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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Mississippi State University; Rachel Louis Kajfez, Ohio State University; Abigail M. Clark, Ohio State University

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Paper ID #22173Establishing a Baseline and Future Plans for Exploring Engineering Commu-nity and IdentityDr. Mahnas Jean Mohammadi-Aragh, Mississippi State University Dr. Jean Mohammadi-Aragh is an assistant professor in the Department of Electrical and Computer En- gineering at Mississippi State University. Dr. Mohammadi-Aragh investigates the formation of engineers during their undergraduate degree program, and the use of computing to measure and support that forma- tion. She earned her Ph.D. in Engineering Education from Virginia Tech. In 2013, Dr. Mohammadi-Aragh was honored as a promising new engineering education

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

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Muhammad Dawood, New Mexico State University; Karen Trujillo, New Mexico State University; Patti Wojahn, New Mexico State University; Melissa J. Guynn, New Mexico State University; Luis Manuel Rangel Jr.; S. M. Yahea Mahbub, New Mexico State University

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Paper ID #21790Metacognition: Helping Students Plan, Monitor, and Evaluate Study Skillsand StrategiesDr. Muhammad Dawood, New Mexico State University Dr. Muhammad Dawood received his BE degree from the NED University of Engineering and Technol- ogy, Karachi, Pakistan, 1985, and his MS and Ph.D. degrees, the University of Nebraska-Lincoln, in 1998 and 2001, respectively, both in electrical engineering. Dr. Dawood is involved in teaching both nationally and internationally since 1995. At present, Dr. Dawood is an Associate Professor at the Klipsch School of Electrical and Computer Engineering, New Mexico State University

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech; Scott W Case, Virginia Tech; Homero Gregorio Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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NSF Grantees Poster Session

]. While this decision is reasonable from an operational andresource management perspective, research on large classes have shown that students sufferdecreased academic engagement, motivation and achievement [3]–[5] . Instructors, on the otherhand, report having difficulty establishing rapport with their students and a growing inability tomonitor students’ learning gains and provide quality individualized feedback [4]–[6]. To addressthese issues, our project draws from Lattuca and Stark’s Academic Plan model [9], whichincorporates a thorough consideration of factors influencing curricular activities that can beapplied at the course, program, and institutional levels, and assumes that instructors are keyactors in curriculum development and revision

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NSF Grantees Poster Session

Collection

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

computing and engineering teams on eachclient campus collaborated to expand the pool of women students who apply to, enroll in, andgraduate from their majors; in the past, departments have competed for the same pool of women.Our approach to accomplish this goal included: 1) client departments working together toincrease their pool of potential women students, instead of raiding each other’s limited numbersand 2) client teams collaboratively creating and implementing a strategic recruiting plan andadopting a minimum of two retention strategies.Progress was measured against three objectives: 1. Increases in number and percent of female applicants, admissions, and enrollments 2. Enrollments of women increase in client departments at a faster rate

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Audrey Boklage; Nadia N. Kellam, Arizona State University; Anna Montana Cirell, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

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Diversity, NSF Grantees Poster Session

students from underrepresented groups (URGs) at community collegeswho have the opportunity to transfer to engineering programs. We are specifically investigatinghow their experiences in community college influence their plans for future education andcareers. While the diversity of 4-year universities has remained stagnant, the diversity ofcommunity college student populations is actually increasing. Therefore, community collegesrepresent a potential source of talent for future engineers from diverse backgrounds. We arecurrently in the first year of data collection where we have piloted the study at one of the datacollection sites. Five students from traditionally underrepresented groups in engineering havebeen interviewed. We use a narrative

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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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NSF Grantees Poster Session

project, 3. To mold them as independent/collaborative researchers and effective communicators, 4. For them to learn to ask the right questions, formulate plans, pragmatically interpret data, 5. To inspire and enable them to pursue advanced study and related STEM careers.Organizational Structure:In lieu of the typical exclusive one-on-one mentoring of undergraduate students, this site utilizedand extended the vertically-integrated team framework for a more realistic, meaningful andeffective engagement of undergraduates in research. Initiated by Georgia Tech in 2009,Vertically-Integrated Projects (VIP) unite undergraduate education and faculty research in ateam-based context, where students earn academic credits and/or a research

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Thomas J. Siller, Colorado State University; Michael A. de Miranda, Texas A&M University; Elizabeth Deuermeyer, Texas A&M University

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Diversity, NSF Grantees Poster Session

participant’s experiencewith the project, but also included some demographic questions. Table 1 lists the questions andtheir respective research questions. A selection of the results organized around three researchquestions from the study is given below:How did the students view this type of activity?For many of the participants, this activity was a new experience for them. Someparticipants revealed that they had prior experience co-planning projects or activitieswith other content areas, however a majority stated that they had limited experience co-planning such intense design projects between content areas. The overall feelings aboutthe project were positive, and the students listed several benefits of the assignment.What problems did the students

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NSF Grantees Poster Session

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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

) increasing student engagement, success, and retention, and (b) ultimately seeing greater increases for underrepresented minority (URM), women, and first-generation students. Ten faculty teaching first- and second-year Engineering courses participated in the first cohort of ISE-2 in Summer 2017, which consisted of three workshops and six informal “coffee conversations”. At the conclusion of the workshops, each faculty was tasked with completing a teaching plan for the Fall 2017 semester, to incorporate the strategies and knowledge from ISE-2 into the courses they plan to teach. Focus groups with the ISE-2 faculty were conducted in Fall 2017 to obtain feedback about the faculty development program. Classroom observations were

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

measures have started totaper in recent years [2]. To meet current and future workforce demands for more STEMprofessionals in the United States, we must be creative about how to move beyond this ceilingeffect; and, great potential exists among the growing population of students who begin theirpursuit of a higher education at institutions other than 4-year public/private colleges [11].The purpose of this research project is to increase understanding of engineering transfer studentsand their experiences at both sending and receiving institutions. Research sites include four ofthe top ten producers of U.S. Hispanic/Latino engineers; the framework of transfer studentcapital was used to organize the project’s data collection and analytical plan (Figure

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NSF Grantees Poster Session

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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

have a better chance of success. The workshop helped faculty to understand the barriers that made previous attempts to infuse engineering with humanitarian principles difficult to maintain.• Strategic Planning Sessions The work of the RED team aligns with the University’s recently adopted strategic plan that launched six pathways for institutional change including, becoming an Anchor Institution, Practicing Changemaking and Care for Our Common Home. The RED team leveraged this institutional initiative as an opportunity to develop to identify strategic opportunities in the School of Engineering that are consistent with the RED grant. Three strategic planning sessions in the school that

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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

the teacher approaches lesson plan designcreating more meaningful, engaging, and authentic learning experiences for their students. Sincethe majority of the school systems in the upper Midwest are characterized as rural, a uniqueaspect of this program is the focus on this demographic of teacher. To create the largest possibleimpact in a rural educational community, this program selects participants who are the only mathor science teacher in their school building. In addition, each in-service teacher works alongside apre-service teacher in NDSU’s mathematics education or science education program. Thisprovides a valuable experience for both the in-service and pre-service teachers while engaging ina collaborative experience. Having completed

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Karen D. Alfrey, Indiana University Purdue University, Indianapolis

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NSF Grantees Poster Session

, and engineeringclasses in order to demonstrate their potential to succeed in engineering. Applicants submit abrief essay describing their interest in the program and why they think they are a good candidate,along with a recommendation letter from a faculty member. CLEAR Scholars remain in theprogram through their sophomore, junior, and senior years, provided they remain in engineeringand maintain a GPA of at least 2.5. The sophomore year was chosen as the starting year ofintervention because many existing campus efforts promoting student success and retentionfocus only on the first year, and resources for career planning are targeted primarily at juniorsand seniors, leaving second-year students an invisible population receiving the least

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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

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Hua Li, Texas A&M University, Kingsville; Kai Jin, Texas A&M University, Kingsville; Mohamed Abdelrahman, Arkansas Tech University

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Diversity, NSF Grantees Poster Session

. Table 2: Selected REU participants’ survey results (in percentage) Year-1 Year-2 Year-3 TotalOverall experience: Excellent/Very Good/Good 67/22/11 64/27/9 55/36/9 64/27/9Interested in going to grad school: 67/33/0 73/18/9 46/54/0 62/35/3increased/same/decreasedInterested in research career: increased/same/decreased 78/22/0 64/27/9 64/36/0 68/29/3Highest degree planned to obtain: 44/56/0 36/55/9 36/64/0 42/55/3increased/same/decreasedAlthough the overall satisfaction/impacts are almost same in the three years, REU participantsthemselves realized significant improvements in different aspects in different

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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

certificates. The program assessment was led by the assessment specialist,an associate professor of teacher education at LU. Teacher participants found the researchexperience with their mentors beneficial not only to them, but also to their students according toour findings from interviews. Also, sharing newly acquired knowledge by forming learningcommunities among teacher participants was mentioned as a benefit of this RET program. Theresearch mentors will visit their mentees’ classrooms to see the lesson plans being implemented.In the spring of 2018, the teachers will present their refined curricula at a local teacherconference and submit their standards-aligned plans to teachengineering.org for other K-12educators to access. 1. Introduction

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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

” in their mathematics coursework due toAdvanced Placement or dual enrollment credit. That is, the students may be enrolled in thetraditional engineering and science courses for first year engineering majors but be taking moreadvanced level mathematics courses simultaneously. In such cases, these students already havesome “spare room” in their degree plan should they need to withdraw from or re-take a course.Because one of the objectives of the scholarship program is to create some buffer in participatingstudents’ curricula, students who are ahead in mathematics are considered ineligible for thisprogram.Other scholarship selection criteria include grades in the first year mathematics, engineering, andscience courses; participation

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Shipley, University of Texas, San Antonio; Rena Bizios, University of Texas, San Antonio; Krystel Castillo, University of Texas, San Antonio

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Diversity, NSF Grantees Poster Session

will benefit his/her academic career, why the applicant should be considered for this program, and what is his/her 5 year plan including academic studies and professional career.Applications are reviewed using a review matrix by a committee in the College of Engineering.Students who accept the SPURS scholarship must graduate from their respective degree programwithin 3 years from receiving the scholarship. Students will remain in the program as long ashe/she is a full-time engineering student and maintains a cumulative GPA of 3.00 or higher.Students must participate in at least two SPURS Workshops each semester, meets with theirfaculty mentor at least two times a semester and COE academic advisor, and career counselor atleast once

Conference Session

NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jill M. D. Motschenbacher, North Dakota State University; Rebecca Reichenbach; Mark Hanson, North Dakota State University; Emily A. Berg Berg, North Dakota State University; Jared Ladbury, North Dakota State University; Paul Kelter, North Dakota State University; Lisa Montplaisir; James Nyachwaya, North Dakota State University

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NSF Grantees Poster Session

about career plans with faculty,discussing academic performance with faculty, and discussing course material with facultyoutside class. Lower satisfaction with instruction and student-faculty interaction sets the tone forlearning; first-year and senior-level students reported lower levels of engagement in tasksassociated with higher-order learning, reflective and integrative learning, and quantitativereasoning.Instructional Strategy. The instructional material of the program draws on current evidence-based pedagogy andcourse design to teach faculty and staff how to create and/or reinvent STEM courses to belearner-focused and engaging. The aims are to increase student learning, improve studentoutcomes in gateway (high-enrollment, first-year

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

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Diversity, NSF Grantees Poster Session

from underrepresented communities continues to be achallenge. One of the ways stakeholders are addressing this challenge is by developing youthout-of-school programs to pique interests in STEM fields (Valla & Williams, 2012).With the amplification of national interest in attracting underrepresented youth to STEM fields,the presence of out-of-school programs aimed at attracting these students has grown (Perna,2002). Building on more than 10 years of experience conducting SEEK camps in cities across theUnited States, NSBE has planned and implemented more than 16 camp sites with plans toexpand over the course of the next few years. NSBE led the expansion process through theselection of site locations, fundraising, hiring site leaders and

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jean Mistele, Radford University; Sandra Nicks Baker, Radford University; Sarah L. Strout, Worcester State University; Prem Uppuluri, Radford University

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NSF Grantees Poster Session

- versity. She has a Ph.D. in Experimental Social Psychology from Saint Louis University and has been involved in academic assessment for over 20 years.Dr. Sarah L. Strout, Worcester State University Dr. Sarah Strout is the Assistant Vice President for Assessment and Planning at Worcester State University and was the Associate Director of Assessment at Radford University.Dr. Prem Uppuluri, Radford University Prem Uppuluri is a Professor of Computer Science at Radford University. His primary interests are in cyber security and computer science education. Dr. Uppuluri’s work is supported by grants from NSF and NSA. He is the PI of the NSF S-STEM project titled RU-Nextgen (2014-18) c American

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

programs.Additionally, the design of the assessment and evaluation plan and data from the 2016-2017cohort will be reported.2. Recruitment and SelectionIncoming freshmen in AE or IE are eligible to apply for the ASPIRE program. Recruitingapplicants for the ASPIRE program focuses on advertising the program to as many high schooljuniors and seniors as possible. Consequently, in addition to advertising the ASPIRE Scholarshipon the university’s Office of Admissions and Scholarships webpage, the College ofEngineering’s webpage, and on departmental webpages, we developed a brochure that is sent tohigh school students and guidance counselors.ASPIRE Scholarship eligibility is determined by a combination of financial need, academictalent, interest in the field, and

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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Diversity, NSF Grantees Poster Session

cohorts (e.g., Mathematics, Chemistry). There are also two external board members consisting of engineering educators – one in our state and one in a neighboring state -- such that travel time and cost for the external board members to attend meetings are not hurdles. The STEP Advisory Board meets two times a year -- once in fall and another time in spring – and the meeting format consists of a reporting component and a planning component. In the reporting component, the Advisory Board reviews project progress and provides feedback; in the planning component, the Advisory Board assists the Project Team to set priorities and provides suggestions for strategies. More importantly, the Advisory Board can influence institutional

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Adam T. Melvin, Louisiana State University; Mike Benton, Louisiana State University

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Diversity, NSF Grantees Poster Session

Louisiana State University (LSU) in energy researchto engage participating students in innovative projects related to biofuels, energy storage, andcatalysis. Participants interact with university faculty as well as local industry and entrepreneurs.Over the course of the summer, students develop a commercialization plan for their summerresearch project aided by mentors from the LSU Business & Technology Center. The combinationof local industry, entrepreneurship, and world-class research facilities and faculty offer the REUstudents an opportunity that is hard to match. In recent years the authors have discussed the uniqueopportunities available to those with graduate degrees with undergraduate chemical engineeringstudents at LSU. Through these

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Agnieszka Miguel, Seattle University

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NSF Grantees Poster Session

Scholarships. New Junior Awards Year 1 Year 2 Year 3 Year 4 Year 5 7 Junior Senior 7 Junior Senior 7 Junior Senior 7 Junior Senior Number of Scholarships per Year 7 14 14 14 7 Total Number of S-STEM Scholars 28As shown in Table 1, we were planning for seven juniors to receive scholarships during the firstyear of the grant. Then, these seven students were to

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NSF Grantees Poster Session

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2018 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Bellingham Technical College; Xichen Jiang, Western Washington University; Sean P. Dever, Western Washington University; Lindsey Bear, Bellingham Technical College; Tim Mark Christman, Western Washington University; Dana Hickenbottom, Itek Energy/Western Solar; Sam Winters, Itek Energy

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NSF Grantees Poster Session

tomake a positive impact on both the local and global community. By manufacturing solar panelslocally, Itek creates local jobs and offers access to clean, renewable energy without all the wasteof international shipping.2.1 Partnership DevelopmentFrom the beginning of the development phase of the BTC Clean Energy degree, Itek Energy wasinstrumental in the design and evolution of the program. Itek provided feedback on the draft ofthe degree plan, reviewed new courses, and helped identify projects and topics forcontextualizing the curriculum. Due to their involvement in the development process, ItekEnergy was very familiar with the outcomes of the technical program as well as the abilities ofthe students in the program. As such, Itek was a first

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

offered by CSUCI would not be a good fit for a transfer programfor CREATE students. However, university-community college faculty discussions led toa CREATE proposal to NSF to fund the development of a BSIT degree which wouldmeet both community college transfer needs, industry demands for a prepared workforce,and possibly as an alternative for students entering the computer science degree butunable or uninterested in pursuing the higher calculus requirements. While CSUCI wasan ideal partner as a young institution open to new ideas and programs, it was stillrestricted by California State University procedures for adding a new program. A fiveyear plan was developed to use some NSF CREATE funding to write and pilot test theadditional coursework

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NSF Grantees Poster Session

Collection

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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Diversity, NSF Grantees Poster Session

holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Dr. Michelle M. Camacho, University of San Diego Michelle Madsen Camacho is Professor in the Department of Sociology & Faculty Administrator at the University of San Diego and is a former Fellow of the American Council on Education. Her research focuses on inequities in STEM education using quantitative and qualitative research methodologies and c American Society for Engineering Education, 2018 Paper ID

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University

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Diversity, NSF Grantees Poster Session

% 2006 2007 2008 2010 2011 2012 2014 2015 2016 Figure 4: Percent of REU participants from underrepresented groups in engineering (women, Hispanic, African American)Long Term Assessment of the ProgramThe REU program was and continues to be evaluated in a number of ways: online pre-REU andpost-REU surveys were conducted to assess the expectations of the students, their opinions andbeliefs about engineering, graduate school and research and their level of satisfaction withdifferent aspects of the program. This provides short-term data on student satisfaction with theprogram organization, as well as any changes in their opinions and plans immediately uponcompletion of the program. Yet, one of the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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NSF Grantees Poster Session

students each semester, and mentor incomingfreshmen during the bridge camp and introductory courses. Mentors are also encouraged topursue their own ideas and passions, and they are given support to plan and carry out novelprograms. Mentors have written proposals and been given seed funds for innovative activitiessuch as a the first 24-hour computer hackathon in Louisiana, a weekend bootcamp forsophomores in chemical engineering, and a 3-day robot build, each demonstrating leadership andcommitment to the community. Analyses have shown that mentors are retained and graduate in engineering at a 30-40%higher rate than their CoE peers. Over 80 mentors have graduated since the beginning of thisprogram and are now employed across a spectrum of

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NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Nichole Ramirez, Purdue University, West Lafayette (College of Engineering); Corey T Schimpf, The Concord Consoritum

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Paper ID #21337Student Career Decision Making Approaches and Development of Profes-sional Engineering TrajectoriesDr. Joyce B. Main, Purdue University, West Lafayette (College of Engineering) Joyce B. Main is Assistant Professor of Engineering Education at Purdue University. She holds a Ph.D. in Learning, Teaching, and Social Policy from Cornell University, and an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education.Nichole Ramirez, Purdue University, West Lafayette (College of Engineering) Nichole Ramirez is a postdoctoral researcher in the School of Engineering Education at Purdue