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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Amit Jain, Boise State University; Noah Salzman, Boise State University; Donald Winiecki, Boise State University

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NSF Grantees Poster Session

Engineering Education from Purdue University.Dr. Donald Winiecki, Boise State University Don Winiecki, Ed.D., Ph.D. is the ‘Professor of Ethics & Morality in Professional Practice‘ in the Boise State University, College of Engineering. He teaches undergraduate and graduate courses in ‘Foundational Values‘ and ‘Professional Ethics‘ in the Computer Science Department and Organizational Performance & Workplace Learning Department in the Boise State University College of Engineering. His research focuses on the attributes of technology and technology-in-use as a reflection on, and an influence on social morals and social ethics. c American Society for Engineering Education, 2019

Conference Session

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

such as student reflections and other worksheets are collected forevaluative purposes. Newly in year two of the program, reflections have been transitioned from apaper activity to a whole class discussion facilitated by the classroom adults to mitigate some ofthe writing communication challenges discovered in the first year [23].Current statusEngagement with teachers and youth. Data collection for year one of the project has come to anend, and data collection in year two is currently underway. Considering student and teacheroutcomes to address research questions 1-3, analysis of the year one data has begun. Forteachers, findings suggest improvement around teacher confidence in teaching engineering aswell as challenges that still remain

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University; Jennifer A. Turns, University of Washington

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NSF Grantees Poster Session

students in reflecting on experience, how to help engineering educators make effective teach-ing decisions, and the application of ideas from complexity science to the challenges of engineeringeducation. c American Society for Engineering Education, 2019 Engineering with Engineers: Revolutionizing a Mechanical Engineering Department through Industry Immersion and a Focus on IdentityAbstractThe Mechanical Engineering Department at Seattle University was awarded a grant by theNational Science Foundation (NSF) Revolutionizing Engineering and Computer ScienceDepartments (RED) program in July 2017. This award supports the development of a mechanicalengineering program where

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Damian Ruiz, University of San Diego/San Diego State University; Vitaliy Popov, University of San Diego; Alberto Esquinca, San Diego State University; Danielle Gadbois

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Diversity, NSF Grantees Poster Session

practice and reflection [11].Pilot StudyThe first year of this study we conducted initial interviews with teachers who had previouslyparticipated in a summer camp with primarily Latinx middle school students. The summer campinvolved 3 in-service teachers, 5 graduate students, and 8 undergraduate students working asSTEM summer camp facilitators for 77 middle school students. The pilot study focused on the 3in-service teachers as they navigated working with students in both formal and informal spaces.The goal of the pilot study was to generate some information of in-service teachers’ perceptionsof funds of knowledge and the strategies that teachers used in understanding and elicitingstudents' funds of knowledge. This pilot study served as the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Brittany Lynn Butler; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University; Cheryl A. Bodnar, Rowan University

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NSF Grantees Poster Session

Instrument (EPSRI) to assess aperson’s process safety decision making. Most of the research to date in this project has beenfocused on the development and validation of the EPSRI. In summary, anticipated outcomesupon conclusion of this project are (a) development of an EPSRI tool capable of assessingstudents’ process safety decision-making, (b) construction of a virtual plant environment wheremultiple real-world factors may influence a students’ process safety decisions, and (c)identification of best practices for integrating virtual environments into the classroom.MethodsEPSRI Instrument Development The EPSRI reflects the structure of the EERI [13] and DIT2 [12], which contain fivedilemmas, followed by three decision options, and twelve

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

David M. Feinauer P.E., Norwich University; Laura R. Ray, Dartmouth College

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NSF Grantees Poster Session

aspects changed the car's behavior was very helpful in understanding concepts. Please do more.” “The in class projects with the rc car helped see how systems actually work. I thought it was beneficial.”Preliminary results from student surveys and instructor assessments while conducting the small-group activities reflect a high-level of student engagement with the activities and frequent reportsof “a-ha moments” or connections resulting from the experiences. When implementing theexercises, the reporting instructor used anonymous feedback surveys through the course LMS tocapture student reflections. Table 3 shows the percentage of students whose reflections areindicative of an improved understanding of a course concept or design

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Masoud Ghodrat Abadi, California State University, Sacramento; Sean Lyle Gestson, Oregon State University; Shane A. Brown P.E., Oregon State University; David S. Hurwitz, Oregon State University

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NSF Grantees Poster Session

Provided Multiple Contextual RepresentationsAbstractThis research documented the glance patterns and conceptual understanding of practicingengineers attempting to solve conceptual exercises with different contexts. Two mechanisms fordata collection -- eye-tracking and reflective clinical interviews -- were employed to moreholistically understand practicing engineers’ interaction and reasoning while solvingtransportation and hydraulic design problems. Data collection involved the use of three carefullydeveloped questions in both transportation (with 3 contextual representations) and hydraulicdesign (with 4 contextual representations). The process required each participant to sit in front ofa computer monitor that displays the problem statement and

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

goal of developing“Changemaking Engineers”. This revised canon teaches technical skills within a contextualframework that includes humanitarian, sustainable, and social justice approaches. This requires acurriculum that includes a focus on student teamwork, a greater consideration of social factors,improved communication with diverse constituents, and reflection on ethical consequences ofdecisions and solutions. This broader perspective of engineering practice will produce graduateswho can address a wider range of societal problems bringing new perspectives to traditionalareas. In this paper, we review our recent efforts towards achieving this vision, focusing on thedevelopment of curricular materialsSummary of course materials developed and

Conference Session

NSF Grantees Poster Session

Collection

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

to consider a wide variety ofusers. A second assignment addressed the need for psychological safety [2] in teams via a casestudy of the NASA Columbia disaster. A third assignment had students watch TedX talks relatedto why diversity makes teams smarter and reflect on how the students should consider diversityin teams as a strength and a highly desirable quality. Existing activities and documents aboutteam norms, team compacts and conflict resolution have also been updated and refined to set amore inclusive tone in these classrooms.Activities to teach students about diversity within the engineering or computing contextThis portion of the project has focused on developing activities that fit within technicalengineering or computing courses

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Baker A. Martin, Clemson University; Maya Rucks, Clemson University; Katherine M. Ehlert, Clemson University

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NSF Grantees Poster Session

factoranalysis (CFA) were performed to determine that five of the original items should be removedfrom analysis and six of the new items should be kept. The EFA and CFA lead to the threesubscales of (i) Generation & Evaluation, (ii) Reflection, and (iii) Impulsiveness/Lack of Process[5].A subsequent, third refinement of the DMCI (DMCI 3.0), is underway. Four items were added tothe Reflection subscale to show more of the learning phase of the Self-Regulated Model ofDecision-Making. Responses from 983 first-year engineering students are being analyzed withan EFA and CFA. Preliminary results suggest removing from analysis one additional item fromthe original instrument, seven items that were added to DMCI 2.0, and one item added to thisiteration in the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines & Technology; Yue Liu, Arizona State University

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NSF Grantees Poster Session

conceptual understanding of design).Making Thinking Explicit through Concept MapsModels of design are prevalent in textbooks and literature [4]. Once in action though, designpractitioners often synthesize and adapt their own experiences and learning into a mental modelof their design process. Engineering students demonstrate their design prowess and designlearning through either the creation of an artifact, or the documenting and reflection on theirengineering design process, or some combination of these. As design educators search for ameans to understand and evaluate what design learning may more faithfully look like, the notionof a spectrum of varying types and representations of individual students’ design processunderstandings has arisen

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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NSF Grantees Poster Session

reflect thecurrent state of the profession’s identity. BOKs are dynamic, and must be systematically distilledand monitored as collection of activities and outcomes representing a profession’s most currentvalues, constructs, models, principles and instantiations. This monitoring entails continuousdiscovery and validation work by members of the profession with a goal of self-reflection andreproduction of the profession [6]. BOKs, then, are competency taxonomies that are specific butinclusive; updated and refined, i.e., “curated,” as profession changes; and guide, but not dictate,professional education, professional learning, and assessment. Professionals are not meant tomaster the breadth of the competencies in a BOK, but focus on the depth of

Conference Session

NSF Grantees Poster Session

Collection

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

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Douglas J. Hacker; Carolyn Plumb, Montana State University; Rose M. Marra, University of Missouri; Shann Bossaller, University of Missouri-Columbia

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NSF Grantees Poster Session

-directedlearning towards problem-solving. Throughout the problem-solving process, IRE students areengaged with purposefully designed metacognitive reflection activities. The reflection activitiesinclude writing memos centered on their learning and problem-solving strategies utilized whilethe projects are ongoing to completion, and when completed, they write on the processes thathave gone into the projects, including what went well or what could have gone better. Thesewritten memos serve as metacognitive tools [3] that help students to monitor and control theirthinking in the process of attaining desired outcomes—both critical components ofmetacognitive procedural knowledge—and to take stock of what they have learned to helptransfer their newly gained

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jennifer R. Amos, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Marcia Pool, University of Illinois, Urbana-Champaign; Kelly J. Cross, University of Illinois, Urbana-Champaign; Michael F. Insana, University of Illinois, Urbana-Champaign; Gabriel R. Burks, University of Illinois, Urbana-Champaign

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NSF Grantees Poster Session

reform to impact graduate education: a case studyAbstractFor more than a decade, American industries have complained that the skills of engineersentering the workforce are not sufficient to meet the challenges of a high-performance workplace[1]. In addition, ABET has recently changed the student outcomes required for engineeringgraduates to reflect many of the skills lacking in undergraduate training [2]. Additionally,national studies suggest the preparation of US graduate students is too narrowly focused onacademic research skills, at the expense of professional skills such as communication, teamwork,mentoring, and leadership [3]. In response to these studies, many departments are trying toradically change their

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rafal Jonczyk, Department of Psychology, Pennsylvania State University, USA; Faculty of English, Adam Mickiewicz University, Poland; Janet van Hell, Pennsylvania State University; Gül E. Okudan Kremer, Iowa State University; Zahed Siddique, University of Oklahoma

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NSF Grantees Poster Session

anomalous sentences, novel metaphors, and conventional metaphors compared withliteral sentences. These findings were one of the first to contribute to a growing body of evidencesuggesting that the retrieval of stored conceptual knowledge about conventional and novelmetaphorical expressions involves greater cognitive effort (as reflected by more negative-goingN400 amplitudes) compared with literal sentences, yet not as much as compared with anomaloussentences (for similar findings, see [18, 22-24]).In most psycholinguistic experiments that explore phrase or sentence comprehension,participants are asked to make judgments about whether or not a word–pair or a sentence makessense. Coming back to our previous example, when presented with a sentence “the

Conference Session

NSF Grantees Poster Session

Collection

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

reflected in all of these identities indifferent was; however, additional work is needed.Work Completed to Date and FindingsTo date, we have completed a series of three baseline surveys related to engineeringcommunities and engineering identities across the first-year engineering experience with onecohort of students from two different universities. This was detailed in our pervious poster [4].Institution 1 approaches first-year engineering through a discipline specific model whileInstitution 2 uses the FYEP approach. Information from these surveys was used to inform thedevelopment of an interview protocol related to engineering communities and engineeringidentities. That protocol was used during our first of three rounds of interviews which

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

Thinking content, and 3)industry trips to be made relevant to life as a future engineer. The grant team reflected on thestudent feedback with respect to the existing course elements and program structure and agreedthat improvements could be made. Table 1 provides a summary of the changes implemented inthe ENGR 189B course for the Summer 2018 Program, including the addition of course threadsthat were not present during the Summer 2017 Program. Student reactions to the revised ENGR189B professional development course were obtained through the annual evaluation survey, andtheir reception to the revised content was very positive. 1Table 1. ENGR 189B

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Oumaima Atraoui, James Madison University; Caroline Clay, James Madison University; Zachary Harris De Bey, James Madison University; Johannah Daschil, James Madison University ; Bethany Popelish, James Madison University

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NSF Grantees Poster Session

collecting autoethnographic, ethnographic, and interviewing data of designteams working in makerspaces over the course of two years.The undergraduate engineering students joined the research team as sophomores and participated in year-long training in methods of autoethnographic writing and ethnographic methods of participant observationthe year prior to the onset of data collection. As part of that methodological preparation, student researchersspent considerable time reflecting on their own identities as nascent engineers, critically interrogating whatbrought them to the engineering major and what aspects of engineering most interest them. This earlyreflective process prepares students to understand and situate their identities within the maker

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University of Tennessee, Knoxville; Lisa Benson, Clemson University; Rachel Louis Kajfez, Ohio State University; Marian S. Kennedy, Clemson University; Dennis M. Lee, Clemson University; Anne Marguerite McAlister, University of Virginia; Karina Sylvia Sobieraj, Ohio State University; Teresa Porter, Ohio State University; Alessandra St. Germain, Clemson University; Guoyong Wu, Clemson University

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NSF Grantees Poster Session

research experiences. Theseactivities include reading journal articles, running experiments, preparing materials forexperiments, writing up the results of their work, presenting research findings, repeatingexperiments, developing plans for data collection and analysis, and analyzing data. Some of theseactivities are epistemic practices because they are directed towards gaining knowledge orincreasing understanding. Through reflection, epistemic metacognitive skills (EMS), on theirresearch activities and social interactions, students build and refine their knowledge of howresearch works. This knowledge of how research works affects students’ existing and developingbeliefs and perceptions about what a researcher does and about knowledge and knowing

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NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Robert S. Kadel, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

foundational experiences for all engineering students.Well-designed laboratory experiences can make engineering concepts come to life, givingstudents a real-world confirmation of the theory and concepts from lecture classes. Conversely,the effectiveness of hands-on learning can be reduced if there are inadequate levels of studentengagement and reflection [1] - [3]. Due to advances in portable data acquisition devices, laptopcomputers, and an array of affordable sensors, there is an unprecedented opportunity to bringhands-on experiments out of the centralized labs, and into lecture classrooms, and even studentdorm rooms. While such mobile hands-on experiments have had substantial inroads in the fieldsof electrical and computer engineering (ECE

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Faisal Aqlan, Penn State Erie, The Behrend College; Qi Dunsworth, Penn State Erie, The Behrend College; Melanie R. Ford, Penn State Erie, The Behrend College; E. George Walters III P.E., Penn State Erie, The Behrend College; Jessica Resig, Pennsylvania State University

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NSF Grantees Poster Session

was intended to be arefresher of selected curriculum design models and an enhancer of evidence-based teachingpractices. The workshops blended learning theories, formative assessment strategies, activelearning techniques, and effective use of technologies that teachers could experience and takeback to their own class. Each workshop was approximately two hours. The topics covered by theworkshop series include: (1) Team building activity, (2) Reflections on engineering education,(3) Curriculum standards, (4) TPACK design framework [8] and the Backward Design model[9], (5) Raising meaningful questions and engineering challenge, (6) Writing measurablelearning objectives, (7) Formative and summative assessment strategies, (8) The art ofstorytelling

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

James L. Huff, Harding University; Benjamin Okai, Harding University; Kanembe Shanachilubwa, Harding University; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia; Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering); Mackenzie Beckmon Sharbine, Harding University; Jeremiah Sullins, Harding University; Shari E. Miller, University of Georgia

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NSF Grantees Poster Session

engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Stephen Secules, Purdue University-Main Campus, West Lafayette (College of Engineering) c American Society for Engineering Education, 2019 Paper ID #27026 Stephen received a PhD in education at the University of Maryland researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught an

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

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

Conference Session

NSF Grantees Poster Session

Collection

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

projectswhile also facilitating connections across teams and providing customized academic changefaculty development curriculum.While much of the translation of research to practice literature is in the health promotion andclinical medicine fields, the findings are still relevant for organizational change research.Research indicates that some of the translation problems result because the information shareddoes not reflect an understanding of contextual factors and/or is not deemed to have externalvalidity [4]. Given that REDPAR research is focused on many types of organizations thatreceived RED grants, and the research broadly addresses themes among these contexts, we canwrite tipsheets to help other change agents understand basic propositions/themes

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Kacey Beddoes

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Diversity, NSF Grantees Poster Session

several promising LGBTQ-inclusive behaviors.MethodsIn spring 2017, the researchers conducted an online survey with the Leadership Community inorder to measure and document progress, satisfaction and outcomes for the VCP community.The members of the VCP were asked to provide examples of ways in which the VCP andadvocacy activities have made a difference - personally, to students, to colleagues, to theirdepartment, or to the profession. The results reflect the perceptions of the members of aCommunity of Practice after one and a half years of development and will provide an indicationof the strength of the foundation of a sustainable community of practice capable of achievingindividual and community goals.The survey was sent to 20 active members of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center; Mustapha Alao Animashaun, West Virginia University; Melissa Lynn Morris, West Virginia University

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NSF Grantees Poster Session

Engineering Education, 2019 Critical Thinking Skills in First Year Non-Calculus Ready StudentsIntroductionCritical thinking is defined as self-reflective thinking[1]. Critical thinking requires the use ofcertain skills and disposition to evaluate thoughts and ideas with the purpose of refining them [2,3]. Critical thinking involves an in depth evaluation of events, problems, ideas, and artifactsbefore accepting or framing a conclusion or opinion [4]. Engineers are trained to becomeproblem solvers and critical thinking is essential for problem solving. Many educators believethat critical thinking skills are important and should be promoted in schools and universities, butthey feel unequipped to teach those skills[5, 6].The purpose of this

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Courtney S. Smith-Orr, University of North Carolina, Charlotte; Cheryl A. Bodnar, Rowan University; Walter C. Lee, Virginia Tech; Courtney June Faber, University of Tennessee, Knoxville; Alexandra Coso Strong, Florida International University; Erin McCave, University of Houston

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Diversity, NSF Grantees Poster Session

of the previous year, we completedreflections on what impact we would like to achieve within our positions and the degree to whichwe believed we achieved this impact. We also reflected on strategic actions we took to achieveimpact. In this work, we leveraged the framework developed by London [8] that defines impacton the basis of scientific, contextual, and societal components.Using an emergent analysis approach, we identified impacts and strategic actions that werepresent across our positions and institutional contexts. We subsequently developed a quantitativesurvey instrument to more broadly investigate the impact and strategic actions of other earlycareer engineering education faculty. This also involved investigating influencers such as

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacob R. Grohs, Virginia Tech; David B. Knight, Virginia Tech; Michelle Soledad, Virginia Tech, Ateneo de Davao University; Homero Murzi, Virginia Tech; Natasha Smith, Virginia Tech

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NSF Grantees Poster Session

, Virginia Tech, Ateneo de Davao University Michelle Soledad is a PhD candidate in the Department of Engineering Education at Virginia Tech. Her research interests include faculty development and data-informed reflective practice. Ms. Soledad has degrees in Electrical Engineering (BS, ME) from the Ateneo de Davao University (ADDU) in Davao City, Philippines, where she continues to be a faculty member of the Electrical Engineering Department. She also served as Department Chair and was a member of the University Research Council before pursuing doctoral studies. Prior to joining ADDU in 2008, Ms. Soledad was a Senior Team Lead for Accenture, where she worked on and managed systems maintenance and enhancement projects.Dr

Conference Session

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

, educators also applied cognitive indicator levels to eachcompetency. These levels on a scale of 1-8 reflect the level of complex thinking from simpleknowledge to decision making and problem solving. The ultimate goal is to refine the programcontent and appropriate cognitive indicator level of these competencies that industry expect fortheir manufacturing and production technician workforce.BackgroundThe Lumina Foundation has supported research and projects to improve the validity, clarity andimplementation of competency based post-secondary education for many years. Competency-based education can provide many benefits to technical education programs primarily byproviding students a platform for self-paced learning with facilitation by an educator