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2019 ASEE Annual Conference & Exposition

Authors

Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University; 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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Diversity, NSF Grantees Poster Session

identity. Results from the earlier quantitative phase canbe found in our earlier work [2].Conceptual Framework for the Development of an Engineering Leadership IdentityThe qualitative protocol was built from two existing identity development models, theLeadership Identity (LID) model [3] and the Communities of Practice (CoP) model [4]. The LIDmodel identifies four environmental conditions that influence the development of leadershipidentity. These conditions include contact with influential individuals, experiences with peersand perceived views of peers, meaningful involvement in curricular and co-curricular activities,and reflection on leadership experiences [3]. Within the Communities of Practice model identitydevelopment relies heavily on

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew C. Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Gerardo Lopez, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

seminars tohelp students to build their portfolio, review students’ resume, and enhance required skills suchas research, presentation, and interview skills.During the Fall 2018, while encouraging scholars to attend as many professional events as theycan afford, the program required each scholar to attend at least one event (a seminar,presentation, industry visit, or workshop) and submit a reflection essay on their experiencewith memorable take-away points. In addition, the program encouraged scholars’ participationin professional workshops, conferences, internship opportunities and research opportunities atother institutions (e.g., REU programs) to foster their educational and career goals. Severalscholars participated in the 2018 HENAAC

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Candace Rose Wiwel, University of Michigan; Jessica P. Hernandez; Cynthia J. Finelli, University of Michigan

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particular class meeting (RQ1).Second, we administered Instructor Survey 2 at the beginning of the post-semester interview. Inthis survey, instructors are asked to reflect on their teaching over the past semester through a 30-question survey. The questions, based on the Student Responses to Instructional Practices(StRIP) Survey [25], ask instructors about the pedagogy they used in the course. The surveyresponses are used to further understand the instructor’s pedagogical choices (RQ1) and theinfluence of the professional development (RQ3). In our data collection, all instructors whoparticiped in a post-semester interview also filled out Instructor Survey 2.Student SurveyFor all of the courses we observed, we administered a concurrent student survey

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2019 ASEE Annual Conference & Exposition

Authors

Catherine Mobley, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Marisa K. Orr, Clemson University; Rebecca Brent, Education Designs, Inc; Cindy Waters, Naval Surface Warfare Center

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Diversity, NSF Grantees Poster Session

reflected in the professions [6]. Themajority of undergraduate engineering degrees in the U.S. are awarded to students who identifyas White. In 2015, Whites received 65% of the engineering Bachelor’s degrees, Asians over13%, and Hispanics nearly 11%. Blacks received 4% of all engineering degrees [7], an increasefrom 2014 and reversing a nine-year decline from 5.3% in 2005 to 3.5% in 2014 [8]. Therepresentation of minorities among engineering graduates is not keeping pace with the changingdemographic landscape of the general population or undergraduate population of the 21stcentury.This lack of diversity in engineering educational and career pathways has been identified as anational security issue [9] and a “workforce train wreck” [10, p. v

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2019 ASEE Annual Conference & Exposition

Authors

Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Kelli Paul, Indiana University

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NSF Grantees Poster Session

items and explore underlying factors.Recent research indicates there are likely three components of one’s engineering identity:recognition, interest, and performance/competence [23]. Our data yielded a 5-factor modelwhich expanded on these three components. While we expected to find a factor that representedrecognition, two factors emerged: recognition by others and self-recognition. This is consistentwith work which suggests that recognition by others is important in developing a scienceidentity, but also important is whether one views one’s self as a science person (self-recognition)[11]. The interest factor captured an individual’s enjoyment in doing engineering activities,while the performance/competence factor reflected students’ ability

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering); Yanbing Wang, Purdue University

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NSF Grantees Poster Session

obtain employment outside of academia. In termsof the effect on career outcomes, previous studies found evidence that postdoc training enhancesresearch productivity and increases research output [14], [15]. However, postdoc experiencedoes not significantly influence STEM PhDs’ earnings up to 15 years after PhD graduation [15],[19], [21]. The importance of analyzing the effect of postdoc experiences that vary by field of studyhas been stressed by Horta [14] and Kahn and Ginther [19], for example, in part because thedifferences across fields of study reflect their distinct traditions and identities, especially atadvanced levels of academic training [22]. Since the differences in postdoc experience acrossfields of study exist even within

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2019 ASEE Annual Conference & Exposition

Authors

Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Kara L. Hjelmstad, Arizona State University; Kristi Glassmeyer, Arizona State University; Sarah Hoyt, Arizona State University

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NSF Grantees Poster Session

instruction, she spent twelve years teaching K-5 and enrichment at the elementary level. In 2010, Kara began teaching courses and supervising student teachers at ASU. Kara is TAP certified, an evaluation system designed to improve teaching effectiveness and student achievement. The TAP evaluation involves classroom observations, coaching, and feedback/reflection for professional growth. Kara has worked with 60+ student teachers in various subjects at the pre-K through 12th grade level, and conducted over 100 TAP classroom observations. Since the fall of 2016, Kara has been working with the JTFD Project, an NSF grant working to improve active learning in engineering education. She has completed 300 RTOP classroom

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2019 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Samantha Ruth Brunhaver, Arizona State University; Micah Lande, South Dakota School of Mines & Technology; Ann F. McKenna, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

literature [12-14], the conceptof shortage of time repeated throughout the interviews. A participant reflects on the lack of timeissue: I would say that the largest cost has been our individual time, the faculty members' individual time. Because it takes some time to think about your course syllabus in a different way, thinking about ... Because in the curriculum plan, it shows you ... or there's indications of what courses might be prerequisites. But then we had to go back and think about what topics within that course are the most relevant.Another participant recounts what resources could make more time possible: I think that there's probably something as a carrot and a stick to get faculty together to do

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Ashis Nandy, Northern New Mexico College; Steve Cox, Northern New Mexico College; Stephanie Amedeo-Marquez, Northern New Mexico College

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Diversity, NSF Grantees Poster Session

the effectiveness of the applied/active learning activities and to see ifthey correlate with an increase in later success in Engineering courses, we analyzed studentperformance in the Applied Mechanics I class. The current prerequisite to the AppliedMechanics I class is Physics for Engineers I. Before the redesign of Physics curriculum theprerequisite was PHYS 215, Engineering Physics I, which was a traditional Physics class. It washeavily oriented towards theory and the lab components were rather disjointed with thetheoretical learning activities. We compared the Applied Mechanics I class final grade pointaverage (which reflects all assignment grades, including homework, quizzes, and a total of threeexams) as a measure of the performance

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Gurcan Comert, Benedict College; Samuel Darko, Benedict College; Balaji Iyangar, Benedict College; Robert Petrulis, EPRE Consulting LLC; Zulfikar Berk, University of South Carolina; Nathan N. Huynh, University of South Carolina

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NSF Grantees Poster Session

problem, reconstructing the main problem, and performingindependent and collaborative studies, students then revisit the original problem with a renewedapproach, new knowledge, and skills (Savery & Duffy, 1995; Barrows, 2002). The action ofreconnecting to the problem with a constructive approach encourages students to take ownershipof their short- and long-term learning goals. As part of life-long learning skills, students developself-learning habits to understand the need for recognizing real-life problems, allocating time todo independent research and reflect upon findings (Hmelo-Silver, 2004; Hoidn & Kärkkäinen,2014).3.0 ENVIRONMENTS FOR FOSTERING EFFECTIVE CRITICAL THINKINGThe Environments for Fostering Effective Critical Thinking, or

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2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

ideal place to maximize our sample of first-generation college students. A confirmatory factor analysis will be conducted on the funds ofknowledge scale to finalize validity evidence of the scale. After the funds of knowledge scale hasbeen validated, we will continue forward in answering the research questions.AcknowledgmentsThis work was supported through funding by the National Science Foundation under EAGERGrant No. (1734044). Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] E. T. Pascarella, C. T. Pierson, G. C. Wolniak, and P. T. Terenzini, “First-Generation College Students

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2019 ASEE Annual Conference & Exposition

Authors

Karinna M. Vernaza, Gannon University; Saeed Tiari, Gannon University; Scott Steinbrink, Gannon University; Lin Zhao, Gannon University

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NSF Grantees Poster Session

factorsthat affected the changes in their perceptions. The seniors were very satisfied with theirexperience and one stated that “…it got more exciting and we could see the project comingtogether.” This comment was shared by all 80% of the seniors. This is clearly reflected in theincreases in enthusiasm. Seniors 7 6 5 4 3 2 1 0 beginning of end of freshmen end of sophomore at completion currently freshmen year year year Enthusiam Motivation Perception of Value Group Dynamics

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2019 ASEE Annual Conference & Exposition

Authors

Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University

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Diversity, NSF Grantees Poster Session

considered.Many of Course modules are very high quality, and is in the process for publishing in teachingengineering [10]. A sample list of course modules is shown in Table 3, which reflects differentschool districts, different STEM subjects at both middle and high school levels. A complete list ofcourse modules is posted on the website [4]. Note that these modules all made use of the inquiryapproach to teaching to some extent. Further, many of these modules were implemented insideclassrooms as observed by OU faculty visiting the sites. Thus, we also make the claim that thisallowed more underrepresented students (that is those attending minority school districts) toparticipate in STEM research. In short, intermediate goals 1, 2 and final goals 1 & 3

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2019 ASEE Annual Conference & Exposition

Authors

Matt R. Bohm, Florida Polytechnic University; Hannah Ingram, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

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NSF Grantees Poster Session

recommendations expressed in this material are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References1. Nagel, R.L. and M.R. Bohm. On Teaching Functionality and Functional Modeling in an Engineering Curriculum. in ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. 2011. Washington, DC. 62. Nagel, R.L., et al. An Algorithmic Approach to Teaching Functionality. in ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. 2012. Chicago, Illinois: ASME.3. Nagel, R.L., M.R. Bohm, and J.S

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2019 ASEE Annual Conference & Exposition

Authors

Gayle Nelson Evans, University of Florida; Kent J. Crippen, University of Florida; Chelsey S. Simmons, University of Florida; Renee Natalie Simmons

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NSF Grantees Poster Session

of the labs shares common characteristics and the extent to which each lab is unique,potentially allowing us to build “substantive theory offering an integrated framework covering multiplecases” [18](p. 233).Following the quantitative data analysis from the 2017 daily log and survey data, an interview protocolwas developed in which teachers and GA’s were asked to reflect upon their summer experience.Questions were crafted to collect further information about the mentoring relationships experienced byeach person and asked interviewees to recall influential people in the lab, how they considered their ownposition in relation to the other teachers and GA’s in the lab, remembered instances of mentoring given orreceived and they were shown a copy

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2019 ASEE Annual Conference & Exposition

Authors

Karin Jensen, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

engineering programs. Future research is needed tounderstand specific stressors and elements of engineering programs that promote the associationof stress with engineering in order to improve culture in engineering programs and enhancestudent well-being. Furthermore, understanding disciplinary history and the evolution of socialnorms within each engineering discipline will allow us to consider strategies to dismantle orovercome social norms that no longer reflect current and future engineering practice.AcknowledgmentsA grant from the National Science Foundation (#1738186) supported this study.References[1] L. Schneider, "Perceived stress among engineering students," in St, Lawrence Section Conference, Toronto, Canada, 2007.[2] K. J. Cross

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2019 ASEE Annual Conference & Exposition

Authors

Zhaoshuo Jiang P.E., San Francisco State University; Juan M. Caicedo, University of South Carolina; Robert Petrulis, EPRE Consulting LLC

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Diversity, NSF Grantees Poster Session

. Industry partners’ assessments of participating students and the collaboration4. Students’ weekly and final reports, including reflective writing assignments5. Students’ research presentations6. Group interviews with participating faculty7. interviews with participating undergraduate students,8. Formal project implementation reviewEvaluation question 1: What were the effects of the summer research experiences on theparticipating undergraduate students?A. How successful was the project in recruiting and supporting students from underrepresentedgroups?B. How do the participants understand research in the context of engineering, and anysimilarities or differences between academic and industrial research?C. How do the participants describe

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2019 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Susan M. Lord, University of San Diego; Marisa K. Orr, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology; Russell Andrew Long, Purdue University; Catherine E. Brawner, Research Triangle Educational Consultants; Hossein EbrahimNejad, Purdue University-Main Campus, West Lafayette (College of Engineering); Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Research (ECR) program.This project is designed to recruit a stratified sample of US institutions with engineeringprograms. In targeting institutions to join MIDFIELD, we aim to reflect variability in geographicregion, institution size as determined by the number of engineering graduates per year, andinstitutional control (public or private). Minority-serving institutions (MSIs) are also targetedwith plans to include adding five additional Historically Black Colleges and Universities(HBCUs), seven Hispanic Serving Institutions (HSIs), five institutions with high NativeAmerican populations, and seven universities with high Asian/Pacific Islander populations. .MIDFIELD partners have the opportunity to conduct peer comparisons, carry out research

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2019 ASEE Annual Conference & Exposition

Authors

Noemi V. Mendoza Diaz, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University

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NSF Grantees Poster Session

Development Continuous Refinement and Development Application Confirmation and DisconfirmationFigure 1. The general method of theory-building research in applied disciplines (Adapted fromLynham, 2002).We must clarify at this point that theory-building is related to Strauss and Corbin (1998)’sgrounded theory, but not entirely similar. Grounded theory, for our purposes, constitutes onemethod-research approach of theory building (meaning that reflects elements and phases of theprocess) that is mainly qualitative in nature. The

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2019 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity, NSF Grantees Poster Session

work.Stakeholders include users as well as others that have influence or will be influenced by theproblem and solution developed. These aspects all exist within a larger sociocultural andenvironmental context as well as within a timeline of what has been done before and theexpected future.Study DesignOur study is comprised of three phases. The first two phases include semi-structured interviewswith engineering students and professionals about their experiences solving a problem requiringsystems thinking and a think-aloud interview in which participants are asked to talk through howthey would approach a given engineering scenario and later reflect on the experiences thatinform their thinking. Data from these two phases will be used to develop a written

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2019 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette

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, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. The authors wish to thank the STRIDE team, survey and interviewparticipants for their participation in the study.References[1] L. L. Bucciarelli and S. Kuhn, “Engineering Education and Engineering Practice: Improving the Fit,” in Between craft and science: Technical work in US settings, S. R. Barley and J. E. Orr, Eds. Cornell University Press, 1997, p. 210.[2] P. M. Leonardi, M. H. Jackson, and A. Diwan, “The Enactment-Externalization Dialectic: Rationalization and the Persistence of Counterproductive Technology Design Practices in Student Engineering

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2019 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Hector Enrique Rodriguez-Simmonds, Purdue Engineering Education; Tara C. Langus, University of Nevada, Reno; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

political identity, social welfare, and perspectives ofdiversity. In reflecting on the personal impact of recent national events and how politicaldiscussions have or have not been integrated into their STEM courses, two themes emerged: 1)political awareness and 2) future-self impact. Findings revealed that first year engineeringstudents recognized the personal and social impacts current national events imposed on theirfriends, family, and society. However, students did not sense the significance of politicaldiscourse concerning the social impact and ethical practice of engineering. Our research showsthat limiting political discourse in the classroom and depoliticizing engineering spacescontributed to students dissociating the relevance of political

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2019 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Lauren Summers, University of Washington; Joanna Wright, University of Washington

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Diversity, NSF Grantees Poster Session

forlongitudinal studies, or for educators who want to enact timely interventions to support currentstudents.In addition to studying engagement because it provides a window into the present academicsituation for students, this study also chooses engagement metrics which are all motivational innature, as opposed to engagement variables commonly used in other studies such as time on taskand time spent in specific learning activities [30]. Motivational measures are important becausethey reflect not only how engaged a student is in the present, but also how likely they are toremain engaged and persist with their studies in the future. Research has shown that beingintrinsically or self-motivated predicts a student’s desire to learn and achieve better than

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2019 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Marah B. Berry, University of Florida

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. Walther, N. W. Sochacka, L. C. Benson, A. E. Bumbaco, N. Kellam, A. L. Pawley, and C. M. L. Phillips, “Qualitative research quality: A collaborative inquiry across multiple methodological perspectives,” Journal of Engineering Education, vol 106, no. 3, pp. 398-430, 2017.[57] J. Walther, N. W. Sochacka, and N. N. Kellam, “Quality in interpretive engineering education research: Reflections on an example study,” Journal of Engineering Education, vol 102, no. 4, pp. 626-659, 2013.

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2019 ASEE Annual Conference & Exposition

Authors

Douglas C Williams, University of Louisiana; Aimee Barber, University of Louisiana at Lafayette; Peter Sheppard, University of Louisiana at Lafayette

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, andBiomimicry​, participants were asked to reflect to what extent they felt prepared to teach K-12children maker-centered learning, innovator competencies, and biomimicry. Responses wererecorded on a Likert scale from 1 (no emphasis) to 5 (complete emphasis).For the scale ​Value of Maker-Centered Learning, Innovator Competencies, and Biomimicry,​participants were prompted to identify the extent to which they see value in K-12 studentsengaging with 15 topics related to maker-centered learning, innovator competencies, andbiomimicry. Participant responses were recorded on a Likert scale from 1 (no value) to 5(complete value).For the scale ​Utility of Maker-Centered Learning, Innovator Competencies, and Biomimicry,​participants were prompted to rate the

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2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; James Franklin Wysong Jr., Hillsborough Community College; Peter Stiling, University of South Florida; Gerry G. Meisels, University of South Florida; Robert L. Potter, University of South Florida

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NSF Grantees Poster Session

observers and how to provide collegial and useful feedback. Later in thesemester, after all members of a group have completed their observations, each group meets toprovide feedback to one another. Finally, each participant submits a reflection paper at the endof the semester. Eleven faculty (including three from Hillsborough Community College)participated during year three and thirteen more are set to participate in spring 2019. Participantsare provided a stipend of $500.(d) Training for graduate assistants in laboratory coursesPrior to the start of a fall semester, three to four days of training are provided to graduatestudents who are assisting in laboratory courses. The morning sessions are led by STEERpersonnel who model active learning

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2019 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Nidhal Carla Bouaynaya, Rowan University; Ravi P. Ramachandran, Rowan University

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Paper ID #25278Board 34: Use of Big Data Analytics in a First Year Engineering ProjectDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He earned his BS from Worces- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning.Nidhal Carla

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2019 ASEE Annual Conference & Exposition

Authors

Frances Harackiewicz P.E., Southern Illinois University, Carbondale; Lizette R. Chevalier P.E., Southern Illinois University, Carbondale; Omer Salih Elsanusi, Southern Illinois University Carbondale; Karen Sue Renzaglia

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being answered affirmatively. So far, for addressing program elements in #2, students aremost satisfied when being given tours of energy businesses and buildings, and surveys are beingdeveloped to address the question thoroughly.Acknowledgement of SupportThis material is based upon work supported by the National Science Foundation under Grant No.1565068.DisclaimerAny opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.5. References[1] National Science Foundation, "NSF Scholarships in Science, Technology, Engineering, and Mathematics Program | NSF - National Science Foundation," 2018. [Online]. Available

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2019 ASEE Annual Conference & Exposition

Authors

Madeleine Jennings, Arizona State University; Kimberly Grau Talley P.E., Texas State University

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Diversity, NSF Grantees Poster Session

typically represent the dominate groups inengineering programs.Future work will complete this study with the full data set and seek corrective action for thetroubling trend of intervention driving students away. Additionally, more tailored approach to eachmajor type may be necessary in order to prevent negative consequences of intervention.AcknowledgementsThis material is based upon work supported by the National Science Foundation under grant no.DUE-1431578. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] W. S. Swail, K. E. Redd and L. W. Perna, Retaining Minority Students in Higher Education: A

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2019 ASEE Annual Conference & Exposition

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

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Diversity, NSF Grantees Poster Session

the transcript of each interview or focus group. Researchers will also calculate the extent of match between AM educators’ perceptions and AM standards/certifications as well as use established instruments to measure the extent to which the new professionals report entrepreneurial and intrapreneurial intentions [28-30].Sampling NoteRural NW Florida is highly diverse, with over 30% of residents reporting that they are black,Hispanic, or of multiple races; the enrollments of the participating state colleges reflect theircommunities. Because an intent of this project is to increase participation in AM education andcareers, the research team will reach out to minority graduates and business owners forinterviews and focus