Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A Connor, Rensselaer Polytechnic Institute; Bonnie H. Ferri, Georgia Institute of Technology; Aldo A. Ferri, Georgia Institute of Technology; Deborah Walter, Rose-Hulman Institute of Technology; Kathleen Meehan, Virginia Tech

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NSF Grantees Poster Session

College and her M.S. and Ph.D. from the University of Illinois under the supervision of Prof. Nick Holonyak, Jr. She worked as a member of technical staff at Lytel, Inc., following graduation. At Polaroid, she was appointed a Senior Research Group Leader, responsible for the design of laser diodes and arrays. After leaving Polaroid, she was employed at Biocontrol Technology. She moved into academia full-time in 1997 and worked at the University of Denver, West Virginia University, and Virginia Tech. She is currently the director of the University of Glasgow-University of Electronic Science and Technology of China Electronics and Electrical Engineering programme. While at Virginia Tech, she collaborated with Dr. Robert

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marc Veletzos, Merrimack College; Mary G. Noonan, Merrimack College; Maureen Walsh Sakakeeny P.E., Merrimack College; Cynthia McGowan, Merrimack College

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NSF Grantees Poster Session

and retention initiatives, including expansion of graduate programs, and first-year student advising and support. Ms. Sakakeeny is a member of a number of professional organizations, including the American Society of Civil Engineers (Boston Section) and the Society of Women Engineers (Fellow).Dr. Cynthia McGowan, Merrimack College c American Society for Engineering Education, 2018 Implementing National Best Practices to Improve STEM Retention in a Liberal Arts College SettingIntroductionThe Foundation for STEM Success (FS2) program is a model for STEM student success that usesa student-centered approach to academic preparation and learning, and creates an

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madeleine F. Jennings, Texas State University; Kimberly Grau Talley P.E., Texas State University; Shaunna Fultz Smith, Texas State University; Araceli Martinez Ortiz, Texas State University

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NSF Grantees Poster Session

integration). At her free mobile makerspace for K-12 students and teachers, The MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences with these design-based technologies impact visual spatial skills, self-efficacy, and positive attitudes toward failure (e.g. persistence in the face of obstacles; reconceptualization of failure as a paradigm for creative learn- ing) with teachers and K–12 students. These concepts are also part of her research as Co-Director of Bobcat Made, which is the collaborative university makerspace.Dr. Araceli Martinez Ortiz, Texas State University Araceli Martinez Ortiz, PhD., is Research Associate Professor of Engineering Education in the College of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia M.Sc, Rowan University; Cheryl A Bodnar, Rowan University; Yusuf Mehta, Rowan University; Kaitlin Mallouk, Rowan University

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NSF Grantees Poster Session

% growth rate in new engineering faculty opportunities over the next 10 years, not keeping upwith the rate of Ph.D. engineering graduates [2]. As a result, graduate students will need to seeknon-academic roles in industry or the government upon graduation.As part of a research study funded through the NSF Innovations in Graduate Education (IGE),we are seeking to build upon an existing transportation engineering graduate program throughthe integration of a research-to-practice model based upon cognitive apprenticeship. As part ofthis model, we include practical experiences that we believe will prepare students for non-academic roles while maintaining the program’s current level of scientific rigor. We willevaluate the success of the new graduate

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

of engineering culture that act as barriers to LGBTQ equality.As recommended by Woodford et al. [45], the program offers an incremental design withsuccessive trainings to address audiences with varying levels of knowledge and awareness. Thecontent of the Safe Zone workshops are tailored for an Engineering/STEM audience byincorporating the findings from our research on LGBTQ in Engineering. This is done by variousmeans such as direct presentation of quantitative results, case studies about experiences ofLGBTQ individuals in STEM, and activities exploring how STEM culture impacts LGBTQindividuals. Upon completion of Safe Zone training, graduates receive a Safe Zone sticker todisplay in their workplace. This simple symbol of LGBTQ

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

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NSF Grantees Poster Session

that examine the impact of developing systems of care and transforming practices on health care access and utilization, delivery and quality of care, and health outcomes. Third, she assesses the effect of social determinants of health on access to care and pa- tient outcomes. She evaluates the effectiveness of interventions designed to attenuate the effect of social determinants on patient outcomes. She has 15 years of experience leading research teams; designing and implementing research and evaluation; developing protocols for surveys, interviews, and focus groups; collecting and analyzing qualitative data, and programming advanced statistical analyses of quantitative data using Stata. She has served as principal

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhen Zhao, Arizona State University, Polytechnic campus; Adam R. Carberry, Arizona State University; Jean S. Larson, Arizona State University; Michelle Jordan, Arizona State University; Wilhelmina C. Savenye, Arizona State University; Kristi L. Eustice, Arizona State University; Allison Godwin, Purdue University at West Lafayette; Gillian Roehrig, University of Minnesota - Twin Cities; Christopher Barr, Rice University; Kimberly Farnsworth, Arizona State University

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NSF Grantees Poster Session

and similarly structured large-scale STEM research centers. This projectseeks to take up this challenge with a direct, conscientious effort to address this need and combatcurrent limitations facing ERC evaluation.The project aims to broadly impact practice within the engineer-formation system by providing anew approach to measuring the effectiveness of education and diversity programs within andacross ERCs. The goal of the project is to enhance evaluation for not only individual ERCs, butmake it possible to expand and compare across all ERCs. The suite of evaluation tools includes amodularized quantitative instrument, online instrument disseminate platform, set of qualitativeprotocols, updated NSF ERC Best Practices Manual document, and a

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

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Diversity, NSF Grantees Poster Session

. Two structural equation models (SEMs) have been developed for data analyses with onecontaining grade point average (as a proxy for achievement) as the outcome of interest and thesecond with engineering creativity and propensity for innovation as the outcome of interest.These two models indicate that use of pedagogical practices impact students’ creativity andpropensity for innovation and propensity for innovation impacts students’ achievement (withGPA as a proxy.) Notably, background characteristics also have impacts on the two outcomes ofinterest. This research informs community college faculty and student affairs personnel onwhich support practices best support students in STEM majors to transfer to colleges anduniversities and how students

Conference Session

NSF Grantees: Student Learning 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Huanying Gu, New York Institute of Technology; N. Sertac Artan, New York Institute of Technology; Ziqian Dong, New York Institute of Technology; Reza Amineh, New York Institute of Technology; Houwei Cao, New York Institute of Technology; Sarah McPherson, New York Institute of Technology

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NSF Grantees Poster Session

inventions in network switches, and NYIT Presidential Engagement Award in Student Engagement in Research and Scholarhip in 2015. Her re- search interests include architecture design and analysis of high-performance packet switches, data center networks, network security and forensics, wireless sensor networks, and assistive medical devices. Her research has been supported by the National Science Foundation (NSF), Motorola, National Collegiate Alliance for Inventors and Innovators, Xilinx, and NYIT. She is a senior member of the IEEE Commu- nications Society, Institute of Electrical and Electronics Engineers (IEEE) Women in Engineering, and a member of the American Society for Engineering Education (ASEE), Association for

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

maximize the impact both regionally andnationally.United States – Australia Renewable Energy and Green SkillsLearning Exchange Project - Phase 1 - Building and Implementing theUS-Australia Green Learning Exchange and NetworkProject SummaryIntellectual MeritThe goal of this U.S.-Australia Renewable Energy and Green Skills Learning Exchangeproject is to develop a community of technical educators to improve curricula andpedagogy by sharing best practices in the content, teaching, certifications, articulationand career pathways for the green skills in renewable energy disciplines in both theUnited States and Australia. Specific renewable energy technician-level disciplines to betargeted will include but not be limited to: solar photovoltaic and solar

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Kathryn Jablokow, Pennsylvania State University; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Jessica Menold, Pennsylvania State University, University Park

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

and Engineering Design at Penn State University. A graduate of Ohio State University (Ph.D., Electrical Engineering), Dr. Jablokow’s teaching and research interests include problem solving, invention, and creativity in science and engineer- ing, as well as robotics and computational dynamics. In addition to her membership in ASEE, she is a Senior Member of IEEE and a Fellow of ASME. Dr. Jablokow is the architect of a unique 4-course mod- ule focused on creativity and problem solving leadership and is currently developing a new methodology for cognition-based design. She is one of three instructors for Penn State’s Massive Open Online Course (MOOC) on Creativity, Innovation, and Change, and she is the founding

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

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NSF Grantees Poster Session

are strong problem solvers, and who understand how toseek assistance and navigate college campuses, are most likely persist to degree completion.Accordingly, this research seeks to examine a sample of non-traditional college students enrolledin science and engineering programs in four urban community colleges to determine (a) the typesand frequency of support practices they utilize, (b) how such practices influence theirachievement, persistence and transfer status to four year colleges and universities, and (c) how inturn their propensity for innovation and creative problem solving affects such choices andpersistence. The study analyzes the pedagogical practices—practices designed to fostersuccessful transfer from community college to four

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Karl A Smith, University of Minnesota, Twin Cities; Ann F. McKenna, Arizona State University, Polytechnic Campus; Rocio C. Chavela Guerra, American Society for Engineering Education; Russell Korte, Colorado State University; Christopher Swan, Tufts University

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NSF Grantees Poster Session

, and practicing engineers. Prior to Colorado, Korte was at the University of Illinois at Urbana-Champaign where he helped redesign the first year engineering program as a Fellow with the Illinois Foundry for Innovation in Engineering Education and was a member of the Academy for Excellence in Engineer- ing Education—a faculty development program at the University of Illinois. Earlier, he was a research assistant for the Center for the Advancement of Engineering Education at the University of Washington.Dr. Christopher Swan, Tufts University Chris Swan is Associate Dean at the Jonathan M. Tisch College of Citizenship and Public Service and an associate professor in the Civil and Environmental Engineering department at

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria Teresa Napoli, UC Santa Barbara; Arica Lubin, Center for Science and Engineering Partnerships, University of California, Santa Barbara; Liu-Yen Kramer, Center for Science and Engineering Partnerships, University of California Santa Barbara; Jens-Uwe Kuhn, Santa Barbara City College; Nicholas Arnold, Santa Barbara City College; Ofelia Aguirre, Center for Science and Engineering Partnerships; Megan T. Valentine, University of California, Santa Barbara

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NSF Grantees Poster Session

exclusively on CC students, INSET effectively promotesearly engagement in STEM research, providing opportunities for active learning activities thatmay increase retention and degree completion, while at the same time drawing a diverse studentpopulation.INSET was designed to expose this traditionally under-engaged pool of students to theexcitement of scientific discovery, innovative engineering, and the societal impact of science andtechnology. This is achieved in part by immersing students in a university research environment,giving them first-hand experience on cutting-edge original research in a discipline of theirinterest and with the mentorship of a UCSB student just a step or two ahead of them. The CCinterns make original contributions to this

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

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 equity, and gender and race stratification in education and the workforce.Kerice Doten-Snitker, University of Washington American c Society for Engineering Education, 2020 Paper ID #30667Ms. Doten-Snitker is a Graduate Research Assistant at the University of Washington’s Center for Eval

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen E. Cook, Seattle University; Teodora Rutar Shuman, Seattle University; Gregory Mason, Seattle University

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NSF Grantees Poster Session

Paper ID #16184Development of Authentic Engineering Problems for Problem-centered Learn-ingDr. Yen-Lin Han, Seattle University Yen-Lin Han is an Assistant Professor in the department of Mechanical Engineering at Seattle University. Her research interests include micro-scale Molecular Gas Dynamics and heat transfer applications such as the Knudsen Compressor, a temperature driven micropump with no moving parts. Her work in exper- imental and computational investigations of gas transport phenomena has been published in high impact journals including Physics of Fluids, Applied Materials and Interfaces, and Journal of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

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NSF Grantees Poster Session

Paper ID #42584Board 235: Design and Implementation of a Professional Development Coursefor Interdisciplinary Computational Science Graduate StudentsProf. Satchi Venkataraman, San Diego State University Satchi Venkataraman, Ph.D., is a Professor of Aerospace Engineering. He has served as Graduate Advisor for the Aerospace Engineering program (17 years) and as an Associate Director at the Computational Sciences Research Center at San Diego State University (11 years). His expertise is in computational mechanics and optimization applied to design of lightweight and durable composite aircraft structures. He has extensive

Conference Session

NSF Grantees Poster Session

Collection

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

Electrical and Computer Engineering Department on the campus of NDSU. Theresearch team, graduate student mentor, and other faculty members provide support to teachersto enhance the knowledge and skills gained throughout the program. This support is provided ina variety of ways, including refresher courses in math and science content, pedagogicalworkshops, engineering design activities, lab work, and curriculum writing. Four follow-upworkshops are conducted through the year to provide sustained support throughout the schoolyear. By participating in the program, the teachers gain a personal insight to research-basedclassroom instruction that follow best practices in K-12 engineering education, STEM learning,active learning instruction, and project

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Greg Kepner, Midwest Photonics Education Center; Anca L. Sala, Baker College, Flint

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Diversity, NSF Grantees Poster Session

Community College (JCCC) of Kansas as they considered thefeasibility of establishing photonics programs or photonics certificates and/or infusing photonicscoursework into existing programs. MPEC has provided additional technical assistance toColumbia Area Career Center (CACC) of Missouri as they work to expand their photonicsprograms to include evening offerings of photonics certificates. All of these institutions havevisited IHCC for laboratory tours and in-depth discussions of curriculum design, laboratoryequipment needs, graduate job placement and other challenges to program startup. Eachinstitution has received a follow-up visit from MPEC for additional on-site technical assistance.STC plans to add two or three photonics courses with a

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

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NSF Grantees Poster Session

the engineering curriculum.The remaining first-cycle Faculty VCP involves 20 to 30 participants in the National Academyof Engineering’s Frontier of Engineering Education (FOEE) program working in a similar wayto incorporate these approaches into whatever courses they teach. FOEE members have beenselected in a highly competitive process based on their work in developing and implementinginnovative educational approaches. It was formed to enable them to share ideas and learn fromresearch and best practice in education.The leaders of the Faculty VCPs need to be individuals that have implemented research-basedapproaches for improving student learning and have acquired a reputation for innovation andleadership in their course area. In identifying

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Aileen Reid, University of North Carolina, Greensboro; Ayesha Sherita Sherita Boyce; Chaturved Janaki, University of Georgia; Nicola W. Sochacka, University of Georgia; Joachim Walther, University of Georgia

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Diversity, NSF Grantees Poster Session

Paper ID #42046Board 301: Impacts of the ProQual Institute: Summative Evaluation of ParticipantSkills, Perceptions, Confidence, and Research Products from a QualitativeResearch InstituteDr. John Ray Morelock, University of Georgia Dr. Morelock is an Assistant Professor of Practice with an emphasis on engineering education research, and the Associate Director of Educational Innovation and Impact for UGA’s Engineering Education Transformations Institute (EETI). In addition to coordinating EETI’s faculty development programming, Dr. Morelock conducts research on institutional change via faculty development, with an emphasis

Conference Session

NSF Grantees: REU 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maeve Drummond Oakes, Purdue University; Kristin Everett, Western Michigan University; Michael T. Harris, Purdue University at West Lafayette; Maryanne Sydlik, Western Michigan University; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

CISTARcampuses that developed synergy between the University Program and the Pre-College Program.Program MentorsGraduate student mentors for all of these groups were CISTAR Graduate Fellows, a group ofstudent researchers who are supported through CISTAR to understand their impact on industryand the world by participating in professional development activities and a set of definededucational experiences. Mentoring university undergraduate students and high school studentsand teachers is a critical element of the CISTAR Graduate Fellow experience.Changes Made to Programs Based on Previous EvaluationAs the programs were developed for the second year of the center a series of design changeswere made in response to evaluation results and feedback from

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

impacts of different factors on ideation of designers and engineers, developing instructional materials for 77 cards, and designing innovation workshops for students without design or engineering background and teaching them design thinking methodologies. She received her PhD degree in Design Science in 2010 from University of Michigan. She is also a faculty in Human Computer Interaction Graduate Program and a research faculty in Center for e-Design.Dr. Shanna R. Daly, University of Michigan Shanna Daly is an Assistant Research Scientist and Adjunct Assistant Professor in the College of Engi- neering at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton and a Ph.D. in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Dhananjay Kumar, North Carolina A&T State University; Devdas M. Pai, North Carolina A&T State University; Courtney Lambeth, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University; Narayan Bhattarai, North Carolina A&T State University

Tagged Topics

NSF Grantees Poster Session

students have the option to receive “Independent Study” or“Independent Research” course credit for this systematically mentored and monitored teamactivity. The team set-up is carefully designed to inspire the students to bring out their individualstrengths and innovative abilities and contribute meaningfully to the team goals in a way thathelps them find self-worth. Each Faculty and Student Team (FaST) consisted of two students(one graduate and one undergraduate) and one NUE faculty member. Working in this type ofteam set-up has been found to promote the development of student-faculty interaction andstudent-student communication.The NUE efforts have provided a significant number of underrepresented minority students withtraining and mentoring

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

Tagged Topics

Diversity, NSF Grantees Poster Session

, mentoring, as well as connecting students to high impact practices such as undergraduate research and internships. She is particularly interested in the evolving patterns of STEM student pathways including community college transfers and exploring institutional partnership initiatives that provide innovative approaches responsive to student needs.Dr. Nancy A Rodenborg, Augsburg University Dr. Nancy Rodenborg is a Professor of Social Work at Augsburg University in Minneapolis. Dr. Ro- denborg’s primary research and teaching focus is on institutional diversity and inequality in a global context. She is interested in developing inclusive pedagogy and higher education administrative practices that equitably serve students of

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christine Kelly, Oregon State University; Susannah C. Davis, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Ed LeRoy Michor, Oregon State University

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NSF Grantees Poster Session

resourced with $1,000. The Action Research(AR) option is designed to encourage teaching or co-curricular development and reflectionusing an action research approach, through which people ask and empirically investigatequestions about practice. AR Fellows collect evidence in their own classroom/co-curricularenvironment to inform practice. Each project is resourced with $3,000.The call for applications to the Teaching Innovation Fellows Program was issued in Summer2018 and the first cohort was selected in early Fall. There was widespread response and thefaculty teams that were selected are shown in Table 1. To sustain collaboration and activity,the Fellows meet with the community of fellows once a quarter during the year of thefellowship to reflect

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Daniel D. Anastasio, Rose-Hulman Institute of Technology; Landon Bassett, University of Connecticut; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Daniel D. Burkey, University of Connecticut; Matthew Cooper, North Carolina State University

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NSF Grantees Poster Session

a Teaching Associate Professor in the Department of Chemical and Biomolecular Engineering at NC State University where he teaches Senior Design, Material and Energy Balances, Unit Operations, Transport Phenomena and Mathematical/Computational Methods. He is the recipient of teaching and pedagogical research awards including the NCSU Outstanding Teacher Award, ASEE ChE Division Raymond W. Fahien Award and the 2013 and 2017 ASEE ChE Division Joseph J. Martin Awards for Best Conference Paper. Dr. Cooper’s research interests include effective teaching, process safety decision-making skills and best practices for online education. c American Society for Engineering Education, 2020

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

understand how toseek assistance and navigate college campuses, are most likely persist to degree completion.Accordingly, this research seeks to examine a sample of non-traditional college students enrolledin science and engineering programs in four urban community colleges to determine (a) the typesand frequency of support practices they utilize, (b) how such practices influence theirachievement, persistence and transfer status to four year colleges and universities, and (c) how inturn their propensity for innovation and creative problem solving affects such choices andpersistence. The study analyzes the pedagogical practices—practices designed to fostersuccessful transfer from community college to four-year colleges and universities and

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Alexandra Longo, American Society for Engineering Education; Rossen Tsanov, American Society for Engineering Education

Tagged Topics

Diversity, NSF Grantees Poster Session

thefindings from our research on LGBTQ in Engineering. This is done by various means such asdirect presentation of quantitative results, case studies about experiences of LGBTQ individualsin STEM, and activities exploring how STEM culture impacts LGBTQ individuals. Uponcompletion of Safe Zone training, graduates receive a Safe Zone sticker to display in theirworkplace. This simple symbol of LGBTQ alliance has been shown to benefit LGBTQ studentsand faculty in powerful and meaningful ways [24].Safe Zone workshops were first introduced at the ASEE Annual Conference in 2014 and offeredagain at the 2015 Annual Conference [31]. Through this project we redesigned the Safe Zoneworkshops for a STEM audience. Since 2016 we have offered multiple Safe Zone

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rui Wu, East Carolina University; Sergiu Dascalu, University of Nevada, Reno; Zhen Zhu, East Carolina University; David Feil-Seifer; Marjorie Campo Ringler, East Carolina University; Bryan C. Hutchins; Laura Rosof; Ponkoj Chandra Shill, University of Nevada, Reno; Hossein Jamali, University of Nevada, Reno; Frederick C Harris Jr., University of Nevada, Reno

Tagged Topics

NSF Grantees Poster Session

. Hiring the Next Generation of Faculty, volume 2010(152). New Directions for Community Colleges, 2011. [4] M Bernardine Dias, Brett Browning, G Ayorkor Mills-Tettey, Nathan Amanquah, and Noura El-Moughny. Undergraduate robotics education in technologically underserved communities. In Proceedings 2007 IEEE International Conference on Robotics and Automation, pages 1387–1392. IEEE, 2007. doi: 10.1109/ROBOT.2007.363178. [5] Michael Rosenblatt and Howie Choset. Designing and implementing hands-on robotics labs. IEEE Intelligent Systems and their Applications, 15(6):32–39, 2000. doi: 10.1109/5254.895856. [6] Glen R Rasmussen. An evaluation of a student-centered and instructor-centered method of conducting a graduate course in