’s of Civil Engineering and an Ed.D. in Technology Education both from N.C. State University. Using his work experience in both engineering and education, he specializes in designing Integrative STEM activities for K-12 students and implementing professional development programs for K-12

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NSF Grantees Poster Session

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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

conceptions” or “misconceptions”[3]. Making errors is an integral part of thelearning process. However, misconceptions could lead to impairments in students’ ability tounderstand and learn new material [2].Two main forces are driving students’ transfer out of engineering: students’ lack of interest orloss of interest in engineering, and students’ difficulty in their math courses [4-7]. Helpingstudents succeed in their math courses is essential to improving the retention of students inengineering. This paper summarizes the results of a study aimed at improving students’ mathand engineering reasoning skills. In this portion of the study, the investigators evaluatedstudents’ misconceptions and issues related to solving math and engineering

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jumoke Oluwakemi Ladeji-Osias, Morgan State University; Cindy S. Ziker, SRI International; Clay Gloster Jr., North Carolina A&T University ; Kamal S. Ali, Jackson State University; Derrick Cornell Gilmore, Kentucky State University

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Diversity, NSF Grantees Poster Session

successes and challenges with integrating research into practice [36], [37]. Thesepresentations were designed to provide a background on some of the broadening participationchallenges we were interested in addressing. In addition, since many of the attendees wereinvolved in informal learning, examples of results from two large initiatives were provided. Thepre-workshop survey indicated that almost 60% of workshop attendees were new to networkedimprovement communities, thus they were provided with some webinars that were developed forNSF INCLUDES Launch Pilots (www.includescenter.org).Once at the workshop, participants spent time developing a preliminary driver diagram (Figure2) and defining next steps for the NIC. Driver diagrams are an important

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Christopher Martinez, University of New Haven

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computer science curriculum is designedsuch that students take 15-17 credits each semester throughout the four years to complete thedegree. Only twice were students not eligible to receive ASPIRE funding in a particularsemester because they registered as part-time student or had a leave of absence (militarycommitment).Data collected for NSF on the scholarship recipients indicated that the overall GPAs of studentsreceiving the scholarship did not significantly change during the time they received ASPIREfunding. Many of the students who received the scholarship were academically strong students asevidenced by an average GPA of the cohorts of 3.0 or above for all five years of the program.Graduation rate of ASPIRE recipients was quite high. To date

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Robin A. M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Amir Hedayati Mehdiabadi, Colorado State University; Jeremy Clinton Schwartz, West Virginia University; Christina Paguyo, University of Denver

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introducing new perspectives tohelp spark innovation in how we address important societal issues. In addition to attracting andretaining more students from underrepresented groups, it is important that all students receive thenecessary preparation to work with diverse peers in an effective and inclusive manner. In thisIUSE (Improving Undergraduate STEM Education) project, we are developing, implementing,and assessing curriculum changes that are intended to cultivate inclusive professional identitiesin engineering and computer science students. The key tenants of inclusive profession identitiesas defined by this project are: (a) fluency with the necessary technical knowledge, skills, andabilities for students to work in their chosen field, (b) an

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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, and, sociopolitical consciousness.These tenets can be employed in various contexts with a diverse population through classroominstruction, during teacher education, and as a framework for educational research [7]. Manyscholars have highlighted the role of CRP in facilitating the success of URM students inmathematics and science in K–12 education [8-9]. In this study, CRP is an importantconsideration, because when science and math teachers instruct from a Eurocentric point of view,they fail to include an approach that connects curriculum, instruction, and assessment to theexperiences, cultures, and traditions of URM students [10-11]. Teachers pursuing CRP will needto understand the sense-making practices of communities, the science-related

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; Veronica van Montfrans, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Cheryl Carrico P.E., Virginia Tech; Andrew L. Gillen, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Holly Larson Lesko; Tawni Paradise, Virginia Tech

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NSF Grantees Poster Session

students see an engineering career as a viable option. Best practicessuggest that more effective efforts should be designed to (1) maintain and expand situationalinterest, and (2) integrate with individual and community values. Challenges to broadening participation in engineering are further complicated as researchindicates that factors such as outcome expectations are more important than interest alone in thecareer choices of underrepresented groups [3-6]. In particular, for Appalachian youth, pastresearch from members of our team showed that a desire for consistent local employment andaligning one’s future in accordance with family values and pressures were important factors incareer choice. [7-9]. Thus, for our target population which

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Susan Metz, Stevens Institute of Technology (School of Engineering and Science); Tania Jarosewich, Censeo Group ; Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science)

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Elsevier and an author of a number of peer reviewed journal articles. She is an active member of the American Evaluation Association and a member of the Ohio Program Evaluators’ Group program committee. Dr. Jarosewich received her PhD in School Psychology from Kent State University and a BA in Psychology from the University of Cincinnati.Ms. Susan Staffin Metz, Stevens Institute of Technology (School of Engineering and Science) c American Society for Engineering Education, 2018 Adapting Tested Spatial Skills Curriculum to On-Line Format for Community College Instruction: A Critical Link to Retain Technology Students (SKIITS)I. IntroductionSpatial Skills Instruction