Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

over graduate school. Thepaper provides an in-depth discussion on the findings of the REU program evaluation and itsimpact on undergraduate students with respect to their future plans and career choice. The analysisis also done by gender, ethnicity, academic level (sophomore, junior, senior), and type of homeinstitution (e.g., large research universities, rural and small schools) to explore if there was anysignificant difference in mean research competency scores based on these attributes. 1. IntroductionToday’s manufacturing operations are more complex and globally scalable compared to those inthe last century (Lee et al., 2016). This complexity in manufacturing operations is due to a shift inmanufacturing from craftsmanship model in the

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

to their track, including asubstantial required final project. In the evening, students complete homework, attend tutoringsessions, and participate in activities designed to ease their transition to college, all facilitated bythe same upperclassmen tutors. During the weekends, students enjoy free time, complete theirhomework, prepare for exams, and attend field trips designed to increase their familiarity withHouston.Post-Summer Student SupportStarting in the summer and continuing through freshman year (and until graduation, if thestudent desires), RESP students meet individually with one of two program staff members, whoprovide an “intrusive” or “proactive” model of advising. Participants choose one staff member astheir primary advisor and

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

in college based on their perceptionsof payoff (e.g., salary, preferred location). There is robust evidence that Associate’s degrees andvocational certificates yield extra earnings compared with high school graduation [24]. Still,there is need to study how students form perceptions of the less tangible benefits and costs ofhigher education, like ability to become an active member of the community, or establish alifelong career pathway. Though Human capital theory is this study’s core theory of action, theresearchers recognize that students’ interest in entrepreneurship and intrapreneurship in theirrural communities leads us to consider the intertwining of human and social capital, as inBourdieu’s concept of habitus. According to Bourdieu

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chrysanthe Demetry, Worcester Polytechnic Institute; Elizabeth Long Lingo, Worcester Polytechnic Institute; Jeanine Lee McHugh Skorinko, Worcester Polytechnic Institute

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Diversity, NSF Grantees Poster Session

this masculine perspective underlies the hierarchy in how categories and sub-categories of faculty work are weighted in promotion, tenure, and salary decisions. For example,more “pure” scholarship is given more status and rewards: theory over application, quantitativeover qualitative, publishing over presenting, academic audiences over public audiences. Inaddition, work associated with students is devalued, and service to national organizations,conferences, or journals carries more weight than university or community service [17].Ultimately, Park argues for redefining and assessing scholarship as a way for universities tovalue women and fairly evaluate their contributions.Regardless of the values inherent in promotion systems, studies show

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Samantha Asbell, Texas A&M University

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Diversity, NSF Grantees Poster Session

electrical engineering at Texas A&M University. c American Society for Engineering Education, 2020 Paper ID #31171Miss Samantha Asbell, Texas A&M University Samantha Asbell is a graduate student at Texas A&M University currently pursuing her Masters of Science in Business. She received her undergraduate degree in Communication at Texas A&M. Following a research internship with the department of communication, Samantha applied for a role with the College of Engineering as an assistant for the I-Corps Site program. Samantha has a continuing interest in research as well as digital and

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lily Krest, Purdue University at West Lafayette; Justin Charles Major, Purdue University at West Lafayette (COE); Matthew Scheidt, Purdue University at West Lafayette (COE); Julianna Ge, Purdue University at West Lafayette (COE); Brian P. Self, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; Allison Godwin, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

affective factors vary among college undergraduates?,” in Proceedings of the American Society for Engineering Education 2019 Pacific Southwest Meeting, 2019, pp. 1–13.[19] C. Striolo, M. Pollock, and A. Godwin, “Staying or leaving: contributing factors for U.K. engineering students’ decisions to pursue careers in engineering industry,” Eur. J. Eng. Educ., pp. 1–25, Jan. 2020.[20] T. Humphries-Smith and C. Hunt, “An exploration of progression rates of widening participation students on to an integrated master of engineering,” Int. J. High. Educ., vol. 6, no. 4, pp. 69–78, 2017.[21] “Fixing the foundations: Creating a more prosperous nation.”[22] M. Scheidt, R. Senkpeil, J. Chen, A. Godwin, and E. Berger

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

Professorship in the Department of Psychology and Behavioral Sciences at Louisiana Tech University. She is a member of the graduate faculty in Industrial/Organizational Psychology.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.” American c Society for

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, State University of New York at Buffalo; Randy K. Yerrick, State University of New York at Buffalo; Manoj Madabhushi; Rachith R. Ramaswamy, State University of New York at Buffalo; Yonghee Lee, State University of New York at Buffalo; Hala Alfadhli, State University of New York at Buffalo; Amanda A. Simmons, State University of New York at Buffalo

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NSF Grantees Poster Session

how engineering is performed [26].The authors criticized engineering education’s practice of providing ready-made problems whichhave been simplified by the removal of unnecessary details. This sterile, problem-solving focusresults in some students never developing a deeper understanding of true engineering. Asengineers have testified, the majority of their experiences as students in engineering coursesinvolved sitting in rows of desks, facing the front of the room, and copying notes written on achalk-board by an expert engineering faculty member who also had received no preparation ineducational theory [25]. Students often engage engineering with little explanation as to thepurpose, or benefit of, completing academic tasks; students, if they

Conference Session

NSF Grantees: S-STEM 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Thomas G. Carter, College of DuPage; Richard H. Jarman, College of DuPage; Susan Fenwick, College of DuPage; Thomas Olai Schrader, College of DuPage; Cory Michael DiCarlo, College of DuPage

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NSF Grantees Poster Session

purely financial support, the selected students received the support of aStudent Success Coach. The Success Coach was a half-time employee completely dedicated tomonitoring and supporting these 20 to 24 students.Support from provided by the Coach included: • Student support services: Provides aggressive individualized academic advising and career support through case management and counseling • One-on-one meetings: both electronic and in-person • Academic monitoring: use of mid-term grade sheets to monitor progress; mandatory meetings with the coach before dropping any classes • Resource guides: on career exploration, resume creation, external scholarships and internship searches created and distributed to students

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David Hartenstine, Western Washington University; Perry Fizzano, Western Washington University; Joseph Arthur Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Regina Barber DeGraaff, Western Washington University

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Diversity, NSF Grantees Poster Session

STEM teacher professional development, and preservice teacher preparation in STEM.Dr. Elizabeth Litzler, University of Washington Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation & Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 15 years. Dr. Litzler is a member of ASEE, incoming chair of the ASEE Committee on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students, faculty, and staff in science and engineering, assets based approaches to STEM

Conference Session

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Catherine Mobley, Clemson University; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Rebecca Brent, Education Designs, Inc

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Diversity, NSF Grantees Poster Session

2004, she been a member of the NSF-funded MIDFIELD research project on engineering education; she has served as a Co-PI on three research projects, including one on transfer students and another on student veterans in engineering.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. Catherine E. Brawner, Research

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gurcan Comert, Benedict College; Charles E. Pierce, University of South Carolina; Zulfikar Berk, University of South Carolina; Nathan N. Huynh; Robert Petrulis, EPRE Consulting LLC; Majbah Uddin, Oak Ridge National Laboratory

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Diversity, NSF Grantees Poster Session

included statements aboutteam work, critical thinking and problem solving, and personal skills. For example, one studentsaid, “The most important thing I learned was to stay focused and while doing research you haveto keep an open mind.”The strength of agreement items asked the participants to share some summary perceptionsregarding their experiences (Table 9). The students indicated that they had found value in the cross-disciplinary set of peers they had worked with. They liked the style of problem-based learning theyhad experienced in the REU. Although not necessarily in transportation, students were able to seethemselves in graduate study, academia, or research-based careers. That four of the fiverespondents “strongly agreed” that they were

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Lord, University of San Diego; Rick Olson, University of San Diego; Chell A. Roberts, University of San Diego; Caroline Baillie, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Leonard A. Perry, University of San Diego

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Diversity, NSF Grantees Poster Session

includes a focus on student teamwork, a greaterconsideration of social factors, improved communication with diverse constituents, andreflection on ethical decision making and problem solving. This vision of engineering willproduce graduates who can address a wider range of societal problems bringing new perspectivesto traditional areas.Summary of Curriculum DevelopmentOne of the goals of our NSF RED grant is to: “Develop the foundation of a revised engineeringcanon and empower faculty to develop and deliver a professional spine that prepareschangemaking engineers.” Efforts to address this goal include creating new classes anddeveloping lectures, active-learning exercises and assignments that contextualize engineeringthrough social justice

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacey L. Vaziri, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Liesl M. Baum, Virginia Polytechnic Institute and State University; Marlena McGlothlin Lester, Virginia Polytechnic Institute and State University; Phyllis Leary Newbill, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

important for transfer participants. In addition, community collegecharacteristics influenced college choice for transfer students, specifically affordability (i.e.,lower tuition, community college access programs, ability to live at home) and personal/social fit(i.e., close to home, small class sizes).The key difference in the decision-making process of transfer and non-transfer students was thattransfer students tended to view college as an investment in their future. Transfer studentsfrequently discussed the costs and benefits of higher education but very few non-transferstudents were influenced by these factors. Several transfer students were concerned about thecost of higher education and shared that their parents were unwilling or unable to

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rebekah Dupont, Augsburg University; Nancy A. Rodenborg, Augsburg University

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Diversity, NSF Grantees Poster Session

intelligent (“I have always been smart”), being persistent and working harder thanothers, or developing a dogged determination to prove the stereotyping wrong (“well, now I’mgoing to go...like, just watch me!”)One student identified her female status as a benefit as well as a barrier. This student describedhow a female faculty member referred her to a female scientist career network. Through thisnetwork she was able to make advances in her research and her career development.No faculty in the focus group mentioned gender as an impact on their work with students. Thisdoes not mean faculty were unaware of gender and the experiences of women in science,however, in the limited time of the interview, gender did not come up as a topic.Nontraditional, older

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

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NSF Grantees Poster Session

skills such as working in teams, writing,programming, applying physics to solve interdisciplinary problems, designing and developingproducts, managing complex projects, and working with clients. This is an important factorconsidering approximately 95% of physics graduates go on to careers in the private sector orgovernment labs, yet most undergraduate physics programs prepare students primarily foracademic careers. In fact, a survey of 1,407 mid-career physics PhD recipients found that theyfrequently attributed career success to their skills and abilities outside of physics (e.g.,interpersonal, problem solving, computing, and analysis skills). Conversely, some of the mostfrequently mentioned career barriers among 1,321 respondents included lack

Conference Session

NSF Grantees: Diversity 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rani W. Sullivan, Mississippi State University; Soundouss Sassi, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

and large scale struc- tures for aerospace applications. She is the founder and adviser for the Women of Aerospace student organization at MSU. Dr. Sullivan is an Associate Fellow of the American Institute of Aeronautics and Astronautics. She is the recipient of the 2019 Hermann Oberth Award and the 2014 SAE International Ralph R. Teetor Educational Award. Dr. Sullivan is a member of the MSU Bagley College of Engineering Academy of Distinguished Teachers.Miss Soundouss Sassi, Mississippi State University Soundouss Sassi is a Ph.D. student in Engineering Education at Mississippi State University. Her advisor is Dr. Jean Mohammadi Aragh. In 2016 she earned a Master in Aerospace Engineering from the same

Conference Session

NSF Grantees: Workforce Development (ATE)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University; DeDe Griffith, Northwest Louisiana Technical Community College; Cheri Greer, Northwest Louisiana Technical Community College

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NSF Grantees Poster Session

higher education-workforce infrastructure for sustained, innovative Industry 4.0 workforce preparation. The factors being evaluated primarily involve objectives related to curriculum development, course integration, career pathway establishment, building partnerships and dissemination.  Faculty Outcomes: To increase community college faculty members’ skills and comfort level with teaching Industry 4.0 curricula. The evaluation factors involve objectives related to the use of industry 4.0 curricula, and faculty and student satisfactions.  Student Outcomes: To increase the number of workers (including underrepresented students) qualified to merge manufacturing OT & IT skills for an Industry 4.0