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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Scott W. Campbell, University of South Florida; Venkat R. Bhethanabotla, University of South Florida; Sylvia W. Thomas, University of South Florida

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teachers, pre-service STEM teachers, andcommunity college faculty participated in an immersive summer experience under the guidanceof engineering and science faculty members of the Functional Materials and ManufacturingInstitute (FMMI) at the University of South Florida (USF). Products produced by participantsincluded a research poster (presented at an annual REU/RET Symposium) and a lesson plan(Teach Engineering format) for academic year implementation in their classrooms.The RET focus on functional materials was chosen for three reasons. First, Materials Scienceand Engineering is a highly interdisciplinary field that can be addressed in many differentsubjects covered in high school and community colleges. Second, having a common focusallowed the

Conference Session

NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Anna H. Wakefield, Texas State University; Kimberly Grau Talley P.E., Texas State University

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NSF Grantees Poster Session

interested facultymembers wanted to learn making techniques and makerspace equipment to facilitate their classes(and for personal curiosity). The first semester (Fall 2017) involved faculty attending three half-day workshops to learn maker tools and instructional strategies to support the integration ofmaking and design. Workshops were held in two makerspace areas, 1) Bobcat Made - theuniversity makerspace and 2) The Make Lab, low-tech mobile makerspace in the College ofEducation. Upon attending the workshops, faculty were asked to develop a lesson plan thatintegrated making and design into one of their courses for the following spring. Facultyparticipated in online forum discussions and received mentoring from program staff throughoutthis process

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NSF Grantees Poster Session

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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

universityresearch projects in socially impactful Big Data and Data Science. We have examined theperspectives on learning of three key site groups: the computer scientist principal investigator,the secondary STEM teachers participating in the RET, and the graduate research assistants whomentored the teachers in original research projects. Teachers also translated their researchexperience into curriculum incorporating the engineering practice of mathematical andcomputational thinking and described the lessons they learned from the research process throughfocus group interviews, seminar presentations, and lesson plans. Preliminary findings suggesteach of the site groups saw their own work and their role in that work, from a differentperspective. Members of

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Mohamed Rahouti, University of South Florida

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NSF Grantees Poster Session

cybersecurity programs and fulfill industrial and technological requirements and goals with regard tocyber security paths (Bauer et al., 2018). Additionally, it could be beneficial to those who plan towork in industry if cyber security teaching could align with materials and skills needed for cybersecurity certification exams such as Certified Information Systems Security Professional (CISSP)and Information Systems Audit and Control Association (ISACA) exams.However, there are key limitations and grand challenges on cyber security teaching in bothonline and face-to-face educational structures. The difficulties are mainly due to a broad range ofstudent backgrounds and a lack of computing resources. In most cyber security programs,students enroll with

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, Virginia Tech; Alan R. Kallmeyer, North Dakota State University; Holly Hermine Erickson, West Fargo Public Schools

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NSF Grantees Poster Session

opportunities to help them further develop effective teaching strategies. Andtaking into consideration that these teachers may be the only STEM teacher their students havewhile in that school building, these teachers have significant influence over the educationaldevelopment of their students. Many of these teachers have 5-7 different class preparations aday with only one planning period. Teachers may struggle to implement and sustain effectiveteaching practices when policies and assessment methods need to be modified due to theadoption of new standards, such as with Common Core State Standards for Mathematics andNext Generation Science Standards [2] – [4]. During the RET program, teachers focused on theagricultural aspects of STEM education in order

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NSF Grantees Poster Session

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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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. Ayer and his team can be found at www.ETBIMLab.com.Dr. Wei Wu, California State University, Fresno Wei Wu, PhD, LEED AP, GGP, CM-BIM, A.M. ASCE, is an Assistant Professor in the Department of Construction Management in Lyles College of Engineering at California State University, Fresno. He received his Bachelor of Engineering in Built Environment and Equipment Engineering from Hunan Uni- versity in China in 2004, Master of Science in Environmental Change and Management from University of Oxford in the UK in 2005, and Doctor of Philosophy in Design, Construction and Planning from Univer- sity of Florida in 2010. Currently, Dr. Wu teaches courses in Construction Graphics, Design Build, BIM for Construction. Dr. Wu’s

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

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Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Misty L. Loughry, Rollins College, Crummer Graduate School of Business; David Jonathan Woehr, University of North Carolina Charlotte; Daniel M. Ferguson, Purdue University-Main Campus, West Lafayette (College of Engineering); Catherine E. Brawner, Research Triangle Educational Consultants; Behzad Beigpourian, Purdue University; Frank Luchini; Siqing Wei, Purdue University-Main Campus, West Lafayette (College of Engineering)

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, Purdue University Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue Uni- versity. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training University in Iran, Tehran. He has been official Technical Teacher at Ministry of Education in Iran from 2007 to 2018, and received many certificate in education such as Educational Planning, Developing Research Report, and Understanding School Culture. Mr. Beigpourian currently works in the CATME project, which is NSF funding project, on optimizing teamwork skills and assessing the quality of Peer Evaluations.Mr. Frank

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2019 ASEE Annual Conference & Exposition

Authors

Rachel Louis Kajfez, Ohio State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Abigail Clark, Ohio State University; Soundouss Sassi, Mississippi State University; Jane Petrie

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Diversity, NSF Grantees Poster Session

experiences that contribute to their individual views of themselves asengineers. Currently, we plan conduct our Phase 3 interviews in Spring 2020 which willcomplete our developmental investigation.AcknowledgementsThis material is based upon work supported by the National Science Foundation under GrantNos. 1664264 and 1664266. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] E. Wenger, Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press, 1998.[2] B. D. Jones, M. C. Paretti, S. F. Hein, and T. W. Knott, “An analysis of motivation constructs with first‐year

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Shannon Bartelt-Hunt, University of Nebraska, Lincoln

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MethodsEvaluation of the REU Site was conducted by the Methodology and Evaluation Research CoreFacility (MERC) at the University of Nebraska-Lincoln. The evaluation plan included surveysconducted with the students before and after their time in the program and focus group sessionsconducted with the students and interviews with their faculty mentors. The evaluation plan alsoincludes follow-up surveys with the participating undergraduate students one year after theircompletion of the program. The quantitative data collection (pretest, posttest) was conducted bythe University of Nebraska-Lincoln Office of Graduate Studies and the results were sent to theMERC for analysis and reporting. The qualitative data collection (i.e., interviews and focusgroup sessions

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NSF Grantees Poster Session

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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

teaching plan to incorporate what they learned into their own teaching. Atthe end of the academic year, faculty participants are tasked with completing a final reflection. Inthis paper, we will report the content of the workshops as related to the overarching goals of theISE-2 program, along with how the coffee conversation topics complemented the workshopmaterial. Lastly, we will explore the role of the teaching plans and final reflections in changinginstructional practices.IntroductionImproving Student Experiences to Increase Student Engagement (ISE-2) focuses on a facultydevelopment program designed to reduce implicit bias and increase active learning in order toincrease underrepresented minority (URM), women, and first-generation students

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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

and Technology(CET) at Northern New Mexico College (NNMC) has implemented a comprehensive strategyand work-plan to increase the retention rate and eventually the graduation rate of severelyunderprepared aspiring Engineering majors. The institute serves underrepresented minoritystudent population; nearly two-thirds of whom rely on Pell grants and more than 50% of themare first-generation college students. The institution’s struggle to retain general studentpopulation is evident from the following data: 78% retention from first to second semester, 66%retention from second to third semester, and the retention rate drops to 50% by the fourthsemester.The major goals of the project include: 1) Improve Engineering learning and learningenvironments

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Julia M. Williams, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Eva Andrijcic, Rose-Hulman Institute of Technology; Kerice Doten-Snitker, University of Washington

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NSF Grantees Poster Session

. During ourpresentations at ASEE—both in conference sessions and in the NSF poster sessions—we offerthe tipsheets to attendees who express interest. We have also begun to use the tipsheets as thebasis for workshops and presentations. For example, at the American Association of Collegesand Universities STEM conference in November 2018, we presented a workshop on the topic ofshared vision for change projects. The interactive workshop was developed with the tipsheet asthe source of content, and the tipsheet served as a resource for attendees to take away for use ontheir home campuses.ConclusionAs of this writing, we have plans for additional tipsheets on topics that have emerged from whatwe are learning about the work of the RED teams. For example

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NSF Grantees Poster Session

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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

follows upon an NSF-WIDER(Widening Implementation & Demonstration of Evidence-Based Reforms) planning grant.University of South Florida (USF) has a student population of approximately 31,000undergraduate and 11,000 graduate students. About 35% of the undergraduate students major ina STEM discipline (Biology, Chemistry, Physics, Math, Geosciences, or Engineering).Approximately half of the undergraduate students have transferred from another institution andabout half of these have come from one of the five primary campuses of HillsboroughCommunity College (HCC).The leadership team for the project consists of twelve to fifteen people (some members rotate inand out) and includes deans, department chairs, faculty, professionals from the office of

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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

Paper ID #25629Board 97: Is Postdoctoral Training Linked to Faculty Careers and HigherSalaries among Engineering Ph.D.s?Dr. Joyce B. Main, Purdue University-Main Campus, 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.Yanbing Wang, Purdue University c American Society for Engineering Education, 2019 Is postdoctoral training linked to

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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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Lecturer and Research Consoritum REEFE participants with Sending and Receiving Schools Assistant Professor at Coordinator ● Planning consortium activities, including introduction meeting UTK (PI) and MACH training throughout experience ● Main contact for program evaluation ● Overseeing GA for program responsibilities ● Responsible for pursuing sustainability plan of program The REEFE Research Coordinator is responsible for the overall coordination of all

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University; Prabhakar Reddy Pagilla, Texas A&M University; Arun Srinivasa, Texas A&M University; Pavan Kumar Moturu, Texas A&M University; Satish Bukkapatnam, Texas A&M University

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ECEN planning California State 4 University, Los CA Male Hispanic 2020 ISEN Angeles Texas A&M ISEN, 5 TX Female Asian 2019 University ECEN Texas A&M Black/ Prognostic 6 University-Corpus TX Male African 2020 ISEN and Process

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Amy Summerville, Miami University; Jennifer Blue; Brian P. Kirkmeyer, Miami University; Brielle Nikole Johnson

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NSF Grantees Poster Session

reflect onperformance early in the course would improve student outcomes. In particular, we examinedcounterfactual thoughts, thoughts about “what might have been.” These thoughts contribute tocausal reasoning and play an important role in making plans for the future. Additionally, weexamined behavioral intentions, specific plans for future actions in the course, which researchhas also shown improves student outcomes.After the first exam in a large-enrollment class taken by first-year engineering majors, 290students were randomly assigned to either generate counterfactuals about what they personallycould have done differently that would have resulting in doing better on the exam (vs. describetheir actual performance) and to either generate

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Lorelle A. Meadows, Michigan Technological University; Laura Kasson Fiss, Michigan Technological University; Susan L. Amato-Henderson, Michigan Technological University; Guy C. Hembroff, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Kellie H. Raffaelli; John L. Irwin, Michigan Technological University

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Diversity, NSF Grantees Poster Session

Academic Programs in the College of Engineering at the University of Michigan.Her primary responsibility in that role was to assure the delivery of a curriculum that addressed college-wide educational objectives to prepare students for 21st century careers. In this role Dr. Meadows led the planning, implementation and assessment of the College of Engineering first year program and targeted curriculum development projects. This led to her development as an educational researcher and she now conducts interdisciplinary research at the intersection of social psychology and engineering education, with specific emphasis on the influence of gender stereotypes in student teams.Dr. Laura Kasson Fiss, Michigan Technological

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Andrew L. Gillen, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Holly Larson Lesko, Virginia Tech; Cheryl Carrico P.E., Virginia Tech

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NSF Grantees Poster Session

project.Next stepsAs we finish year two and plan for the third year of the funded programming, bridging thefindings between teacher and student outcomes and collaborative processes will become moreimportant. At the end of year one, we were able to bring together individuals from ourpartnership organizations at a summer summit to engage in collaborative curriculumdevelopment. Although the university still had a heavy hand in finalizing the classroom activitiesfor year two, this model of engagement allowed for more teacher buy-in with the material,consistent with our goals for sustainability. Another summit is planned for the end of year twoand, informed by our preliminary research findings, we seek to further scaffold classroomresponsibility to shift

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marilyn Barger, National Science Foundation ATE Centers (FLATE); Richard Gilbert, University of South Florida; Mori Toosi

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NSF Grantees Poster Session

specialized knowledge in subject and can involve in professional activities. 8. Demonstrates specialized knowledge in adjoining disciplines including knowledge in a new discipline or profession. Levels for Specialized Skills 1. Demonstrates basic cognitive and practical skills to perform tasks within stipulated rules. 2. Demonstrates skills needed to establish correlations among functions and tasks. 3. Demonstrates cognitive and practical skills for perform tasks and problem solve. 4. Demonstrates ability to select alternative actions based on reciprocal effects on other functional areas. 5. Plans and evaluates processes while considering alternatives and impacts. 6

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech; Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering); Janice Leshay Hall, Virginia Tech; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering)

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NSF Grantees Poster Session

Faculty Connections [7] Faculty Support [9] Professional Development [21] STEM Career Development [7] Cost-of-Attendance Support and Planning [7] Extracurricular Support [14] Academic Peer Support [6] Graduate Student Connections [5] Additional Support [16] Developing a Local Network [5] Engaging with Professionals [5] STEM Peer Connections [5] Extracurricular Information [6]Limitations & Future WorkAs the project is ongoing and developmental in nature, we do not currently have any limitationsto report. However, we do plan to pilot version 2.0 of our survey instrument with a broader set ofSTEM students and institutions in spring 2019. Our target sample for the second is

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NSF Grantees Poster Session

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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

a demographic andleadership questionnaire. Additional sections include logistics reminders for researchers, aprobing question plan, and engineering and leadership identity checklists. To ensure the focusgroup runs smoothly, at least two recording devices are utilized to capture focus groupdiscussion, participants are sent multiple reminder emails and texts, and the interviewers’ tone iskept friendly and conversational. In Focus Group 0 all three researchers interviewed REUstudents. In Focus Group 1 and Focus Group 2 two researchers interviewed participants whilethe REU students and one researcher observed from a viewing room.IntroductionThe introduction is based on standard practice for an IRB exempt study. Participants arewelcomed as they

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; A.M. Aramati Casper, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Christina Paguyo, University of Denver; Jody Paul, Metropolitan State University of Denver; Ronald R. DeLyser, University of Denver

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Diversity, NSF Grantees Poster Session

the perspectives of different stakeholders for an engineering design, product orprocess and to explore the privilege associated with different stakeholders. The assignment wasfirst implemented for civil engineering students in a civil engineering materials course studyingsustainability and the Envision sustainability rating system [3]. The assignment considered alarge regional highway reconfiguration that has been in planning and design phases for nearly 20years and recently broke ground. The project has severe impacts on a community of low socio-economic status whose residents are predominantly people of color. Students read a variety ofregional news sources and discussed the project in small groups and as a larger class. Initialresponses

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Brittany Bradford, Rice University; Margaret E. Beier, Rice University; Michael Wolf, Rice University; Megan McSpedon, Rice University; Matthew Taylor

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NSF Grantees Poster Session

, the bridgeprogram is optional, meaning group assignment is not completely random. Bridge students wereless prepared than comparison students on number of high school calculus AP (or equivalent)credits received. We analyzed group differences in final class grades from 2012-2017 among thecomparison group, the bridge group, and the rest of the class (i.e. non-comparison and non-bridge), standardizing grades using Z-scores. Planned contrasts found that bridge studentsperformed slightly better than, but not significantly different from, comparison students in first-semester math. Conversely, planned contrasts found that the bridge group significantlyoutperformed the comparison group in second-semester math. These results suggest that bridgeprogram

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Mohamed Rahouti, University of South Florida

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NSF Grantees Poster Session

present our future plans to further improve and facilitate cyber security learning. The rest of this paper is organized as follows. Section 2 presents an explanatory and detailed overview of some efforts thatwere done in the past to integrate GENI and SDN in order to facilitate and boost cyber security learning experience. Section 3.2then presents our research efforts towards the integration of GENI and SDN in our teaching curriculum and development ofa broad range of cyber security labs and experimental modules. Finally, in Section 4 we present our future plans along withconcluding remarks of our paper.2 RELATED WORKIn cyber security for Higher Education (HE), curriculums encompass topics including secure software development, websecurity

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Randy Michael Russell, UCAR Center for Science Education; John Daniel Ristvey Jr., UCAR

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NSF Grantees Poster Session

ready for an aerial survey ofthe disaster area in order to gain as much information as possible to plan a potential rescue/aidresponse for a town named ‘Disasterville.’Disasterville: Aerial survey of a disaster areaOur UAV curriculum includes a capstone challenge titled “Aerial Survey of a Disaster Area”. Tocomplete the challenge, students must conduct an aerial survey, using their UAVs with theircameras, of a model town that has been damaged by a natural disaster. The model town, dubbed“Disasterville”, includes buildings made of blocks, toy cars, and figurines of people. Studentscannot directly see the town; Disasterville is hidden from them by an intervening “mountainrange” (a plastic tarp over some chairs). Students must fly their UAV over

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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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-part classroom observation protocol, an instructor interview protocol,two instructor surveys, and a student survey.We have collected data from nine courses taught in one of ten flexible classrooms at theUniversity of Michigan during the Fall 2018 semester. Two of these courses were first-yearintroduction to engineering courses co-taught by two instructors, and the other seven courseswere sophomore- and junior-level core technical courses taught by one instructor. Fiveinstructors participated in a faculty learning community that met three times during the semesterto discuss active learning, to learn how to make the best use of the flexible classroomaffordances, and to plan activities to implement in their courses. In each course we gathered

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University

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NSF Grantees Poster Session

: personalization and codification,” Journal of Engineering Design, vol. 15, pp. 307-325, Jan. 2007.[3] S. R. Rosas and J. W. Ridings, “The use of concept mapping in measurement development and evaluation: Application and future directions,” Evaluation and Program Planning, vol. 60, pp. 265-276, Feb. 2017.[4] J. P. Donnelly, “A systematic review of concept mapping dissertations,” Evaluation and Program Planning, vol. 60, pp. 186-193, Feb. 2017.[5] G. J. Hwang, F. R. Kuo, N. S. Chen and H. J. Ho, “Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads,” Computers & Education, vol. 71, pp. 77-86, Feb. 2014.[6] J. D

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Tim Foutz P.E., University of Georgia; Roger B. Hill, University of Georgia; Barbara Ann Crawford; Sidney A. Thompson, University of Georgia; AnnaMarie Conner; ChanMin Kim, Penn State University; David F. Jackson, University of Georgia

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NSF Grantees Poster Session

first design of a prototype CALC course where they used collectiveargumentation to learn how to code educational robotics. At the end of this course, the teachersdeveloped lesson plans that were implemented in grades 3, 4 and 5.This paper and conference presentation focuses on our research question, how do elementaryschool teachers use the CALC approach to support their students’ learning of coding,mathematics, and science content and practices? While this paper provides preliminary resultsof this work, an in-depth analysis should be available at the conference presentation.Framework of the CALC ApproachCollective argumentation [4] is the foundation for the CALC approach. As a learning strategyused in multiple fields of education, collective

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NSF Grantees Poster Session

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2019 ASEE Annual Conference & Exposition

Authors

Nicholas Lux, Montana State University; Brock J. LaMeres, Montana State University; Shannon D. Willoughby; Bryce E. Hughes, Montana State University; Barrett Frank

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NSF Grantees Poster Session

original instruments.Consequently, further research plans include a closer examination of these new measurements toexamine instrument validity and reliability. The mental rotation instrument was an adaptedversion of the Purdue Spatial Visualization Tests: Visualization of Rotations (PSVT:R) [17, 25].The 2D-to-3D transformation measurement was adapted from Ramful, Lowrie, and Logan’s [26]Spatial Reasoning Instrument. With the help of a spatial skills expert, those items from theSpatial Reasoning Instrument that specifically align with 2D-to-3D transformation skills wereselected. Those items were combined with several items from Lappen’s [27] SpatialVisualization Test. Data was analyzed using a paired-samples t-test. Given the small sample size(n=32