Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

theirschool, including AP courses, dual enrollment, and well-informed teachers and counselors. Thisdifference will be explored further in future work, as well as the experiences of students whotransferred to Virginia Tech from community colleges.Next StepsBased on the findings from Phase 1, we used snowball sampling to identify participants forPhase 2. We are currently conducting interviews with individuals that students identified asinfluential in their choice of major. In addition, in each community the high school principal,guidance counselors, teachers, personnel from other local education institutions (e.g., Governor’sschools, career and technical schools, community colleges), the director of education, andrelevant members of town government

Conference Session

NSF Grantees Poster Session

Collection

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

career engineers to adapt to engineering workplace culture.Dr. Samantha Ruth Brunhaver, Arizona State University Dr. Samantha R. Brunhaver is an Assistant Professor within The Polytechnic School, one of six schools in the Ira A. Fulton Schools of Engineering at Arizona State University. She is a mixed-methods researcher with focus on the preparation and pathways of engineering students. Her specific research interests include engineering student persistence and career decision-making, early career engineering practice, faculty pedagogical risk-taking, and entrepreneurial mindset. She completed her B.S. in Mechanical Engineering at Northeastern University and her M.S. and Ph.D. in Mechanical Engineering at Stanford

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert C. Martin, Texas A&M University; Cynthia Lang, Texas A&M University; Sin-Ning Cindy Liu, Texas A&M University; Carolyn L Sandoval, University of California, San Diego; Mindy Bergman, Texas A&M University; Jeffrey E. Froyd, Ohio State University

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Diversity, NSF Grantees Poster Session

, course content, and teaching methods and the impact of those interactions onteaching and learning. Each of these factors impacts different levels of interaction in theclassroom. For example, dynamic interactions occur between both faculty members and students,as well as students with their peers in the classroom. The model posits that a deeper awareness ofthese variable and critical interaction patterns is valuable for the shaping of students’ uniquelearning experiences. Further, it serves to foster the importance of being aware of students’ andone’s own unique background, experiences, and social identities and how this influences theteaching decisions that faculty make, as well as how the classroom experience is received bystudents. Applying

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

the role of the faculty mentor [13],[15], [16]. Perez and Gong [17] found that the main factors impacting minority students’ accessto graduate school included cost, knowledge of available graduate programs, understanding ofgraduate study and research in general, and career relevance of the graduate degree options.B. Purpose of the StudyA main purpose of this study was to explore the impacts of undergraduate students' researchexperiences on their perceptions of career goals, graduate school, research knowledge and skills,and engineering career path at a Southwestern public research university in the United States(US). The following research questions guided this study. 1. How does the REU influence students’ career goals? 2. How does the

Conference Session

NSF Grantees Poster Session

Collection

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

training programs or identifying existing training available at partner collegelocations.In our research, we are examining faculty, student, and employer perceptions of intrapreneurship,which will provide the data to determine if a need exists to strengthen the entrepreneurialcomponent in the AM curriculum, and include greater emphasis on “intrapreneurial” skills andteam building. Because most recent graduates will not enter the workforce as entrepreneurs, theresearchers will explore how individual students learn and become self-employed, or learn to usetheir local knowledge assets on behalf of their employers; that is, do students see themselves as acontributor to a company and enjoying a career dedicated to helping a firm remain competitive ina

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

, Engineering and Mathematics (STEM). She served the NSF ADVANCE grant initiatives as a co-Principal Investigator, working to improve practices to recruit and retain women of color in STEM and enhance institutional climate at USD. Other current research grants support pathways for veterans in higher edu- cation, and the NSF program called, ”Revolutionizing Engineering & Computer Science Departments.” Her co-authored books include The Borderlands of Education (with Susan Lord), Mentoring Faculty of Color, and Beginning a Career in Academia: A Guide for Graduate Students of Color. She is past-Vice President (2017) of the Pacific Sociological Association, and an appointed consultant to the American Sociological

Conference Session

NSF Grantees Poster Session

Collection

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

evaluating teamwork models, statewide pre-college math initiatives, teacher and faculty professional development programs, and S-STEM programs.Dr. Marisa K. Orr, Clemson University Marisa K. Orr is an Assistant Professor in Engineering and Science Education with a joint appointment in the Department of Mechanical Engineering at Clemson University. Her research interests include student persistence and pathways in engineering, gender equity, diversity, and academic policy. Dr. Orr is a recipient of the NSF CAREER Award for her research entitled, ”Empowering Students to be Adaptive Decision-Makers.”Dr. Rebecca Brent, Education Designs, Inc Rebecca Brent is President of Education Designs, Inc., a consulting firm located in

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeremi S. London, Virginia Polytechnic Institute and State university; Steven K. Ayer, Arizona State University; Wei Wu, California State University, Fresno; Christina K. Lam , Arizona State University

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NSF Grantees Poster Session

helping students situate civil engineering concepts in anauthentic learning environment. Unfortunately, not all universities have the financial resourcesnecessary to fund these types of hands-on projects. Thankfully, technology has the potential tomitigate some of these inequities. This paper presents an update on a three-year NSF-fundedproject that aims to: develop mixed reality (MR) technology aimed at sufficiently replicatingphysical design and construction learning environments to enable access to students atinstitutions without sufficient resources; and assess the impact of a MR-facilitated cyberlearningenvironment on cognitive-, affective-, and skill-based learning that occurs during traditional (in-person) design and construction

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Jarek, University of Tennessee; Rachel McCord Ellestad, University of Tennessee, Knoxville; Cory Hixson, Colorado Christian University; Ella Lee Ingram, Rose-Hulman Institute of Technology; Julia M. Williams, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

scholarly and systematic innovation in engineering education: Ensuring U.S. Engineering has the right people with the right talent for a global society. 2009: Washington, D.C.7. Hixson, C., et al., The Rising Engineering Education Faculty Experience (REEFE): Preparing Junior Colleagues, in 2015 ASEE Annual Conference and Exposition. 2015: Seattle, WA.8. McCord, R., et al., Graduate Student and Faculty Member: An Exploration of Career and Personal Decisions, in 121st ASEE Annual Conference & Exposition. 2014: Indianapolis, IN.9. Hixson, C., et al., Teaching with the Innovation Canvas: A tool for value-driven, integrated design education. 2014: 2014 ASEE Annual Conference and Exposition

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rick Olson, University of San Diego; Susan M. Lord, University of San Diego; Michelle M. Camacho, University of San Diego; Ming Z. Huang, University of San Diego; Leonard A. Perry, University of San Diego; Breanne Przestrzelski, University of San Diego; Chell A. Roberts, University of San Diego

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NSF Grantees Poster Session

decisions about technology? The module includes an assignment that hasstudents reflect on a robotics film of their own choice and discuss it from the perspective of thequestions posed. This work is complemented by technical research assignments that result instudents identifying new opportunities for robotic applications in the context of these social andethical considerations.ENGR 494 - Engineering PeaceAn engineering faculty member and a faculty member from a school of Peace Studies havedeveloped this course that focuses both on the design and use of drones while cultivatingempathy across disciplinary boundaries. [1, 13, 14, 15]. The class is taken as an elective byengineers (usually seniors) and graduate students in Peace Studies. The first

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

of K-16 engineering learners; and teaching engineering.Dr. Glenda D. Young Collins, Mississippi State University Dr. Glenda D. Young Collins completed her doctoral work at Virginia Tech in the Department of Engi- neering Education. Her research interests include the role of university-industry partnerships in shaping student career expectations and pathways, the student to workforce continuum, and broadening participa- tion in engineering. Dr. Collins has worked as an Employer Relations Assistant for the VT Career and c American Society for Engineering Education, 2019 Paper ID #27724 Professional

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee, Knoxville; David J. Keffer, University of Tennessee, Knoxville; Jennifer Retherford P.E., University of Tennessee, Knoxville; Chris Wetteland, University of Tennessee at Knoxville; Mary kocak, University of Tennessee at Knoxville; Travis Griffin, University of Tennessee, Knoxville

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Diversity, NSF Grantees Poster Session

Alumni Extension (AE) National Leadership 2006 award and the Region 3 NSBE AE Dedication 2006 award. c American Society for Engineering Education, 2019NSF S-STEM: TranSCEnD: Transfer Success Co-Design in EngineeringDisciplinesAbstract Beginning with the graduating high school class of 2015, the Tennessee Promise programprovides "last-dollar" scholarships and mentoring programs focused on increasing the number ofstudents at any of the state's 13 community colleges, 27 colleges of applied technology, or othereligible institution offering an associate's degree. In its inaugural class, about 58,000 students(90% of Tennessee's senior class) applied for Tennessee Promise. Thus, the faculty andadministration at the

Conference Session

NSF Grantees Poster Session

Collection

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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NSF Grantees Poster Session

scholars willremain in engineering. Assuming the students do earn their BS in an engineering field, the statisticssuggest that the scholarship program is doing a better job attracting underrepresented groups toengineering that the average national program.2.1.2 Professional Development: To develop community, all scholars enroll in the University 301in the first year of the program. During this one credit-hour course, scholars engaged in a widerange of enrichment activities. Career Services conducted workshops on writing resume/CV,exploring career opportunities online, preparing for career job fairs and interviewing skills.Scholars engaged in interactive sessions on responsible conduct of research, identifying andengaging with mentors, technical