Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University; Emily Sior, Montana State University; Jerad Hoy, Montana State University; Indika Kahanda, Montana State University

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NSF Grantees Poster Session

image from a web-based version of the original writing exercise described in [16].Figure 2: An image of the main problem page from the writing application. The text field where studentsenter their responses has been greatly reduced from the default size to facilitate presentation of the entirepage in the figure.Several notable changes have been made in transforming the writing exercise from how it isdescribed in [16] to its web-based counterpart. In the original writing exercise, after reflecting andreporting on their perceived understanding of the question and ability to answer it, students werepresented with the following question: “How will you start the problem and what prior knowledgedo you have to answer the question?” The initial self

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Boggess Philipp, University of Louisville; Jason Immekus, University of Louisville

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NSF Grantees Poster Session

teachers a chance to get to know eachother and to experience fun activities together outside the work requirements. Planned socialactivities also gave teachers an opportunity to process and make meaning of their work withothers outside of their lab groups.The teacher research projects selected for our program are listed in Table 1 below. The list ofinteresting projects reflects the interdisciplinary nature of the topic of computational thinking,while leveraging the diverse pool of faculty expertise at the university. After completing the 6-week (approximately 180 hours) summer research program, each teacher’s goal was to have asolid appreciation for the relevance of computational thinking practices as well as engineeringdesign principles connected

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lesley M. Berhan, University of Toledo; Aaron Lee Adams, Alabama A&M University; Willie Lewis McKether; Revathy Kumar, University of Toledo

Tagged Topics

Diversity, NSF Grantees Poster Session

; Faust 1994) by examiningimportant relationships reflected in the strength, direction, and complexity (or number) of tiesembedded in a network. The strength of such an approach is that it enables an analysis of socialphenomena beyond the abstract social structures (e.g. social, economic, political) traditionallystudied by researchers in the social and behavioral sciences (Wellman 1999).Ego-centered (or personal) networks make the individual the focus of attention where egodescribes people (alters) close to him or her (Boissevain 1974; Wellman & Berkowitz 1988).According to Wellman (1999), such investigations “enable researchers to study community ties,whoever with, wherever located, and however structured…and avoid the trap of looking

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gustavo B. Menezes, California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Gisele Ragusa, University of Southern California; Eva Schiorring, StemEval; Paul S. Nerenberg, California State University, Los Angeles

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NSF Grantees Poster Session

in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation. Thework was initiated through a STEM Collaborative grant awarded by the Leona M. and Harry B.Helmsley Charitable Trust. Development of the freshman engineering course was also supportedby the Boeing Company and by a STEM grant from the Office of Naval Research (ContractNumber N00014-15-1-2434). The authors are also grateful for support from the Provost’s Officefor the FYrE program, and to Professor Monika Kress of the Department of Physics andAstronomy at San José State University, who provided insight on her pre-physics coursedevelopment. Finally, the contributions of the entire FYrE faculty and staff team, notably DebbieWon

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Demetri Blackwood, Kettering University ; Diane L. Peters, Kettering University; Elizabeth Gross, Kettering University

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NSF Grantees Poster Session

”. Journal of Counseling Psychology, 57(1), 2010, p. 23.[17] S. Porter & P. Umbach, “College major choice: An analysis of person–environment fit”. Research in higher education, 47(4), 2006, pp. 429-449.[18] J. Holland, Making vocational choices: A theory of vocational personalities and work environments. Psychological Assessment Resources, 1997.[19] K. Rask & J. Tiefenthaler, “The role of grade sensitivity in explaining the gender imbalance in undergraduate economics”. Economics of Education Review, 27(6), 2008, pp. 676-687.[20] M. Anderson & J. Swazey, “Reflections on the graduate student experience: An overview”. New directions for higher education, 1998(101), 3-13.[21] G. Malaney, “Why

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ronald F. DeMara P.E., University of Central Florida; Laurie O. Campbell, University of Central Florida; Richard Hartshorne, University of Central Florida; Melissa A. Dagley, University of Central Florida; Sam Spiegel, Colorado School of Mines; Tian Tian, University of Central Florida; Zhongzhou Chen, University of Central Florida; Julie Donnelly, University of Central Florida; Adrian Tatulian, University of Central Florida; Florencio Eloy Hernandez, University of Central Florida; Shadi Sheikhfaal, University of Central Florida; Hossein Pourmeidani, University of Central Florida; Hans Esteves, University of Central Florida

Tagged Topics

Diversity, NSF Grantees Poster Session

Workshop. Parallel tracks continuedthroughout the day. Members of the Program Committee who served as the Track Chairs alsodesignated two breakout sessions from each track so that elements of the White Paper receivedsufficient time to be emphasized. The day ended with a tour of new active learning spaceinfrastructures and facilities that could support various aspects of DMTL. Tuesday’s sessionsbegan with a keynote address followed by a track debrief by each track chair to the entireworkshop. The workshop breakout sessions commenced after a Reflection Debrief havingemphasis on trends and progress made and areas to focus the remaining time to maximize theparticipants work together. After parallel tracks concluded, there was the formation of